eq-ees-teacher-evaluation
eq-ees-teacher-evaluation 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 19: At Bats Lessons should include as many repetitions as possible. Teacher Student Go until they can do it on their own; use multiple variations and formats; grab opportunities Participates in repetition of essential concepts as a strategy for achieving mastery for enrichment and differentiation; Increases confidence that they know the content 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 43: Positive Framing Make corrections consistently and positively. Narrate the world you want your students to see even while you are relentlessly improving it. Teacher Student Live in the now (in public: in front of your class or when a lesson is underway); assume the Is encouraged to do their best without being threatened by penalty unless it becomes best instead of ill intention (it could be the result of distraction, lack of practice, or genuine absolutely necessary misunderstanding instead of ill intention); allow plausible anonymity (don’t call someone out Does not experience embarrassment or harassment until you have to); build momentum and narrate the positive (make the positive the normal Experience positive reaction even when being corrected or status quo); challenge (build competition into the day); talk expectations and aspirations (the goal is for them to leave you and move on to bigger and better things). Technique 48: Explain Everything Make expectations clear, rational and logical; remind students why they do what they do and ground the explanation in the mission: getting to college (future success). Teacher Student Deliberately make your expectations clear, rational and logical. Understands the logic behind rules and expectations designed for their betterment; The rationale behind decisions made in students’ interest and the way that adults think on understands that group success depends on everyone’s participation. behalf of children is made clear; it happens well in advance of a behavior that needs fixing or after the fixing has resulted in the meeting of expectations.
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 One at a Time Ask one question at a time Teacher Student Although questions tend to come in sequences, ask only one question at a time to help Develops one idea at a time in response to the specific question you asked students focus on developing one idea at a time and to focus you on questioning with a specific goal or purpose in mind.
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- Page 305 and 306: Standard 2: Student Learning, Growt
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Change the Pace<br />
Use a variety of activities to accomplish your objective and move from one to the other throughout the course of a lesson<br />
Teacher<br />
Student<br />
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<br />
them.<br />
Feels as if they are moving quickly from activity to activity<br />
Creation an illusion of speed by using a variety throughout the lesson<br />
One at a Time<br />
Ask one question at a time<br />
Teacher<br />
Student<br />
Although questions tend to come in s<strong>eq</strong>uences, ask only one question at a time to help Develops one idea at a time in response to the specific question you asked<br />
students focus on developing one idea at a time and to focus you on questioning with a<br />
specific goal or purpose in mind.
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