Element
II-A-2.Student Engagement
Rating
Proficient
Teacher
Mina Kim
School
Orchard Gardens K-8
Grade
7
Subject
Math
Element This clip was rated PROFICIENT on II-A-2. Student Engagement: The teacher consistently uses
Summary instructional practices that are likely to motivate and engage most students during the lesson.
During the lesson the 21 students in the class actively participated by either raising their hands to
answer or answering when cold called. The teacher also consistently used techniques that
fostered a community of learners who were motivated, on task, and most importantly, engaged in
learning rigorous material.
The clip was not rated as Exemplary given that further evidence of consistency over time and
further opportunities to observe the teacher and the students would be necessary to determine
levels of intrinsic motivation, student choice and goal setting, and teacher ability to demonstrate
the element.
Look-for
T1
Rating
Evidence
Proficient Teacher typically uses instructional practices and materials that are developmentally
and intellectually rigorous.
The teacher led the students in a process of inquiry to find 768/1000 on a number line,
which has been labeled at intervals of hundredths. To facilitate this process, she
zoomed in on the segment of the number line between 76/100 and 77/100. From 5:03
to 8:08, she asked multiple students to help label this segment of the number line.
When one student volunteered an answer, the teacher asked the students for
agreement or disagreement using their thumbs.
When another student offered an alternative approach involving multiplying, both the
student and the teacher continued to call on other students to clarify the approach.
This task of identifying precise numbers on the number line was appropriately
rigorous for the students, challenging them to revisit and revise their answers while
still allowing them to arrive at accurate conclusions through a collective class effort.
The teacher facilitated whole group and partner conversations that required students
to listen to each other and contribute to each other’s thinking.
T2:
Proficient
Teacher frequently uses instructional practices that promote the development of
student intrinsic motivation and offer extrinsic motivation.
Throughout the lesson, the teacher’s practices of posing open-ended questions, asking
students to turn and talk to each other (3:24), and inviting students to agree, disagree,
build on or re-voice the ideas of their peers (00:17-1:26) fostered intrinsic motivation
to participate fully in the lesson. The challenge presented by the academic material
also contributed to the motivation of the students. Students readily raised their hands
to participate and build upon each other’s thoughts. At the conclusion of the class
(39:38), the teacher cited four students who did not readily volunteer to answer
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questions and had to be called on by the teacher, but even these students were
prepared to respond when called upon, reflecting that they had been motivated
enough to keep up with the discussion.
T3:
Proficient
Teacher uses instructional practices and materials tailored to student needs,
experiences and interests to encourage student focus and active participation, such
as opportunities for student choice and goal-setting.
The teacher used a series of related questions, illustrated by visuals of number lines on
the white board to maintain a well-paced lesson with no “down time” for students to
lose focus or get off task. The teacher practices of giving students the chance to
discuss ideas with partners (3:24), and to call on other students during the group
discussion (2:37) appeared to be tailored to student interests. While students were not
presented with a choice in activity, there was some opportunity for student choice in
agreeing or disagreeing with an answer (3:09-4:53), for deciding on an approach to
solving the problems, and for choosing when to offer an idea. Throughout the clip,
students were consistently attentive to the teacher and to each other when giving
answers.
T4:
Proficient
Teacher uses instructional techniques that facilitate equitable, active student
participation.
Throughout this clip the teacher consistently used methods that facilitated equitable
and active student participation. In using to the phrase “voices off” to reinforce the
expectation that students would be listening to a single speaker, she created a quiet
environment where students could hear each other (00:17). After partner
conversations, the teacher counted down “3-2-1” bring the group back to a single
conversation (4:00). The emphasis on a single conversation allowed and encouraged
students to listen to each other, and showed students that they would be heard when
expressing their ideas.
The teacher also held students accountable for listening to each other by returning to
students who had previously spoken to extend or revise ideas based on the ideas of
their peers (1:17).
At the end of the class (9:54) after a preview of the next day’s lesson, the teacher
reviewed student participation. She highlighted that it was better than the 1st block
class, but that 4 students did not volunteer enough. The teacher reminded students
that they needed to evaluate their participation for the next day. In doing so, she held
students accountable to an expectation of high-level participation and student
ownership of their own learning.
S1:
Proficient
If asked, students indicate a capacity to complete assigned tasks and may offer a
rationale for their capacity.
Students were not asked, but indicated their capacity to complete the tasks by readily
participating in raising their hands to answer questions, discussing the material with
partners, and interacting in a positive manner with each other throughout the clip.
S2:
Proficient
Most students are on task, focused and display high levels of effort for most of the
lesson.
The class consisted of 21 students seated at short rows of individual desks next to
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each other, an arrangement that facilitated “turn and talk” partner conversations and
small group work. Each time the teacher posed a question to the class, 13-15 students
consistently raised their hands to answer. When asked to turn and talk, each pair
quickly began to discuss the material, no one needed to be redirected to stay on task,
and as soon as the 3-2-1 signal to finish up talking was given, the students stopped
(5:21-8:08). Students also displayed agreement with a classmates answer with
“thumbs up” and disagreement with “thumbs down.” , 1:48 and 5:00.
S3:
N/A
If asked, students articulate a balance of intrinsic and extrinsic motivations, or clear
learning goals.
No evidence available in clip.
S4:
Proficient
Students ask questions and make comments that reveal deep engagement with the
objectives.
The students were actively engaged in the process of finding precise fractions. Even
when they were unsure, students attempted to response, appearing confident that
the group would assist them.
At 6:53, one student voiced the idea that 76/100 could be converted to 760/1000 by
multiplying by 2. Another classmate offered the idea of multiplying by 10 instead of 2.
A third student offered that because there were 10 intervals, dividing by 10/10 could
change 768/1000 into 76.8/100. The teacher responded with “OMG…This is a totally
new idea from any of my classes,” and asked the student to repeat and further explain
her thought to the class. These students each showed deep engagement with the
objectives, and a growing understanding of the concepts.
Overall
Rating
Proficient
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