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The teacher delivers content that challenges students and engages them cognitively. The teacher uses all class time for learning and personalizes instruction. Specifically, the teacher communicates clear learning goals, requires students to think at higher levels, and ensures students remain engaged throughout the lesson by balancing instruction and opportunities for students to process information. The teacher also provides support and extensions to meet the individual needs of all students.
The teacher delivers content that challenges students and engages them cognitively. The teacher uses all class time for learning and personalizes instruction. Specifically, the teacher communicates clear learning goals, requires students to think at higher levels, and ensures students remain engaged throughout the lesson by balancing instruction and opportunities for students to process information. The teacher also provides support and extensions to meet the individual needs of all students.
The teacher delivers content that challenges students and engages them cognitively. The teacher uses all class time for learning and personalizes instruction. Specifically, the teacher communicates clear learning goals, requires students to think at higher levels, and ensures students remain engaged throughout the lesson by balancing instruction and opportunities for students to process information. The teacher also provides support and extensions to meet the individual needs of all students.
Teacher delivers content at a level of rigor that challenges students, cognitively engages them, intentionally
Teaching uses all time for learning, and personalizes instruction.
Indicators Ineffective Developing Effective Exemplary Instructional Rigor: A) Teacher does not C) Teacher incorporates the F) Students are able to I) Teacher requires students to Teacher communicates communicate the lesson use of academic vocabulary. articulate the learning engage in elaborated measurable learning goals and objective for the students. D) Teacher clearly objective and how activities communication (written or delivers content that is B) Teacher questioning and communicates (verbally or in align. verbal) and/or to process new challenging to each student assignments reflect a lack of writing) lesson objectives for G) Teacher identifies for information and draw and gives them opportunities rigor (i.e., basic recall of students. students critical information in inferences from the new to engage in higher order knowledge, single word E) Teacher questioning and the lesson and links it to content. thinking processes, so that they responses, etc.). assignments reflect an attempt previously learned content. J) Students connect lessons, may interact with the content at rigor; however, opportunities H) Teacher scaffolds content in content, and content in a deep and meaningful for students to engage with the right amount and application with other way. content using higher order complexity for student disciplines, real-world thinking processes are missed. processing. experiences and/or abstract concepts. Cognitive Engagement: A) Teacher does not effectively B) Teacher provides complex, C) Teacher assures students D) Students self-regulate their Teacher uses effective use instructional strategies to cognitive learning give continuous, engaged learning and remain engaged instructional strategies to cognitively engage students. opportunities in an attempt to attention to complex, and focused on the learning cognitively engage students; engage all students. cognitive learning tasks. creating student ownership for opportunities. their learning. Use of Time: A) Teacher does not pace B) Teacher uses time C) Teacher intentionally uses all D) Students demonstrate an Teacher demonstrates urgency activities or lessons in a way adequately to deliver lesson time for learning through an urgency and sustained energy for learning by pacing lesson that maximizes learning. content, however, students effective balance of content for learning throughout the delivery and activities in a way lack the appropriate amount delivery and activities such lesson. that maximizes the use of time of time to process their learning that students are able to and creates a balance and do not remain engaged. process their learning through between instruction and opportunities to think, speak, opportunities for student and write for the entire lesson. processing. Personalized Instruction: A) Teacher does not preplan or B) Teacher provides supporting C) Teacher assures that all D) Teacher provides for each Teacher uses preplanned provide opportunities for activities to accommodate preplanned extensions or student’s needs as instruction corrections and extensions in a corrections and extensions. student needs for corrections correction opportunities flows between whole group, whole group, small group and and extensions. include explicit instruction, the small group, and individual individualized setting, to appropriate level of challenge, support. address deficit, grade level or active engagement, and E) Teacher makes adjustments advanced learning needs. feedback. to instruction during the lesson to meet the needs of students.