Tap exemplary goals
Tap exemplary goals
Tap exemplary goals
Tap exemplary goals
Tap exemplary goals
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Tap exemplary goals

  1. Sub-objectives are aligned and logically sequenced to the lesson’s major objective
  2. Learning objectives are: consistently connected to what students have previously learned, know from life experiences, and integrated with other disciplines
  3. Expectations for student performance are clear, demand and high
  4. State standards are displayed and referenced throughout the lesson
  5. The teacher consistently develops learning experiences where inquiry, curiosity and exploration are valued.
  6. Examples, illustrations, analogies, and labels for new concepts and ideas.
  7. Modeling by the teacher to demonstrate his or her performance expectations.
  8. Concise communication
  9. Logical sequencing and segmenting.
  10. All essential information.
  11. The lesson’s structure is coherent, with a beginning, middle, end and time for reflection.
  12. Pacing is brisk, and provides many opportunities for individual students who progress at different learning rates.
  13. Routines for distributing materials are seamless.
  14. Are challenging
  15. Sustains students attention
  16. Elicit a variety of thinking
  17. Provide time for reflection
  18. Are relevant to students lives
  19. Provide opportunities for student to student interaction
  20. Induce student curiosity and suspense
  21. Provide students with choices
  22. Incorporate multimedia and technology
  23. Incorporate resources beyond the school curriculum texts,
  24. Knowledge and comprehension
  25. Application and analysis,
  26. Creation and evaluation
  27. Questions are consistently purposeful and coherent,
  28. A high frequency of questions is asked
  29. Questions are consistently sequenced with attention to the instructional goals.
  30. Questions regularly require active responses,
  31. Wait time, 3-5 seconds is consistently provided.
  32. The teacher calls on volunteers and non-volunteers and a balance of students based on ability and sex.
  33. Feedback is frequently given during guided practice and homework review.
  34. The teacher circulates to prompt student thinking, assess each students progress, and provide individual feedback.
  35. Feedback from students from student is regularly used to monitor and adjust instruction.
  36. All students in groups know their roles, responsibilities, and group work expectations.
  37. All students participating in groups are held accountable for group work and individual work.
  38. Instructional group composition is varied to best accomplish the goals of the lesson.
  39. Teacher regularly implements a variety of subject-specific instructional strategies to enhance student content knowledge.
  40. The teacher regularly highlights key concepts and ideas, and uses them as basis to connect other powerful ideas.
  41. Teacher practices regularly incorporate student interests and cultural heritage.
  42. Analytical thinking where students analyze, compare and contrast, and evaluate and explain information
  43. Practical thinking where students use, apply and implement what they learn in real-life scenarios.
  44. Creative thinking where students create, design, imagine and suppose.
  45. Research based thinking where students explore and review a variety of ideas, models, and solutions to problems.
  46. The teacher regularly provides opportunities where students
  47. Generate a variety of ideas and alternatives.
  48. Analyze problems from multiple perspectives and viewpoints
  49. Abstraction
  50. Categorization
  51. Drawing Conclusion/justifying solutions
  52. Predicting outcomes
  53. Observing and experimenting
  54. Improving solutions
  55. Identifying relevant/irrelevant information
  56. Generating ideas
  57. Activities, materials, and assessments that;
  58. Are aligned to state standards
  59. Are sequenced from basic to complex
  60. Build on prior student knowledge, are relevant to students lives, and integrate other disciplines
  61. Provide appropriate time for student work, student reflection, and lesson and unit closure.
  62. Evidence that plan is appropriate for the age, knowledge, and interests of all learners
  63. Organize, interpret, analyze, synthesize, and evaluate information rather that reproduce it.
  64. Draw conclusions, make generalizations, and produce arguments that are supported through extended writing.
  65. Have clear measurement criteria
  66. Measure student performance in more than three ways
  67. Require extended written tasks
  68. Are portfolio-based with clear illustrations of student progress toward state content standards.
  69. Teacher encourages students to learn from mistakes
  70. Teacher creates learning opportunities where all students can experiences success
  71. Students take initiative and follow through with their own work.
  72. Teacher and studetns establish clear rules for learning and behavior
  73. Teacher uses several techniques such as social approval, contingent activities, and consequences to maintain appropriate student behavior
  74. The teacher overlooks inconsequential behavior
  75. The teacher deals with students who have caused disruptions rather than the entire class.
  76. Welcomes all members and guests
  77. Is organied and understandable to all students
  78. Supplies, equipment, and resources are easily and readily accessible.
  79. Displays students work that frequently changes.
  80. Is arranged to promote individual and group learning.
  81. The teacher-student interactions demonstrates caring and respect for one another.
  82. Students exhibit caring and respect for one another.
  83. Teacher seeks out, and is receptive to the interests and opinions of all students.
  84. Positive relationships and interdependence characterize the classroom.