VIBRO 200-560-000-113 VM600模块备件

VIBRO 200-560-000-113 VM600

强化以下三种或三种以上的问题解决类型：
•抽象
•分类
•得出结论/论证解决方案
•预测结果
•观察和实验
•改进解决方案
•识别相关/无关信息
•产生想法
•创建和设计
教师实施的活动包括以下两种：
以下问题解决类型：
•抽象
•分类
•得出结论/论证解决方案
•预测结果
•观察和实验
•改进解决方案
•识别相关/无关信息
•产生想法
•创建和设计
教师不进行任何教学活动
以下是解决问题的类型：
•抽象
•分类
•得出结论/论证解决方案
•预测结果
•观察和实验
•改进解决方案
•识别相关/无关信息
•产生想法
•创建和设计
普通教育者：规划
6.
显著高于预期（5）达到预期（3）显著低于预期（1）
指导性
计划
教学计划包括：
•可测量和明确的目标，与国家目标保持一致
内容标准；
•活动、材料和评估：
o符合国家标准。
o从基本序列到复杂序列。
o以学生先前的知识为基础，包括：
与学生生活相关，以及
整合其他学科。
o为学生提供适当的时间
作业、学生反思和课程
单元和闭合；
•证明该计划适合该年龄段的证据，
所有学习者的知识和兴趣；和
•该计划提供定期报告的证据
容纳个别学生的机会
需要。
教学计划包括：
•与州内容标准一致的目标；
•活动、材料和评估：
o符合国家标准。
o从基本序列到复杂序列。
o以学生先前的知识为基础。
o为学生提供适当的时间
工作、课程和单元关闭；
•证明该计划适合该年龄段的证据，
大多数学习者的知识和兴趣；和
•该计划提供了一些证据
容纳个别学生的机会
需要。
教学计划包括：
•与州内容标准一致的目标很少；
•活动、材料和评估：
o很少符合国家标准。
o很少被逻辑排序。
o很少以先前的学生为基础
知识
o不一致地为学生提供时间
工作、课程和单元关闭；
•几乎没有证据表明该计划提供了一些信息
容纳个别学生的机会
需要。
学生作业要求学生：
•组织、解释、分析、综合和分析
评估信息而不是复制信息；
•得出结论，进行概括，并
生成通过支持的参数
扩展写作；和
•将他们正在学习的内容与经验联系起来，
重要的观察、感受或情况
他们的日常生活包括校内和校外。
作业要求学生：
•解释信息，而不是复制信息；
•得出结论并通过以下方式予以支持：
写和
•将他们正在学习的内容与之前的学习联系起来
还有一些生活经历。
作业要求学生：
•主要复制信息；
•很少得出结论并予以支持
通过写作；和
•很少将他们正在学习的内容与之前的内容联系起来
学习或生活经历。
评估计划：
•符合国家内容标准；
•有明确的衡量标准；
•衡量学生在多个领域的表现
三种方式（例如，
实验、演示、论文、简短回答，或
多项选择测验）；
•要求延长书面任务；
•是否以投资组合为基础，并清楚说明：
学生向国家内容标准迈进；
和
•包括如何评估结果的说明
将用于通知未来的指示。
评估计划：
•符合国家内容标准；
•有测量标准；
•衡量学生在两个以上领域的表现
方法（例如，以项目、实验的形式，
演示文稿、论文、简短回答或多个
选择测试）；
•要求完成书面任务；和

VIBRO 200-560-000-113 VM600

VIBRO 200-560-000-113 VM600

reinforce three or more of the following problemsolving types: • Abstraction • Categorization • Drawing Conclusions/Justifying Solutions • Predicting Outcomes • Observing and Experimenting • Improving Solutions • Identifying Relevant/Irrelevant Information • Generating Ideas • Creating and Designing The teacher implements activities that teach two of the following problem-solving types: • Abstraction • Categorization • Drawing Conclusions/Justifying Solution • Predicting Outcomes • Observing and Experimenting • Improving Solutions • Identifying Relevant/Irrelevant Information • Generating Ideas • Creating and Designing The teacher implements no activities that teach the following problem-solving types: • Abstraction • Categorization • Drawing Conclusions/Justifying Solution • Predicting Outcomes • Observing and Experimenting • Improving Solutions • Identifying Relevant/Irrelevant Information • Generating Ideas • Creating and Designing General Educator Rubric: Planning 6 Significantly Above Expectations (5) At Expectations (3) Significantly Below Expectations (1) Instructional Plans Instructional plans include: • measurable and explicit goals aligned to state content standards; • activities, materials, and assessments that: o are aligned to state standards. o are sequenced from basic to complex. o build on prior student knowledge, are relevant to students’ lives, and integrate other disciplines. o provide appropriate time for student work, student reflection, and lesson unit and closure; • evidence that plan is appropriate for the age, knowledge, and interests of all learners; and • evidence that the plan provides regular opportunities to accommodate individual student needs. Instructional plans include: • goals aligned to state content standards; • activities, materials, and assessments that: o are aligned to state standards. o are sequenced from basic to complex. o build on prior student knowledge. o provide appropriate time for student work, and lesson and unit closure; • evidence that plan is appropriate for the age, knowledge, and interests of most learners; and • evidence that the plan provides some opportunities to accommodate individual student needs. Instructional plans include: • few goals aligned to state content standards; • activities, materials, and assessments that: o are rarely aligned to state standards. o are rarely logically sequenced. o rarely build on prior student knowledge. o inconsistently provide time for student work, and lesson and unit closure; • little evidence that the plan provides some opportunities to accommodate individual student needs. Student Work Assignments require students to: • organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it; • draw conclusions, make generalizations, and produce arguments that are supported through extended writing; and • connect what they are learning to experiences, observations, feelings, or situations significant in their daily lives both inside and outside of school. Assignments require students to: • interpret information rather than reproduce it; • draw conclusions and support them through writing; and • connect what they are learning to prior learning and some life experiences. Assignments require students to: • mostly reproduce information; • rarely draw conclusions and support them through writing; and • rarely connect what they are learning to prior learning or life experiences. Assessment Assessment Plans: • are aligned with state content standards; • have clear measurement criteria; • measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test); • require extended written tasks; • are portfolio-based with clear illustrations of student progress toward state content standards; and • include descriptions of how assessment results will be used to inform future instruction. Assessment Plans: • are aligned with state content standards; • have measurement criteria; • measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test); • require written tasks; and