eq-ees-teacher-evaluation

Standard 4: Critical Thinking
Growth Guide 4.1 – Teach Like a Champion Techniques
The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills.
Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving and critical thinking
Emerging Developing Proficient Distinguished
4E1) The emerging teacher…
4D1) The developing teacher also… 4P1) The proficient teacher 4S1) The distinguished teacher
also…
also…
Selects various types of instructional strategies and
appropriate resources to achieve instructional goals
and teach students critical thinking skills.
Assures student growth with
frequent instructional
opportunities for students to use
critical thinking and problem
solving skills.
Effectively applies a range
of instructional techniques
that require students to
think critically and problemsolve.
Lemov, Doug. (2010) Teach Like a Champion: 49 Techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.
Fluently uses a range of
instructional techniques
that require critical
thinking; serves as a leader
by offering constructive
assistance and modeling
the use of strategies,
materials and technology to
maximize learning.
Score = 0 1 2 3 4 5 6 7
Teacher
Technique 13: Name the Steps
Subdivide complex skills into component tasks and build knowledge up systematically.
Student
Identify the steps; make them sticky (memorable and stick in students’ minds); build the Learn steps and use this road map as they progress towards mastery (competence)
steps; use two stairways (explaining the process and doing the process)
Explains the process while another student does the process. Provides a process that the
student can use as they work to remember content
One at a Time
Ask one question at a time
Teacher
Although questions tend to come in sequences, ask only one question at a time to help
students focus on developing one idea at a time and to focus you on questioning with a
specific goal or purpose in mind.
Student
Develops one idea at a time in response to the specific question you asked
Simple to Complex
Ask questions that progress from simple to complex
Teacher
Student
Effective questions initially engages students’ thinking about a topic in contained and Activates their memory of relevant facts and details to support their opinions; develops and
concrete ways and then pushes them to think more deeply and broadly
reflects on ideas, turning them into insights before being called on to share them in public
Verbatim (No Bait and Switch)
Changing a question
Teacher
Student
When repeating a question for a student and/or class, avoid changing a question after a Hear and consider questions and participate based on thoughtful reflection because the
student has raised their hand and is formulating an answer. Even a slight change in syntax question asked remained constant
can alter the question.