Student redirection is appropriate Teacher Checks for understanding Identifying similarities and differences Learning with others Testing Hypothesis IFA Tracking Appropriate use of technology Goal setting; PLPs Summarizing and Notetaking Project based learning Agenda board updated Teacher feedback on student work Use of manipulatives Teacher circulating the room Online Program Tracking Use of a rubric LIM question of the day on the board Clear modeled expectations Active Learning Use of timer and verbal reminders Teacher led small group Has a student greeter Progress Monitoring Established student roles Student redirection is appropriate Teacher Checks for understanding Identifying similarities and differences Learning with others Testing Hypothesis IFA Tracking Appropriate use of technology Goal setting; PLPs Summarizing and Notetaking Project based learning Agenda board updated Teacher feedback on student work Use of manipulatives Teacher circulating the room Online Program Tracking Use of a rubric LIM question of the day on the board Clear modeled expectations Active Learning Use of timer and verbal reminders Teacher led small group Has a student greeter Progress Monitoring Established student roles
(Print)
Student redirection is appropriate
Teacher Checks for understanding
Identifying similarities and differences
Learning with others
Testing Hypothesis
IFA Tracking
Appropriate use of technology
Goal setting; PLPs
Summarizing and Notetaking
Project based learning
Agenda board updated
Teacher feedback on student work
Use of manipulatives
Teacher circulating the room
Online Program Tracking
Use of a rubric
LIM question of the day on the board
Clear modeled expectations
Active Learning
Use of timer and verbal reminders
Teacher led small group
Has a student greeter
Progress Monitoring
Established student roles
