STEC S83-1003-01模块备件

STEC S83-1003-01

•所有学习目标都清晰明确
沟通、连接到国家标准和
这在整个课程中都有提及。
•子目标一致且符合逻辑
按照课程的主要目标排序。
•学习目标是：（a）始终如一
连接到学生以前所做的
学习，（b）从生活经验中了解，（c）
与其他学科相结合。
•对学生表现的期望是明确的，
要求高、成本高。
•有证据表明，大多数学生
展示对以下日常目标的掌握：
支持在掌握知识方面取得重大进展
标准。
•传达了大多数学习目标，
连接到国家标准并引用
在整个课程中。
•子目标主要与课程的目标一致
这是一个主要目标。
•学习目标与什么有关
学生们以前已经学会了。
•对学生表现的期望是明确的。
•有证据表明，大多数学生
展示对以下日常目标的掌握：
支持在掌握知识方面取得重大进展
标准。
•沟通的学习目标很少，
连接到国家标准并引用
在整个课程中。
•子目标与目标不一致
这是本课的主要目的。
•学习目标很少与什么联系在一起
学生们以前已经学会了。
•对学生表现的期望很模糊。
•有证据表明，很少有学生证明：
掌握支持的日常目标
在掌握a语言方面取得了重大进展
标准
激励
学生
•教师始终组织内容，以便：
这对个人来说是有意义和相关的
学生。
•教师持续发展学习
体验探究、好奇心和
勘探是有价值的。
•教师定期加强培训和奖励
气力
•教师有时会组织内容，以便：
这对个人来说是有意义和相关的
学生。
•教师有时会发展学习
体验探究、好奇心和
勘探是有价值的。
•教师有时会加强和奖励
气力
•教师很少组织内容，以便
对学生来说是有意义和相关的。
•教师很少发展学习经验
探究、好奇和探索都在哪里
宝贵的。
•教师很少加强和奖励努力。
呈现
指导性
所容纳之物
内容的呈现始终包括：
•确定课程目的的视觉效果，
预览课程的组织，以及
包括课程的内部总结；
•以下方面的示例、插图、类比和标签：
新的概念和想法；
•通过以下方式对思维过程进行有效建模：
教师和/或由教师引导的学生：
展示绩效预期；
•简洁的沟通；
•逻辑排序和分段；
•所有重要信息；
•没有无关、混淆或非必要的信息
信息
大多数情况下，内容的呈现包括：
•确定课程目的的视觉效果，
预览课程的组织，以及
包括课程的内部总结；
•以下方面的示例、插图、类比和标签：
新的概念和想法；
•由教师进行建模，以演示：
业绩预期；
•简洁的沟通；
•逻辑排序和分段；
•所有重要信息；
•没有无关、混淆或非必要的信息
信息
内容的呈现很少包括：
•确定课程目的的视觉效果，
预览课程的组织，以及
包括课程的内部总结；
•以下方面的示例、插图、类比和标签：
新的概念和想法；
•由教师进行建模，以演示：
业绩预期；
•简洁的沟通；
•逻辑排序和分段；
•所有重要信息；
•没有无关、混淆或非必要的信息
信息
课程结构
和起搏
•课程立即开始。
•本课程的结构连贯，具有
开始、中间和结束。
•课程立即开始。
•本课程的结构连贯，具有
开始、中间和结束。
•课程没有及时开始。
•课程有一个结构，但可能是b

STEC S83-1003-01

STEC S83-1003-01

• All learning objectives are clearly and explicitly communicated, connected to state standards and referenced throughout lesson. • Sub-objectives are aligned and logically sequenced to the lesson’s major objective. • Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. • Expectations for student performance are clear, demanding, and high. • There is evidence that most students demonstrate mastery of the daily objective that supports significant progress towards mastery of a standard. • Most learning objectives are communicated, connected to state standards and referenced throughout lesson. • Sub-objectives are mostly aligned to the lesson’s major objective. • Learning objectives are connected to what students have previously learned. • Expectations for student performance are clear. • There is evidence that most students demonstrate mastery of the daily objective that supports significant progress towards mastery of a standard. • Few learning objectives are communicated, connected to state standards and referenced throughout lesson. • Sub-objectives are inconsistently aligned to the lesson’s major objective. • Learning objectives are rarely connected to what students have previously learned. • Expectations for student performance are vague. • There is evidence that few students demonstrate mastery of the daily objective that supports significant progress towards mastery of a standard. Motivating Students • The teacher consistently organizes the content so that it is personally meaningful and relevant to students. • The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued. • The teacher regularly reinforces and rewards effort. • The teacher sometimes organizes the content so that it is personally meaningful and relevant to students. • The teacher sometimes develops learning experiences where inquiry, curiosity, and exploration are valued. • The teacher sometimes reinforces and rewards effort. • The teacher rarely organizes the content so that it is personally meaningful and relevant to students. • The teacher rarely develops learning experiences where inquiry, curiosity, and exploration are valued. • The teacher rarely reinforces and rewards effort. Presenting Instructional Content Presentation of content always includes: • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; • examples, illustrations, analogies, and labels for new concepts and ideas; • effective modeling of thinking process by the teacher and/or students guided by the teacher to demonstrate performance expectations; • concise communication; • logical sequencing and segmenting; • all essential information; • no irrelevant, confusing, or non-essential information. Presentation of content most of the time includes: • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; • examples, illustrations, analogies, and labels for new concepts and ideas; • modeling by the teacher to demonstrate performance expectations; • concise communication; • logical sequencing and segmenting; • all essential information; • no irrelevant, confusing, or non-essential information. Presentation of content rarely includes: • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; • examples, illustrations, analogies, and labels for new concepts and ideas; • modeling by the teacher to demonstrate performance expectations; • concise communication; • logical sequencing and segmenting; • all essential information; • no irrelevant, confusing, or non-essential information. Lesson Structure and Pacing • The lesson starts promptly. • The lesson's structure is coherent, with a beginning, middle, and end. • The lesson starts promptly. • The lesson's structure is coherent, with a beginning, middle, and end. • The lesson does not start promptly. • The lesson has a structure, but may b