Component 3A: Communicating with students
Expectations for learning
Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests.
Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests.
Directions and procedures
Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.
Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.
Explanations of content
Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.
Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.
Use of oral and written language
Teacher’s spoken and written language is correct and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportunities to extend students’ vocabularies.
Teacher’s spoken and written language is correct and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportunities to extend students’ vocabularies.
Component 3B: Using Questioning and Discussion Techniques
Quality of questions
Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.
Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.
Discussion techniques
Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.
Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.
Student participation
Teacher successfully engages all students in the discussion.
Teacher successfully engages all students in the discussion.
Component 3C: Engaging Students in Learning
Activities and assignments
All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding.
All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding.
Grouping of students
Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.
Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.
Instructional materials and resources
Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.
Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.
Structure and pacing
The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.
The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.