Using Questioning and Discussion Techniques. Questioning and discussion techniques are not effective, or the approach generally focuses on student recall with limited or no opportunity to assess student understanding and/or encourage high-level cognitive thinking. Questioning and discussion techniques provide the opportunity to assess most students understanding and/or encourage high-level cognitive thinking. Questioning and discussion techniques are of high quality with the purpose of assessing student understanding and encouraging high-level cognitive thinking. Classroom questioning and discussion techniques are designed to include all students. Questions draw students into discussion in a manner that elicits student reflection and challenges deeper student engagement. Teacher emphasizes high- level cognitive thinking. Components of Domain 3: Classroom Instruction The teacher engages students in learning and the instructional strategies used to help students gain better insight into the subject matter. Descriptors Requires Attention Developing Proficient Exemplary Little or no attempt is made to encourage students to participate in classroom activities. The teacher’s approach ignores many students in the class. Students are encouraged to participate in classroom activities. The teacher attempts to engage most students but with limited positive interactions. Most students are encouraged to participate in classroom activities. The teacher engages all students. Opportunities are designed to provide for all students to actively engage in all activities.
Using Questioning and Discussion Techniques. Unsatisfactory Basic Proficient Distinguished Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion. Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results. Although the teacher may use some low-level questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
Using Questioning and Discussion Techniques. INEFFECTIVE
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. 3c: Engaging Students in Learning 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. 3d: Providing Feedback to Students 3e: Demonstrating Flexibility and Responsiveness 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 ques...
Using Questioning and Discussion Techniques. Basic Proficient Distinguished Uses open-ended and closed questions. Attempts to engage all students in discussion. Uses a variety of questions, including higher order thinking, that actively engage students. Allows adequate time for student response. Models questioning techniques which are assimilated and used by students.
Using Questioning and Discussion Techniques. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher’s questions are of low cognitive challenge, re- quire single correct re- sponses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all ques- tions and answers. A few students dominate the discussion. Teacher’s questions lead stu- dents through a single path of inquiry, with answers seem- xxxxx determined in advance. Alternatively, the teacher at- tempts to frame some ques- tions designed to promote student thinking and under- standing, but only a few stu- dents are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with une- ven results. Although the teacher may use some low-level ques- tions, he or she asks the stu- dents questions designed to promote thinking and under- standing. Teacher creates a genuine dis- cussion among students, providing adequate time for students to respond and step- ping aside when appropriate. Teacher successfully engages most students in the discus- sion, employing a range of strategies to ensure that most students are heard. Teacher uses a variety or se- xxxx of questions or prompts to challenge students cogni- tively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contribu- tions. Students themselves ensure that all voices are heard in the discussion.
