# data[].attributes.body
The teacher challenged students to think beyond basic problems. She fostered an environment of respect between students. Students felt comfortable sharing their ideas, and debated different opinions on the problems.

# data[].attributes.body
She has a lot of encouragement and welcomed a lot student participation. She allowed a student lead classroom. The learning environment supports learning tasks that appropriately challenge students by promoting higher-order thinking or application to develop new learning. It is not a 5 because she did not have perspectives could be from curricular sources, students' ideas, and/or lived experiences.

# data[].attributes.body
The teacher created a constructive dialog with “agree/disagree”, encouraging productive discussion. Multiple students were encouraged to go to the board to discuss and disagree. Everyone was respectful and the teacher asked questions, not final answers.

# data[].attributes.body
The teacher challenged students and allowed students to discuss their answers and be wrong without jumping in to correct them too quickly

# data[].attributes.body
She engaged students in conceptual understanding, procedural fluency, and mathematical reasoning. There was some prior knowledge (parallelogram) and he had some scaffolding with questioning students

# data[].attributes.body
The candidate making connections to students' prior academic learning to help them develop the new content or skills. She tried to develop mathematical reasoning and conceptual understanding by probing students to answer one another's questions.

# data[].attributes.body
She did not use or need scaffolding questions. She the students struggle with the corresponding angles in the parallel lines until one student was encouraged to show it. The teacher used precise language and pronunciations of words like “similar”, “congruent”, and “parallel”.

# data[].attributes.body
Students are engaged in appropriate learning tasks, but the teacher did not use the students' other individual assets as needed for a 4.

# data[].attributes.body
The teacher built layers of responses from students talking to students. She asked guiding questions, ‘agree or disagree’ with a why attached to the response. Three students up at the board at one time is a notable achievement in eliciting responses. The students were guiding conversation more than she was.

# data[].attributes.body
She builds on students responses, and lets the students lead the discussion. The teacher facilities without dominating the conversation, and asks students to respond to one another and summarize other's ideas.

# data[].attributes.body
She follows up on student responses to encourage the student or his/her peers to explore or build on the ideas expressed. She does try to promote students to self evaluate their learning because she asks the students to ask the class to determine if they agree or disagree with their answer.

# data[].attributes.body
She hit many of the exact examples given in the rubric for 4.

# data[].attributes.body
There were visual representations, but not many. There wasn't a lot of deeper thinking or higher level representations. (Maybe something like Geogebra could help...)

# data[].attributes.body
Geometry is replete with drawings and diagrams. They are integral to the teaching process. Using a parallelogram to frame the similar triangles, which was a good strategic use of prior knowledge.

# data[].attributes.body
There were visual representations, in that she drew the triangles and parallelogram shape. She did separate the triangles in the "side splitter" scenario, but didn't do so in a particularly "strategic" way.

# data[].attributes.body
In the clip, she provides opportunity for students to use problems or visual representations to guide and encourage students to think more deeply about mathematical concepts and procedures. She had students come up to the board and evaluate the diagrams with vertical angles annotations and congruent sides. However, students did not evaluate their own use of representations to explore concepts.

# data[].attributes.body
She relates the changes to the central focus of similar angles, and generally describes how the changes would help the class.

# data[].attributes.body
The changes address the learning needs of individuals in addition to the learning needs of the whole class in the video clip(s) by providing additional support and/or further challenge in relation to the central focus. She suggests colour coding notes and writing the goal on top of the diagram.

# data[].attributes.body
The teacher made good suggestions: different colors, writing out goals, asking the students to summarize, re-examining the side splitter. None of them significantly changed the primary lesson, so the reflection was not strategic.

# data[].attributes.body
She discusses different learner groups and individual needs (ELL) with reference to research.