Common use of Using Questioning and Discussion Techniques Clause in Contracts

Using Questioning and Discussion Techniques. Teacher makes poor use of questioning and discussion techniques, with low-level questions, limited student participation, and little true discussion. Teacher’s use of questioning and discussion techniques is uneven, with some high-level questions, attempts at true discussion, and moderate student participation. Teacher’s use of questioning and discussion techniques reflects high-level questions, true discussion, and full participation by all students. Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion. Students are not at all intellectually engaged in significant learning, as a result of inappropriate activities or materials, poor representations of content, or lack of lesson structure. Students are intellectually engaged only partially, resulting from activities or materials of uneven quality, inconsistent representations of content, or uneven structure or pacing. Students are intellectually engaged throughout the lesson, with appropriate activities and materials, instructive representations of content, and suitable structure and pacing of the lesson. Students are highly engaged throughout the lesson and make material contributions to the representation of content, the activities, and the materials. The structure and pacing of the lesson allow for student reflection and closure. Teacher’s feedback to students is of poor quality and is not given in a timely manner. Teacher adheres to the instruction plan in spite of evidence of poor student understanding or students’ lack of interest, and fails to respond to students’ questions; teacher assumes no responsibility for students’ failure to understand. Teacher’s feedback to students is uneven, and its timeliness is inconsistent. Teacher demonstrates moderate flexibility and responsiveness to students’ needs and interests during a lesson, and seeks to ensure the success of all students. Teacher’s feedback to students is timely and of consistently high quality. Teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instruction plans and responding to student interests and questions. Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning. Teacher is highly responsive to students’ interests and questions, making major lesson adjustments if necessary, and persists in ensuring the success of all students. 4a: Reflecting on Teaching Teacher does not reflect accurately on the lesson or propose ideas as to how it might be improved. Teacher’s reflection on the lesson is generally accurate, and teacher makes global suggestions as to how it might be improved. Teacher reflects accurately on the lesson, citing general characteristics. Teacher makes some specific suggestions about how it might be improved. Teacher’s reflection on the lesson is highly accurate and perceptive, citing specific examples. Teacher draws on an extensive repertoire to suggest alternative strategies.

Using Questioning and Discussion Techniques. Teacher makes poor use of questioning and discussion techniques, with low-level questions, limited student participation, and little true discussion. Teacher’s use of questioning and discussion techniques is uneven, with some high-level questions, attempts at true discussion, and moderate student participation. Teacher’s use of questioning and discussion techniques reflects high-level questions, true discussion, and full participation by all students. Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion. Students are not at all intellectually engaged in significant learning, as a result of inappropriate activities or materials, poor representations of content, or lack of lesson structure. Students are intellectually engaged only partially, resulting from activities or materials of uneven quality, inconsistent representations of content, or uneven structure or pacing. Students are intellectually engaged throughout the lesson, with appropriate activities and materials, instructive representations of content, and suitable structure and pacing of the lesson. Students are highly engaged throughout the lesson and make material contributions to the representation of content, the activities, and the materials. The structure and pacing of the lesson allow for student reflection and closure. Teacher’s feedback to students is of poor quality and is not given in a timely manner. Teacher adheres to the instruction plan in spite of evidence of poor student understanding or students’ lack of interest, and fails to respond to students’ questions; teacher assumes no responsibility for students’ failure to understand. Teacher’s feedback to students is uneven, and its timeliness is inconsistent. Teacher demonstrates moderate flexibility and responsiveness to students’ needs and interests during a lesson, and seeks to ensure the success of all students. Teacher’s feedback to students is timely and of consistently high quality. Teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instruction plans and responding to student interests and questions. Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning. Teacher is highly responsive to students’ interests and questions, making major lesson adjustments if necessary, and persists in ensuring the success of all students. 4a: Reflecting on Teaching Teacher does not reflect accurately on the lesson or propose ideas as to how it might be improved. Teacher’s reflection on the lesson is Teacher reflects accurately on the Teacher’s reflection on the lesson is highly generally accurate, and teacher makes lesson, citing general characteristics. accurate and perceptive, citing specific global suggestions as to how it might be improved. Teacher reflects accurately on the lesson, citing general characteristics. Teacher makes some specific suggestions about how it might be improved. Teacher’s reflection on the lesson is highly accurate and perceptive, citing specific examples. Teacher draws on an extensive improved. suggestions about how it might be repertoire to suggest alternative strategies. improved.