Common use of Engaging Students in Learning Clause in Contracts

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. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The learning tasks and activi- tiestasks/activities, materials, resources, in- structional groups and tech- nology resources are poorly aligned with the instructional out- comes outcomes, or require only rote re- sponsesresponses, with only one approach possible. The groupings of students are unsuitable to the activities. The lesson has no clearly defined structure, or the pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested. The learning tasks and activi- ties activities are partially aligned with the instructional out- comes outcomes but require only minimal thinking by studentsstudents and little opportunity for them to explain their thinking, allowing most students to be passive or merely compliant. The groupings of students are moderately suitable to the activities. The lesson has a recognizable structure; however, the pacing of the lesson may not provide students the time needed to be intellectually en- gaged. engaged or may be so slow that many students have a considerable amount of “downtime.” The learning tasks and activi- ties activities are fully aligned with the in- structional instructional outcomes and de- signed are designed to challenge student thinking, the result being that most inviting students display to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and are supported in with teacher scaffolding to support that engagement by teacher ▇▇▇▇▇ ▇▇▇▇▇▇engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is ap- propriateappropriate, providing most stu- dents students the time needed to be intellectually engaged. Virtually all students are in- tellectually intellectually engaged in chal- lenging challenging content through well-well- designed learning tasks and activities that require complex thinking by students. The teacher provides suitable ▇▇▇▇▇ ▇▇▇▇▇▇ by the teacher scaffolding and fully aligned with the instructional out- comeschallenges students to explain their thinking. In addition, there There is evidence of some student initiation of inquiry and of student contri- bution contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson pro- vides provides students the time needed not only to intellectually en- gage engage with and reflect upon their learning and but also to ▇▇▇▇▇▇▇- date consolidate 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.