Explanations of Content Sample Clauses

Explanations of Content. Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.
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Explanations of Content. Teacher’s explanation of the content is uneven; some is done skillfully, but other portions are difficult to follow.
Sample 1
Explanations of Content. Teacher’s explanation Teacher’s explanation of the content is unclear of the content is une- or confusing or uses in- ven; some is done Teacher’s explanation to students and xxxxxx- xxxx possible student misunderstanding. Teacher’s explanation of content is appropriate of content is imagina- and connects with stu- appropriate language. skillfully, but other por- dents’ knowledge and tions are difficult to experience. follow. Teacher’s spoken lan- guage is inaudible, or written language is il- legible. Spoken or written language con- Teacher’s spoken lan- Teacher’s spoken and guage is audible, and written language is written language is leg- clear and correct and ible. Both are used conforms to standard correctly and conform English. Vocabulary is tains errors of gram mar to standard English. or syntax. Vocabulary may be inappropriate, vague, or used incor- rectly, leaving students confused. Vocabulary is correct appropriate to the stu- dents’ ages and but limited or is not ap- interests. propriate to the students’ ages or back- grounds. tive and connects with students’ knowledge and experience. Stu- dents contribute to explaining concepts to their peers. Teacher’s spoken and written language is cor- rect and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportu- nities to extend students’ vocabularies. COMPONENT 3B: USING QUESTIONING AND DISCUSSION TECHNIQUES L E V E L O F P E R F O R M A N C E INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE Teacher’s questions are virtually all of poor quality, with low cogni- Teacher’s questions are a combination of low and high quality, posed Most of the teacher’s questions are of high quality. Adequate time Teacher’s questions are of uniformly high quali- ty, with adequate time in rapid succession. On- is provided for students for students to respond. single correct respons- es, and they are asked in rapid succession. ly some invite a thoughtful response. to respond. Students formulate many questions. Interaction between Teacher makes some at- Teacher creates a genu- Students assume con- teacher and students is predominantly recita- tempt to engage students in genuine dis- ine discussion among students, stepping aside siderable responsibility for the success of the tion style, with the teacher mediating all questions and answers. A few students domi- nate the discussion. cussion rather than reci- when appropriate. tation, with uneven results. ...
Sample 1

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