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No |
N.A. |
Indicator |
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1. Structuring: Establishes an intellectual psychological,
and physical environment that enables students to act and react productively. |
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Lesson has a clear flow from one to another
(e.g. begin, middle, and end; activity to activity).
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Students will have choices (e.g. what to do, study).
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Learns and uses students names.
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Helps students assume responsibilities and complete tasks, thereby
empowering them in their learning.
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Communicates clearly with an instructive vocabulary orally and visually.
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Establishes and maintains clearly understood classroom procedures,
expectations, and boundaries.
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Helps students organize their learning (e.g. creating an outline, setting
goals).
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Provides clear definitions.
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Provides clear directions, orally and visually, and motivates students
to participate.
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Helps students identify time and resource constraints.
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Provides for frequent summary reviews and generalizations, often with
the use of student self-assessment of their learning.
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Attends to the organization of the learning environment to establish
a positive, safe, and efficient environment for all student learning
(e.g. not allowing student put downs, assuring all have opportunities
to learn, have appropriate materials and distributes materials in an
appropriate manner).
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Structures and facilitates ongoing formal and informal discussion that
focuses on the purposes of the activity.
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2. Accepting Instructional Accountability: Holds students
accountable for their learning and is willing to accept the responsibility
for learning outcomes. |
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Attends to students questions, discussions, and other communications.
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Provides opportunities for students to demonstrate their learning,
to refine and explore their questions, and to share their thinking and
results (e.g. pair share, cooperative groups, students challenge and
correct other students, requires students to provide objective evidence
to support conclusions).
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Communicates to students that they all will be called upon to demonstrate
their learning (e.g. has all students contribute, all students share
results of their work, uses a method of random selection of students,
asks all students if they agree or disagree).
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Plans exploratory activities that engage students in learning (e.g.
anticipatory set, has students predict, reviews, motivates students)
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Provides continuous support for desired learning behaviors (e.g. scaffolding,
social skills, goal setting, processes, metacognition, positive dispositions).
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Provides feedback based on desired performance.
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Communicates to students that accomplishment of learning goals is a
responsibility they share with the teacher.
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Holds high expectations for all students to participate and learn.
(e.g. asks students to repeat, asks for multiple responses, asks if
all hear, calls on students by name to focus attention, uses thumbs
up.., choral response, teacher asks students to show me...).
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Establishes a clearly understood and continuous program of assessment
(e.g. diagnostic, formative, summative, and generative and).
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Assumes responsibility for decisions making and risk taking with the
students.
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3. Demonstrates Withitness, Pacing, and Overlapping: Is
able to intervene and redirect potentially undesirable student behavior
and attend to several matters simultaneously. |
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Attends to the entire class while working with one student or with
a small group of students (e.g. communicate awareness with hand gestures,
body language, verbal cues in a positive way).
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Reinforces or shifts activities for a student whose attention begins
to fade.
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Dwells on one topic only as long as necessary for the students
understanding.
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Continually and simultaneously monitors all classroom activities to
keep students on task and provide them assistance and resources (e.g.
moves about room, positions self to see all, aware of what is happening).
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Demonstrates an understanding of when to assess.
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Continues monitoring the class during any distraction, such as when
a visitor enters the classroom.
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4. Provides a Variety of Motivational, Challenging Activities:
Uses a variety of activities that motivate and challenge all students
to work to the utmost of their abilities. |
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Shows pride, optimism, and enthusiasm in learning, thinking, and teaching.
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Allows students to discover and solve problems to increase their intrinsic
motivation and self-efficacy (e.g. doesnt tell answers when students
can, provides learning experiences beyond directed instruction).
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Demonstrates the expectation that each student can work to the best
of his or her ability.
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Demonstrates optimism toward each students ability (e.g. persists
until students are successful).
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When appropriate, provides exciting and interesting activities with
the students (e.g. concrete activities, students use materials, applicable
to real life, problems that challenge, social interactions of students).
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Paces activities so they move along smoothly and briskly.
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When appropriate, provides activities that take advantage of the students
natural interests.
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When appropriate provides students interactions for social learning.
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When appropriate provides students with choices.
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5. Models Appropriate Behaviors: Uses behaviors that
are expected of the students and that are consistent with the behaviors
related to effective learning. |
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Models behaviors expected of students (e.g. lowers voice volume for
size of group, listens to other students, drinks pop or coffee at appropriate
times).
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Models and emphasizes the skills, attitudes, and values of inquiry.
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Models self control, patience, and how to resolve conflict with win/win
solutions.
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Demonstrates rational problem-solving and explains to students the
processes used by the teacher when he or she solves a problem. (e.g.
thinks aloud while solving a problem, uses visualize, outlines, and
other organizational structures).
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Demonstrates that making "errors" is a natural event during
problem solving and readily admits and corrects her or his mistakes.
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Models higher order intellectual processes.
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Thinks aloud while reading to students.
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Is prompt in returning student work and offers comments that provide
feedback and feedforward.
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Models moments of silence for thoughtfulness, reflectiveness, and restraint
of impulsiveness.
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Provides concrete evidence to support his or her tentative conclusions.
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Shows respect for all students (e.g. listens, lowers body to be at
students eye level, leans forward, and is polite).
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Uses "I" when "I" is meant, "we" when
"we" is meant (e.g. I feel upset, I need your attention).
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Uses communication that is logical, meaningful, clear and to the point.
