3b - Using Questioning and Discussion Techniques INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The teacher's Some of the Most of the questions are teacher's teacher's Questions reflect low-level or questions elicit a questions elicit a high expectations inappropriate, thoughtful thoughtful and are culturally eliciting limited response, but most response, and and student are low-level, the teacher developmentally participation and posed in rapid allows sufficient appropriate. recitation rather succession. The time for students Students than discussion. teacher's attempts to answer. All formulate many of to engage all students the high-level students in the participate in the questions and discussion are only discussion, with ensure that all partially the teacher voices are heard. successful. stepping aside when appropriate. 3c - Engaging Students in Learning INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE Activities and Activities and Activities and assignments, assignments, assignments, Students, materials, and materials, and materials, and throughout the groupings of groupings of groupings of lesson, are highly students are students are students are intellectually inappropriate for partially fully appropriate engaged in the instructional appropriate to the for the significant outcomes or instructional instructional learning, and students' outcomes or outcomes and make material cultures or students' cultures students' contributions to levels of or levels of cultures and the activities, understanding, understanding, levels of student resulting in little resulting in understanding. groupings, and
3b - Using Questioning and Discussion Techniques INEFFECTIVE The teacher's questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion. PROGRESSING Some of the teacher's questions elicit a thoughtful response, but most are low-level, posed in rapid succession. The teacher's attempts to engage all students in the discussion are only partially successful. EFFECTIVE Most of the teacher's questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. HIGHLY EFFECTIVE Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard. 3c - Engaging Students in Learning INEFFECTIVE Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students' cultures or levels of understanding, resulting in little PROGRESSING Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes or students' cultures or levels of understanding, resulting in EFFECTIVE Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students' cultures and levels of understanding. HIGHLY EFFECTIVE Students, throughout the lesson, are highly intellectually engaged in significant learning, and make material contributions to the activities, student groupings, and
EdReflect_TESS_Rubric_Descriptors.jun.18.docx