CTESS ebook

4)​ graphic organizers (not worksheets) that help students visualize relationships between facts/concepts/ideas (e.g., Venn diagrams, flow charts to illustrate processes, organizational charts to show hierarchies); 5)​ visual realia (e.g., objects, photographs) that provide a visual representation of abstract ideas, vocabulary, and phenomena students are learning; 6)​ chunking new information into smaller, manageable chunks of content to facilitate learning; 7)​ manipulatives or concrete objects that purposely support hands-on learning of abstract concepts; and 8)​ metacognitive strategies that demonstrate or model the thinking process to support student problem solving, such as think-alouds or mnemonics. Highly Evident ●​ Two or more Common High Yielding Scaffolds were observed being used. AND ●​ At least two Common High Yielding Scaffolds were used strategically and effectively by the teacher to purposely increase access to grade-level content for a specific student or a group of students while still allowing for productive struggle. Evident ●​ At least one Common High Yielding Scaffold was observed being used. AND ●​ At least one Common High Yielding Scaffold was used strategically and effectively by the teacher to purposely increase access to grade-level content for a specific student or group of students while still allowing for productive struggle. Partially Evident ●​ At least one Common High Yielding Scaffold was observed being used. BUT ●​ Scaffold(s) were not used strategically or purposely by the teacher to increase access to grade-level content for a specific student or group of students or the scaffold(s) resulted in students not engaging in productive struggle. Not Evident ●​ No attempts at using any of the Common High Yielding Scaffolds were observed.

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