CTESS ebook

Highly Evident All three of the following were observed: •

Learning intentions are posted/written.

AND • Learning intentions are stated by the teacher (or at least two of three students, when asked, can state what they are learning and why when asked). AND • Learning intentions are referenced by the teacher as part of the lesson (e.g., teacher restates, revisits, points out to students, or directly connects the learning activity to the learning intention for the students). o Examples of references to intentions: reiterating the vocabulary and verbiage from the learning intention throughout the lesson; calling to mind what students should be learning; saying things such as: “ Who can tell me what we ’ re learning about today …” “ Remember our focus today is …” “ That ’ s a great example of …” “ Do you see how that response adds to learning …” “ The reason we are doing xxx is xxx ” “ What new insight have you gained today from studying …” etc.

Evident Two of the following were observed: •

Learning intentions are posted/written

• Learning intentions are stated by the teacher (or at least two of three students, when asked, can state what they are learning and why when asked).

• Learning intentions are referenced by the teacher as part of the lesson (e.g., teacher restates, revisits, points out, or directly connects the learning activity to the learning intention for the students). o See examples of references to intentions above.

Partially Evident One of the following was observed: •

Learning intentions are posted/written.

OR • Learning intentions are stated by the teacher (or at least one of three students, when asked, can state what they are learning and why when asked). Not Evident • Learning intentions are not posted/written, not stated by the teacher, and not referenced by the teacher 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 evident, it is unknown whether the learning task will accomplish the learning intention.

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