Students can describe how hard they tried. Innovating Applying Developing Not Using Engages students in reflecting on their Engages students in Uses strategy Strategy was called for own learning process and monitors the reflecting on their incorrectly or with but was not exhibited. extent to which students assess their own learning process. parts missing. learning. Signals to students which content is critical Signals to students Uses strategy Strategy was called for versus noncritical, engages students in a which content is incorrectly or with but not exhibited. brief review of content that highlights the critical versus parts missing. critical information, and monitors the noncritical and extent to which students can recall and engages students in a describe the previous content. review of content that highlights the critical information. Begins lessons by reviewing prior learning Begins lessons by Begins lessons with an Strategy was called for and explaining why upcoming content is reviewing prior inadequate or but not exhibited. important. learning. unrelated review of prior learning. IP cues the importance of upcoming IP announces the Uses strategy Strategy was called for information in some direct and indirect importance of incorrectly or with but not exhibited. fashion (tone of voice, body position, level upcoming. parts missing. of excitement). Students are consistently asked and are Students are able to Students can Students are unable to able to explain why the content is state why the content occasionally explain explain why the content important. is important. why the content is is important. important. Element 7: Organizing Students to Interact with New Knowledge *The teacher organizes students into small groups to facilitate the processing of new information. Teacher Evidence Student Evidence Teacher has established routines for student grouping and Students move to groups in an orderly fashion. student interaction in groups. Teacher organizes students into ad hoc groups for the Students appear to understand expectations about lesson using (1) dyads, (2) triads, or (3) small groups up appropriate behavior in groups in that they (1) respect to about 5. opinions of others, (2) add their perspective to discussions, and (3) ask and answer questions. Innovating Applying Developing Not Using
Students can describe how hard they tried. Innovating Applying Developing Not Using Engages students in reflecting on their own learning process and monitors the extent to which students assess their learning. Engages students in reflecting on their own learning process. Uses strategy incorrectly or with parts missing. Strategy was called for but was not exhibited. Signals to students which content is critical versus noncritical, engages students in a brief review of content that highlights the critical information, and monitors the extent to which students can recall and describe the previous content. Signals to students which content is critical versus noncritical and engages students in a review of content that highlights the critical information. Uses strategy incorrectly or with parts missing. Strategy was called for but not exhibited. Begins lessons by reviewing prior learning and explaining why upcoming content is important. Begins lessons by reviewing prior learning. Begins lessons with an inadequate or unrelated review of prior learning. Strategy was called for but not exhibited. IP cues the importance of upcoming information in some direct and indirect fashion (tone of voice, body position, level of excitement). IP announces the importance of upcoming. Uses strategy incorrectly or with parts missing. Strategy was called for but not exhibited. Students are consistently asked and are able to explain why the content is important. Students are able to state why the content is important. Students can occasionally explain why the content is important. Students are unable to explain why the content is important. Element 7: Organizing Students to Interact with New Knowledge *The teacher organizes students into small groups to facilitate the processing of new information. Teacher Evidence Student Evidence Teacher has established routines for student grouping and student interaction in groups. Students move to groups in an orderly fashion. Teacher organizes students into ad hoc groups for the lesson using (1) dyads, (2) triads, or (3) small groups up to about 5. Students appear to understand expectations about appropriate behavior in groups in that they (1) respect opinions of others, (2) add their perspective to discussions, and (3) ask and answer questions. Innovating Applying Developing Not Using