TEAM BL0308模块备件

TEAM BL0308

全班的信号，合唱回应，都是书面的
和共享响应，或组和个人
答案）。
•始终提供等待时间（3-5秒）。
•教师号召志愿者和非志愿者，并在以下基础上平衡学生：
能力和性别。
•学生提出的问题将导致进一步的研究
探究和自主学习。
•问题：定期评估和提升学生
理解力
•当涉及文本时，大多数问题是：
基于文本
小组和个人答案）。
•有时提供等待时间。
•教师号召志愿者和非志愿者，并在以下基础上平衡学生：
能力和性别。
•当涉及文本时，大多数问题是：
基于文本
•教师主要号召志愿者和高能力学生。
学术的
反馈
•口头和书面反馈一致
专注于学术、频繁、高质量和高质量
参考和期望
•在引导过程中经常给出反馈
练习和作业复习。
•教师循环提示学生：
思考，评估每个学生的进步，以及
提供个人反馈。
•学生的反馈经常用于：
监控和调整指令。
•教师让学生参与提供具体的、有针对性的培训
彼此之间的高质量反馈。
•口头和书面反馈主要是学术上的
专注、频繁且大多为高质量。
•在引导过程中有时会给出反馈
练习和作业复习。
•教师在教学过程中循环
支持参与和监测的活动
学生工作。
•学生的反馈有时用于：
监控和调整指令。
•反馈的质量和及时性是：
不一致的
•在指导练习期间很少给出反馈
和作业复习。
•教师在教学过程中循环
活动，但主要监视行为。
•学生的反馈很少用于监控
或调整指令。
分组
学生
•教学分组安排（或
全班、小组、双人或个人；
异质或同质能力）
始终大限度地提高学生的理解和理解能力
学习效率。
•小组中的所有学生都知道自己的角色，
责任和小组工作期望。
•所有参加小组的学生都要参加
负责小组工作和个人工作。
•教学小组组成是多种多样的（例如。，
种族、性别、能力和年龄）
本课的目标。
•教学小组有助于提供以下机会：
让学生设定目标、反思和评估
他们的学习。
•教学分组安排（或
全班、小组、双人或个人；
异质或同质能力）
充分提高学生的理解和理解能力
学习效率。
•小组中的大多数学生都知道自己的角色，
责任和小组工作期望。
•参加小组的大多数学生都是
负责小组工作和个人工作。
•教学小组组成是多种多样的（例如。，
种族、性别、能力和年龄），
完成本课的目标。
•教学分组安排（或
全班、小组、双人或个人；
异质或同质能力）抑制
学生理解和学习效率。
•小组中很少有学生知道自己的角色，
责任和小组工作期望。
•参加小组的学生很少
负责小组工作和个人工作。
•教学小组组成仍然存在
无论学习和学习情况如何，保持不变

TEAM BL0308

TEAM BL0308

whole class signaling, choral responses, written and shared responses, or group and individual answers). • Wait time (3-5 seconds) is consistently provided. • The teacher calls on volunteers and nonvolunteers, and a balance of students based on ability and sex. • Students generate questions that lead to further inquiry and self-directed learning. • Questions regularly assess and advance student understanding • When text is involved, majority of questions are text based group and individual answers). • Wait time is sometimes provided. • The teacher calls on volunteers and nonvolunteers, and a balance of students based on ability and sex. • When text is involved, majority of questions are text based • The teacher mostly calls on volunteers and highability students. Academic Feedback • Oral and written feedback is consistently academically focused, frequent, high-quality and references expectations • Feedback is frequently given during guided practice and homework review. • The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback. • Feedback from students is regularly used to monitor and adjust instruction. • Teacher engages students in giving specific and high-quality feedback to one another. • Oral and written feedback is mostly academically focused, frequent, and mostly high-quality. • Feedback is sometimes given during guided practice and homework review. • The teacher circulates during instructional activities to support engagement, and monitor student work. • Feedback from students is sometimes used to monitor and adjust instruction. • The quality and timeliness of feedback is inconsistent. • Feedback is rarely given during guided practice and homework review. • The teacher circulates during instructional activities, but monitors mostly behavior. • Feedback from students is rarely used to monitor or adjust instruction. Grouping Students • The instructional grouping arrangements (either whole-class, small groups, pairs, individual; heterogeneous or homogenous ability) consistently maximize student understanding and learning efficiency. • All students in groups know their roles, responsibilities, and group work expectations. • All students participating in groups are held accountable for group work and individual work. • Instructional group composition is varied (e.g., race, gender, ability, and age) to best accomplish the goals of the lesson. • Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. • The instructional grouping arrangements (either whole class, small groups, pairs, individual; heterogeneous or homogenous ability) adequately enhance student understanding and learning efficiency. • Most students in groups know their roles, responsibilities, and group work expectations. • Most students participating in groups are held accountable for group work and individual work. • Instructional group composition is varied (e.g., race, gender, ability, and age) to most of the time, accomplish the goals of the lesson. • The instructional grouping arrangements (either whole-class, small groups, pairs, individual; heterogeneous or homogenous ability) inhibit student understanding and learning efficiency. • Few students in groups know their roles, responsibilities, and group work expectations. • Few students participating in groups are held accountable for group work and individual work. • Instructional group composition remains unchanged irrespective of the learning and