eq-ees-teacher-evaluation

Technique 18: Check for Understanding
Gather data constantly on what students can do while you’re teaching and act immediately on that knowledge to inform what you do next and how you do it.
Teacher
Student
Check for understanding and do something about it “right away”
Gives off data on the degree of their understanding and mastery of content through the
Gather data (think of answers to your questions as data); use questions to generate a deeper answers they provide
understanding that you can act on; observation (students indicating non-verbally that they
have achieved mastery)
Respond to the data; the shorter the delay between recognizing a lack of mastery and fixing
it the more likely the intervention will be effective; Fixing it can include re-teaching by: a
different approach; identifying and re-teaching the problem step; identifying and explaining
difficult terms; a slower pace; using a different order; and identifying students of concern.
Technique 21: Take a Stand
Push students to actively engage in the ideas around them by making judgments about the answers their peers provide.
Teacher
Student
Push students to assess the responses of other students (can be whole class, evaluative, Actively engages in the ideas around them by making judgments about the answers their
verbal or signaled through a gesture).
peers provide.
Don’t ask if they agree, but make students accountable for mentally engaged judgments Are open to having their ideas be assessed by peers as well
rather than empty and obligatory participation (have students defend their judgment and do
this technique for both correct and incorrect answers).
Change the Pace
Use a variety of activities to accomplish your objective and move from one to the other throughout the course of a lesson
Teacher
Student
People of all ages tend to lose focus after ten minutes, so do something new to engage Is energized as a part of the learning process
them.
Feels as if they are moving quickly from activity to activity
Creation an illusion of speed by using a variety throughout the lesson
Brighten Lines
Draw bright clear lines at the beginning and end of a lesson
Teacher
Student
Beginnings and endings that are clearly visible are more likely to be perceived as reference Experiences the “starts” and “stops” of different lesson activities
points and creates the perception you have done multiple, discrete thing.
All Hands
Shift rapidly among and involving a wide array of participants
Teacher
Student
Shifting among participants creates a reference point which signals that something has Feels engaged along with other students in the classroom
changed, something has begun or ended.
Manage questions, requests, and comments that are off task or persist on a topic you are
ready to dispense with
Every Minute Matters
Time is water in the desert, a teacher’s most precious resource; You can always be teaching
Teacher
Student
Keep a series of short learning activities ready so you’re prepared when a two-minute Experiences no wasted time; comes to understand that the learning process is one in which
opportunity emerges (end of class, in the hallway, waiting for buses, etc.).
every minute counts
Look Forward
Mild suspense creates tension, excitement and anticipation around learning
Teacher
Student
Make your pacing feel more vibrant by building in some type of mild suspense into your Is motivated to see the learning through to the end (how it turns out)
learning objective
Wants to know what is coming next