CTESS ebook

Highly Evident All three of the following were observed: ●​ Both the Learning Intentions and Success Criteria are posted/written in student-friendly language (not just referencing Standards). AND ●​ The teacher states both the Learning Intentions and Success Criteria. Alternatively, at least two out of three students can state what they are learning [learning intention] and either why they are learning it [relevance] or how they will show that they learned it [success criteria] when asked. AND ●​ The teacher references both the Learning Intentions and Success Criteria (e.g., teacher restates, revisits, points out to students, or directly connects the learning activity to the learning intention and specific success criteria for the students). Evident ●​ Both the Learning Intentions AND Success Criteria are posted/written in student-friendly language (not just referencing Standards). AND One of the following were observed: ●​ The teacher states either the Learning Intentions or Success Criteria. Alternatively, at least two of three students can state what they are learning [learning intention] or either why they are learning it [relevance] or how they will show that they learned it [success criteria] when asked. ●​ The teacher references either the Learning Intentions or Success Criteria as part of the lesson (e.g., teacher restates, revisits, points out, or directly connects the learning activity to the learning intention or specific success criteria for the students). Partially Evident One of the following was observed: ●​ Learning Intentions OR Success Criteria are posted/written in student-friendly language (not just referencing Standards). OR ●​ The teacher states the Learning Intentions. Alternatively, at least one out of three students can state what they are learning [learning intention] when asked. OR ●​ The teacher states the Success Criteria (or at least one out of three students can state how they will show that they learned it [success criteria] when asked). Not Evident ●​ Neither Learning Intentions or Success Criteria are posted/written in student-friendly language. AND ●​ The teacher does not state the Learning Intentions or Success Criteria. AND ●​ The teacher does not reference the Learning Intentions or the Success Criteria as part of the lesson.

A4. Observed learning task(s) support students in accomplishing the learning intention. Determine the degree to which learning tasks increase the likelihood of accomplishing the learning intention as posted/written/stated. Highly Evident/Evident

●​ What the students do during the observation appears to be an effective way to accomplish the posted/written/stated learning intention. Partially Evident ●​ What the students do during the observation appears to be less than optimally effective in accomplishing the posted/written/stated learning intention. Not Evident ●​ What the students do during the observation appears unlikely to accomplish the posted/written/stated learning intention. OR ●​ Because the Learning Intention is not posted/written/stated, it is not known whether the learning task the students are engaged in will accomplish the learning intention.

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