eq-ees-teacher-evaluation

Technique 17: Ratio
Push more and more of the cognitive work out to students as soon as they are ready, with the understanding that the cognitive work must be on-task, focused, and productive.
Teacher
Student
Unbundle (sharing more with more students and forcing them to react with one another); Engages in increased doses of cognitive work as soon as they are ready (but not before)
half-statement (students complete the idea); what’s next? (asking about process and
Engages in larger and larger shares of the right work – focused and productive
product both); feign ignorance (pretend you don’t know); repeated examples (especially
rigorous when you set the terms for how it must be different than the one that proceeded
it); rephrase or add on (improving an answer); whys and hows (explaining the thinking);
supporting evidence (constantly ask about the evidence that supports it); batch process
(allow a short series of student comments to be made directly following and in response to,
one another); and discussion objectives (focus discussions on the most productive and
rigorous points).
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).
Technique 33: On Your Mark
Show students how to prepare for a lesson to begin and expect them to do so every day.
Teacher
Student
Show students how to prepare for class and expect it every day: be explicit about what is Can successfully prepare themselves for learning.
needed; set a time limit for preparation; use a standard consequence; provide tools without
consequence to those who recognize the need “before” class begins; and include homework
(most important thing students do that is unsupervised by a teacher).
Technique 49: Normalize Error
Getting it wrong and then getting it right is the fundamental process of schooling; respond to both parts of the sequence as if they were totally and completely normal.
Teacher
Student
Since wrong answers are a normal and healthy part of the learning process, avoid chastening Experiences an incentive to take on challenges and take risks because being wrong is ok.
wrong answers. Avoid spending a lot of time talking about wrongness and get down to fixing. They are acknowledged for hard work and being correct and wrong answers are normal part
Acknowledge correct or hard work and then move on; don’t flatter or fuss.
of their learning.