DIRECTIONS AND Confusing Directions and Procedures clarified Directions and Procedures clear to Clear directions and procedures; PROCEDURES after student confusion students anticipating misunderstanding What are two strategies you can Some students were confused The directions and procedures seem How can you use student use to help students better to be clearly understood. What suggestions to make directions about part of the directions. Was understand the procedures for strategy do you have to address any more clear and improve the that handled to your satisfaction? Is each activity? possible misunderstandings? understanding of procedures? there a way to improve the clarity of directions and procedures? EXPLANATION OF Unclear or confusing or uses Uneven; some is skillful, but other Appropriate and connects with Imaginative and connects with inappropriate language parts difficult to follow students’ knowledge and experience students students contribute – CONTENT explanations to peers Most of the students were What can you do to ensure How can you involve the students in Would you share a lesson with other confused during your appropriate language that is reflection or journaling to prove they teachers emphasizing these explanation of the lesson, what consistently relevant and meaningful understand the goals of the lesson? techniques? might you do to assist students to your students? in understanding? 3A: COMMUNICATING WITH STUDENTS (continued) Element Unsatisfactory Basic Proficient Distinguished USE OF ORAL AND Inaudible or Illegible language Audible, Legible, Correct usage Clear and correct language. Correct and Conforming language – – – contains errors of grammar or conforms to standard English limited Vocabulary appropriate to students. expressive well-chosen vocabulary to WRITTEN LANGUAGE syntax vocabulary inappropriate, vocabulary or not appropriate to enrich lesson extends students’ – – vague or used incorrectly students vocabularies My observation notes contain You have great skill in your use of How are students’ interests being problems with the language of How can I help you to extend your incorporated into the extension of language during your instructional instruction, as well as personal vocabulary so that it is appropriate the students’ vocabulary? time. Could we work on a quick language usage. Let’s discuss for students? reference list to help others who still what I’ve noted and examine ways have concerns in this area? to keep this from happening in the future. 3A: Communicating with students indicators: Clarity of lesson purpose directions and procedures specific to lesson activities Absence of content errors and clear explanations of concepts Students comprehension of content Correct and imaginative use of language
DIRECTIONS AND PROCEDURES Confusing What are two strategies you can use to help students better understand the procedures for each activity? Directions and Procedures clarified after student confusion Some students were confused about part of the directions. Was that handled to your satisfaction? Is there a way to improve the clarity of directions and procedures? Directions and Procedures clear to students The directions and procedures seem to be clearly understood. What strategy do you have to address any possible misunderstandings? Clear directions and procedures; anticipating misunderstanding How can you use student suggestions to make directions more clear and improve the understanding of procedures? EXPLANATION OF CONTENT Unclear or confusing or uses inappropriate language Most of the students were confused during your explanation of the lesson, what might you do to assist students in understanding? Uneven; some is skillful, but other parts difficult to follow What can you do to ensure appropriate language that is consistently relevant and meaningful to your students? Appropriate and connects with students’ knowledge and experience How can you involve the students in reflection or journaling to prove they understand the goals of the lesson? Imaginative and connects with students – students contribute explanations to peers Would you share a lesson with other teachers emphasizing these techniques? 3A: COMMUNICATING WITH STUDENTS (continued) Element Unsatisfactory Basic Proficient Distinguished USE OF ORAL AND WRITTEN LANGUAGE Inaudible or Illegible – language contains errors of grammar or syntax – vocabulary inappropriate, vague or used incorrectly My observation notes contain problems with the language of instruction, as well as personal language usage. Let’s discuss what I’ve noted and examine ways to keep this from happening in the future. Audible, Legible, Correct usage – conforms to standard English limited vocabulary or not appropriate to students How can I help you to extend your vocabulary so that it is appropriate for students? Clear and correct language. Vocabulary appropriate to students. How are students’ interests being incorporated into the extension of the students’ vocabulary? Correct and Conforming language – expressive well-chosen vocabulary to enrich lesson – extends students’ vocabularies You have great skill in your use of language during your instructional time. Could we work on a quick reference list to help others who still have concerns in this area? 3A: Communicating with students indicators: Clarity of lesson purpose directions and procedures specific to lesson activities Absence of content errors and clear explanations of concepts Students comprehension of content Correct and imaginative use of language