● The teacher demonstrates deep knowledge of subject matter content and an ability to organize related facts, concepts, and skills.
● The teacher activates learners’ prior knowledge, experience, and interests and uses this information to plan content and to help individual students attain learning goals.
● The teacher connects curriculum to other content areas and real-life settings to promote retention and relevance.
● The teacher designs instructional activities based on state content standards.
● The teacher provides instructional accommodations, modifications, and adaptations to meet needs of each individual student.
º How does the design or structure of the lesson help students understand connections between and among discrete facts and their relationship to major concepts or big ideas? Sample Evidence: Student use of graphic organizers; focus on essential question and focusing questions for lesson (e.g. written on white board)
º What evidence do you see that students understand and use procedural knowledge that is required for the “doing of the discipline?” Sample Evidence: Student inquiry , including posing of questions, formulation of hypotheses, gathering and evaluating of evidence; use of primary sources
º What strategies does the teacher use to surface preconceptions about the content and help students correct misconceptions? Sample Evidence: Use of such strategies of K-W-L to activate prior knowledge; teacher questions that “get behind student thinking,” calling on students to provide evidence as to why they hold a certain view
º Do students have opportunities to connect new knowledge to prior knowledge including personal experiences and interests, as well as to other content areas? Sample Evidence: Use of graphic organizers such as Venn diagrams; teacher questions that ask students to make these connections
º In what ways does