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Spells correctly, uses proper grammar, and writes clearly and legibly.
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Does not interrupt when a student is showing rational thinking, even
though the teacher may disagree with the direction of the students
thinking (does not mean that the students conclusion will automatically
be accepted).
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Turns out the lights upon leaving the room.
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6. Facilitates Student Learning: Insures that information
is accessible to students as input they can process to achieve the learning
outcomes. |
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Provides clear and specific instructions in a timely manner to develop
independence.
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Allows for the adequate development of the concept(s) (e.g. listening,
manipulating, writing, talking, and availability of ideas).
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Creates a responsive classroom environment with most students actively
involved (e.g. questioning strategies, pacing, using students
ideas, active listening).
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Provides concrete learning experiences (e.g. students manipulate objects
to learn and demonstrate their understanding).
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Students are used as resources (e.g. Cooperative learning to use students
as resources, uses students ideas and products).
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Uses other teachers and community members as resources.
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Assures sources of information are readily available for student use.
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Equipment and materials are readily available to facilitate learning.
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Uses instructional strategies to help students make connections between
what is being learned and what they already know (brainstorm, KWL POE,
charts, review).
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Provides feedback and feedforward about childrens performances
and progresses through diagnostic, formative, summative, and generative
assessment.
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Encourages students to organize and maintain their own devices to monitor
their progress in learning and thinking (e.g. goal setting, goal checking,
time maintenance).
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Uses visuals to focus students attention and as an aid to understanding.
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Catches students up if they are tardy or return from a special class.
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Students want to think and solve problems.
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7. Creates a Psychologically Safe Environment: Encourages
a positive development of student self-esteem, provides psychologically
safe learning environment, encourages creative thought and behavior, and
offers appropriate nonevaluative and nonjudgmental responses. |
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Uses positive statements and smiles (e.g. avoids the use of sarcasm
and criticism, accepts tardy students by simply catching them up and
moving on, waits for students attention before beginning).
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Creates a risk free environment (e.g. regards mistakes as learning
experiences, allows students to pass).
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Uses strong praise infrequently and privately or praises the entire
class.
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Uses specific praise privately with student(s) and without dramatizing.
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Frequently uses minimal reinforcement (nodding of head, writing students
response, or saying I understand).
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Students ask and answer questions freely.
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Has students repeat their answers as necessary (doesnt repeat
students answers).
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Uses paraphrasing and reflective listening if needed.
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Uses empathic acceptance of a students mood or expression of
feelings.
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Lessons include times for students to show respect for the experiences
and ideas of individual students (e.g. uses student's ideas, has students
honor groups).
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Uses nonverbal cues to show awareness and acceptance of individual
students.
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Writes reinforcing, personalized comments on students papers.
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Provides positive individual student attention as often as possible
(e.g. get at eye level, lower voice volume, talk privately, relate ideas
to students life).
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Empowers students (e.g. uses students ideas, lets students write
on the board, pass-out materials, moves to the back of the room during
student demonstrations, gives student choices, allows students to clean-up
their own messes. lets students repeat their answers).
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Accepts responsibility for student errors.
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Provides logical incentives and rewards for student accomplishments
rather than praise and tangible reinforcers.
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Provides opportunities to all students without bias.
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8. Clarifies Whenever Necessary: Seeks further
elaboration from students about the students ideas or comprehension
of ideas. |
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Provides frequent opportunity for summary reviews and self-assessment
of the learning (e.g. questioning strategies, check for understanding,
thumbs up/down, multiple responses, probes the depth of students' understanding).
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Provides students opportunities to communicate detailed explanations
of ideas concretely with manipulatives, semi-concretely with visuals,
and symbolically.
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Has students discuss until all students have an understanding of the
information. (e.g. has students repeat, paraphrase, teacher may paraphrase
to see if students recognize any misunderstandings).
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Helps students to connect new content to that previously learned.
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Helps students relate the content to their other school and nonschool
experiences.
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Selects instructional strategies that help students correct their misconceptions
(diagnose what students know, provide disequilibration, allow students
to communicate what they learned in a variety of ways, and assess for
generalization).
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9. Uses Periods of Silence: Effectively uses periods of
silence. |
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Pauses for thinking and reflection while talking.
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Uses waits time of longer than two seconds after asking a question
or posing a problem and after a student response.
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Uses teacher silence to stimulate group discussion (e.g. keeps silent
when students are working quietly, limits teacher talk during student
work, and encourages students to listen and question each other during
class discussion).
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Actively listens when a student is talking (e.g. makes eye contact,
leans forward).
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Uses teacher silence when students are attending to a visual display.
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Uses nonverbal signals to maintain classroom control.
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10. Questions Skillfully: Uses thoughtfully worded questions
to induce cognitive learning and to stimulate thinking and the development
of students thinking skills. |
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Uses a variety of questions, including questions that stimulate divergent
thinking as well as those that cause convergent thinking.
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Helps students develop their own questioning skills and provides opportunities
for students to design plans to find answers to their own questions
(e.g. how to ask questions, creatively generate alternative questions,
seek answers to questions).
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Plans questioning sequences that elicit a variety of thinking skills
and that maneuver students to higher levels of cognition.
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Uses questions designed to help students to explore their knowledge,
to develop new understandings, and to discover ways of applying their
new understandings through generalizations.
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Encourages student questioning without judging the quality or relevancy
of a students question.
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Attends to student questions and responds often by building on the
content of their questions.
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