Engaging Students in Learning Clause Samples
Engaging Students in Learning. Unsatisfactory Basic Proficient Distinguished The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The learning tasks and activities are partially aligned with the instructional out- comes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged. The learning tasks and activities are aligned with the instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher sca¤▇▇▇▇▇▇. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scafolding by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another. Critical Attributes Few students are intellectually engaged in the lesson. Learning tasks require only recall or have a single correct response or method. The materials used ask students to perform only rote tasks. Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose. Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Some students are intellectually engaged in the lesson. Learning tasks are a mix of those requiring thinking and recall. Students are in large part passively engaged with the content, learning primarily facts or procedures. Students have no choice in how they complete tasks. The teacher uses di¤erent instructional groupings; these are partially successful in achieving the lesson objectives. The materials and resources are p...
Engaging Students in Learning. Unsatisfactory Basic Proficient Distinguished The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The learning tasks and activities are partially aligned with the instructional out- comes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged. The learning tasks and activities are aligned with the instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher ▇▇▇▇ ▇▇▇▇▇▇. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. Virtually all students are intellectually engaged in challenging content through well- designed learning tasks and suitable ▇▇▇▇ ▇▇▇▇▇▇ by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another. Criterion 2: Demonstrating eff ective teaching practices.
Engaging Students in Learning. 1. Representation of content is appropriate and links well with students’ knowledge and experience.
2. Activities and assignments are appropriate to students and students are cognitively engaged in them.
3. Instructional groups are productive and appropriate to the instructional goals of a lesson.
4. Instructional materials and resources are suitable to the instructional goals.
5. The lesson has a clearly defined structure around which the activities are organized.
6. Feedback is consistently high quality and is provided in a timely manner.
Engaging Students in Learning. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The learning tasks and activi- ties, materials, resources, in- structional groups and tech- nology are poorly aligned with the instructional out- comes or require only rote re- sponses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The learning tasks and activi- ties are partially aligned with the instructional out- comes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually en- gaged. The learning tasks and activi- ties are aligned with the in- structional outcomes and de- signed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher ▇▇▇▇▇ ▇▇▇▇▇▇. The pacing of the lesson is ap- propriate, providing most stu- dents the time needed to be intellectually engaged. Virtually all students are in- tellectually engaged in chal- lenging content through well-designed learning tasks and suitable ▇▇▇▇▇ ▇▇▇▇▇▇ by the teacher and fully aligned with the instructional out- comes. In addition, there is evidence of some student initiation of inquiry and of student contri- bution to the exploration of important content. The pacing of the lesson pro- vides students the time needed to intellectually en- gage with and reflect upon their learning and to ▇▇▇▇▇▇▇- date their understanding. Students may have some choice in how they complete tasks and may serve as re- sources for one another. Criterion 2: Demonstrating eff ective teaching practices.
Engaging Students in Learning. 4 – Virtually all students are intellectually engaged in challenging content, through well-designed learning tasks and suitable scaffolding by the teacher. Learning tasks and activities are fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and student contributions to the exploration of important content. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.
Engaging Students in Learning. Basic Proficient Distinguished Links content, activities, and assessments to state and district requirements. Lesson is structured and pacing consistent. Links content, activities and assessments to students’ prior knowledge, needs, and interests. Structure and pacing are highly coherent and appropriately flexible. Students contribute and initiate exploration of content, activities and assessment. Lesson allows for reflection, review and closure.
Engaging Students in Learning. I would like to learn and practice several new strategies for engaging students with varied academic levels and attention spans in literacy, math, and content area lessons.
Engaging Students in Learning. At the start of the process, teachers and the principal must reach a clear understanding about the evidence to be included in a portfolio. If limits aren’t placed on the types and amounts of material to be included, portfolios may become overwhelmingly large and time consuming for both teachers and evaluators.