Teacher: ______Date: ______Time: ______Observer: ______
Learning Intentions and Success Criteria : / Posted / StatedScript Question or Request / Wait Time / Engagement / Depth of Knowledge / Notes
No ___
Yes ___ / One student response: Asked to one student / T/S
S/S / # Resp / Level One - Recall: rote recall of information or performance of a simple, routine procedure; repeating a memorized fact, definition, or term; performing a simple algorithm; rounding a number, or applying a formula.
Lesson
Component / Open: Fishing for an answer / T/S
S/S / # Resp / Level Two – Skill/Concept: distinguishing among mathematical ideas, processing information about the underlying structure, drawing relationships among ideas, deciding among and performing appropriate skills, interpreting and solving problems and/or graphs.
Objective
Background
Telling
Modeling
Guided Practice
All student response: (phrased for all to be accountable to respond) / T/S
S/S / # Resp / Level Three – Strategic Thinking: includes solving involved problems; conjecturing, creating novel solutions and forms of representation; constructing mathematical models, critiquing an argument; drawing inferences.
Level Four – Extended Thinking: required activities to be performed over days and weeks rather than one sitting; creation of original work and requires metacognitive awareness; requires making connections among a number of ideas within an area of mathematics or among a number of content areas.
Script Question or Request / Wait Time / Engagement / Depth of Knowledge / Notes
No ___
Yes ___ / One student response: Asked to one student / T/S
S/S / # Resp / Level One - Recall: rote recall of information or performance of a simple, routine procedure; repeating a memorized fact, definition, or term; performing a simple algorithm; rounding a number, or applying a formula.
Lesson
Component / Open: Fishing for an answer / T/S
S/S / # Resp / Level Two – Skill/Concept: distinguishing among mathematical ideas, processing information about the underlying structure, drawing relationships among ideas, deciding among and performing appropriate skills, interpreting and solving problems and/or graphs.
Objective
Background
Telling
Modeling
Guided Practice
All student response: (phrased for all to be accountable to respond) / T/S
S/S / # Resp / Level Three – Strategic Thinking: includes solving involved problems; conjecturing, creating novel solutions and forms of representation; constructing mathematical models, critiquing an argument; drawing inferences.
Level Four – Extended Thinking: required activities to be performed over days and weeks rather than one sitting; creation of original work and requires metacognitive awareness; requires making connections among a number of ideas within an area of mathematics or among a number of content areas.
Script Question or Request / Wait Time / Engagement / Depth of Knowledge / Notes
No ___
Yes ___ / One student response: Asked to one student / T/S
S/S / # Resp / Level One - Recall: rote recall of information or performance of a simple, routine procedure; repeating a memorized fact, definition, or term; performing a simple algorithm; rounding a number, or applying a formula.
Lesson
Component / Open: Fishing for an answer / T/S
S/S / # Resp / Level Two – Skill/Concept: distinguishing among mathematical ideas, processing information about the underlying structure, drawing relationships among ideas, deciding among and performing appropriate skills, interpreting and solving problems and/or graphs.
Objective
Background
Telling
Modeling
Guided Practice
All student response: (phrased for all to be accountable to respond) / T/S
S/S / # Resp / Level Three – Strategic Thinking: includes solving involved problems; conjecturing, creating novel solutions and forms of representation; constructing mathematical models, critiquing an argument; drawing inferences.
Level Four – Extended Thinking: required activities to be performed over days and weeks rather than one sitting; creation of original work and requires metacognitive awareness; requires making connections among a number of ideas within an area of mathematics or among a number of content areas.
Script Question or Request / Wait Time / Engagement / Depth of Knowledge / Notes
No ___
Yes ___ / One student response: Asked to one student / T/S
S/S / # Resp / Level One - Recall: rote recall of information or performance of a simple, routine procedure; repeating a memorized fact, definition, or term; performing a simple algorithm; rounding a number, or applying a formula.
Lesson
Component / Open: Fishing for an answer / T/S
S/S / # Resp / Level Two – Skill/Concept: distinguishing among mathematical ideas, processing information about the underlying structure, drawing relationships among ideas, deciding among and performing appropriate skills, interpreting and solving problems and/or graphs.
Objective
Background
Telling
Modeling
Guided Practice
All student response: (phrased for all to be accountable to respond) / T/S
S/S / # Resp / Level Three – Strategic Thinking: includes solving involved problems; conjecturing, creating novel solutions and forms of representation; constructing mathematical models, critiquing an argument; drawing inferences.
Level Four – Extended Thinking: required activities to be performed over days and weeks rather than one sitting; creation of original work and requires metacognitive awareness; requires making connections among a number of ideas within an area of mathematics or among a number of content areas.
Script Question or Request / Wait Time / Engagement / Depth of Knowledge / Notes
No ___
Yes ___ / One student response: Asked to one student / T/S
S/S / # Resp / Level One - Recall: rote recall of information or performance of a simple, routine procedure; repeating a memorized fact, definition, or term; performing a simple algorithm; rounding a number, or applying a formula.
Lesson
Component / Open: Fishing for an answer / T/S
S/S / # Resp / Level Two – Skill/Concept: distinguishing among mathematical ideas, processing information about the underlying structure, drawing relationships among ideas, deciding among and performing appropriate skills, interpreting and solving problems and/or graphs.
Objective
Background
Telling
Modeling
Guided Practice
All student response: (phrased for all to be accountable to respond) / T/S
S/S / # Resp / Level Three – Strategic Thinking: includes solving involved problems; conjecturing, creating novel solutions and forms of representation; constructing mathematical models, critiquing an argument; drawing inferences.
Level Four – Extended Thinking: required activities to be performed over days and weeks rather than one sitting; creation of original work and requires metacognitive awareness; requires making connections among a number of ideas within an area of mathematics or among a number of content areas.
Script Question or Request / Wait Time / Engagement / Depth of Knowledge / Notes
No ___
Yes ___ / One student response: Asked to one student / T/S
S/S / # Resp / Level One - Recall: rote recall of information or performance of a simple, routine procedure; repeating a memorized fact, definition, or term; performing a simple algorithm; rounding a number, or applying a formula.
Lesson
Component / Open: Fishing for an answer / T/S
S/S / # Resp / Level Two – Skill/Concept: distinguishing among mathematical ideas, processing information about the underlying structure, drawing relationships among ideas, deciding among and performing appropriate skills, interpreting and solving problems and/or graphs.
Objective
Background
Telling
Modeling
Guided Practice
All student response: (phrased for all to be accountable to respond) / T/S
S/S / # Resp / Level Three – Strategic Thinking: includes solving involved problems; conjecturing, creating novel solutions and forms of representation; constructing mathematical models, critiquing an argument; drawing inferences.
Level Four – Extended Thinking: required activities to be performed over days and weeks rather than one sitting; creation of original work and requires metacognitive awareness; requires making connections among a number of ideas within an area of mathematics or among a number of content areas.
Adapted from Observer Tab, LLC. Annette Brinkman