CTESS ebook

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. Supported instruction and student engagement (active or passive) and promoted high learning value (directly correlated to grade-level objectives and standards). OR • Supported instruction and student engagement (active or passive) but promoted low learning value (not tied to grade-level objectives and standards). OR • Did not support instruction; rather, technology distracted from or hindered the intended student learning. OR • N/A: Technology was not used. *A5. Teacher utilized technology in a way that: •

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