TEAM BG0090模块备件

TEAM BG0090

•节奏轻快，提供了许多机会
对于在不同阶段取得进步的个别学生
学习率。
•分配材料的程序是无缝的。
•过渡期间不会损失任何教学时间。
•起搏是适当的，有时提供：
为在学校取得进步的学生提供的机会
不同的学习率。
•分发材料的程序是有效的。
•在过渡过程中几乎不会损失教学时间。
•起搏适用于不到一半的患者
学生，很少为他们提供机会
学习进度不同的学生。
•分发材料的程序效率低下。
•过渡期间损失了大量时间。
活动
和材料
活动和材料包括以下所有内容：
o支持课程目标；
o具有挑战性；
o保持学生的注意力；
o引发各种各样的思考；
o为思考提供时间；
o与学生生活相关；
o为学生之间的交流提供机会
相互作用
o激发学生的好奇心和悬念；
o为学生提供选择；
o整合多媒体和技术；和
o整合校外资源
课程文本（例如，教师制作）
来自
博物馆、文化中心等）。
•此外，有时活动类似于游戏，
涉及模拟，需要创建产品，
并要求自我指导和自我监控。
•活动的优势需求复杂
思考和分析。
•文本和任务相当复杂。
活动和材料包括以下大部分：
o支持课程目标；
o具有挑战性；
o保持学生的注意力；
o引发各种各样的思考；
o为思考提供时间；
o与学生生活相关；
o为学生之间的交流提供机会
相互作用
o激发学生的好奇心和悬念；
o为学生提供选择；
o整合多媒体和技术；和
o整合校外资源
课程文本（例如，教师制作）
来自
博物馆、文化中心等）。
•文本和任务相当复杂。
活动和材料包括以下几项：
o支持课程目标；
o具有挑战性；
o保持学生的注意力；
o引发各种各样的思考；
o为思考提供时间；
o与学生生活相关；
o为学生之间的交流提供机会
相互作用
o激发学生的好奇心和悬念；
o为学生提供选择；
o整合多媒体和技术；和
o整合校外资源
课程文本（例如，教师制作）
来自
博物馆等）。
提问教师问题是多样的和高质量的，
提供问题类型的平衡组合：
o知识和理解；
o应用和分析；和
o创建和评估。
•要求学生定期引用的问题
这是贯穿整个课程的证据。
•问题始终是有目的的，并且
连贯的
•提问频率高。
•问题始终按顺序排列
关注教学目标。
•经常需要积极回答的问题（例如。，
教师提问内容丰富，质量高
提供一些但不是全部问题类型：
o知识和理解；
o应用和分析；和
o创建和评估。
•问题通常要求学生引用
根据
•问题通常是有目的和连贯的。
•提问频率适中。
•问题有时按顺序排列
关注教学目标。
•问题有时需要积极回应
（例如，全班信号、合唱响应或
教师提问的质量和质量不一致
包括几个问题类型：
o知识和理解；
o应用和分析；和
o创建和评估。
•问题是随机的，缺乏连贯性。
•提问频率较低。
•问题很少按顺序排列，注意：
教学目标。
•问题很少需要积极回答（例如：

TEAM BG0090

TEAM BG0090

• Pacing is brisk and provides many opportunities for individual students who progress at different learning rates. • Routines for distributing materials are seamless. • No instructional time is lost during transitions. • Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates. • Routines for distributing materials are efficient. • Little instructional time is lost during transitions. • Pacing is appropriate for less than half of the students and rarely provides opportunities for students who progress at different learning rates. • Routines for distributing materials are inefficient. • Considerable time is lost during transitions. Activities and Materials Activities and materials include all of the following: o support the lesson objectives; o are challenging; o sustain students’ attention; o elicit a variety of thinking; o provide time for reflection; o are relevant to students’ lives; o provide opportunities for student-to-student interaction; o induce student curiosity and suspense; o provide students with choices; o incorporate multimedia and technology; and o incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.). • In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self-direction and self-monitoring. • The preponderance of activities demand complex thinking and analysis. • Texts and tasks are appropriately complex. Activities and materials include most of the following: o support the lesson objectives; o are challenging; o sustain students’ attention; o elicit a variety of thinking; o provide time for reflection; o are relevant to students’ lives; o provide opportunities for student-to-student interaction; o induce student curiosity and suspense; o provide students with choices; o incorporate multimedia and technology; and o incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.). • Texts and tasks are appropriately complex. Activities and materials include few of the following: o support the lesson objectives; o are challenging; o sustain students’ attention; o elicit a variety of thinking; o provide time for reflection; o are relevant to students’ lives; o provide opportunities for student to student interaction; o induce student curiosity and suspense; o provide students with choices; o incorporate multimedia and technology; and o incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, etc.). Questioning Teacher questions are varied and high-quality, providing a balanced mix of question types: o knowledge and comprehension; o application and analysis; and o creation and evaluation. • Questions require students to regularly cite evidence throughout lesson. • Questions are consistently purposeful and coherent. • A high frequency of questions is asked. • Questions are consistently sequenced with attention to the instructional goals. • Questions regularly require active responses (e.g., Teacher questions are varied and high-quality providing for some, but not all, question types: o knowledge and comprehension; o application and analysis; and o creation and evaluation. • Questions usually require students to cite evidence • Questions are usually purposeful and coherent. • A moderate frequency of questions asked. • Questions are sometimes sequenced with attention to the instructional goals. • Questions sometimes require active responses (e.g., whole class signaling, choral responses, or Teacher questions are inconsistent in quality and include few question types: o knowledge and comprehension; o application and analysis; and o creation and evaluation. • Questions are random and lack coherence. • A low frequency of questions is asked. • Questions are rarely sequenced with attention to the instructional goals. • Questions rarely require active responses (e.g