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Students provided leading,

open-ended questions toward

other students

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Provided open-ended questions

for higher level thinking

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Warm-up "In your own words"

questions asked using academic

vocabulary

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Students asking other students

for clarification on review

questions.

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Students were asked to relate the

reading passage to their own lives

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activated prior knowledge from

yesterday's activity or vocabulary

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Some journals included written feedback

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Low amount of productive struggle time.

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Student journals had more scripted entries than student choice entries.

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Students were using minimal amount of academic vocabulary verbally.  Displaying through tests and written.

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Students were engaged in high level PBL .

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Were to access prior knowledge.

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Teacher was doing rapid fire questions as a review

before the kids took their test, as a quick review.

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Kids in one class struggled a bit with prior knowledge when teacher was questioning them but she stayed away from yes/no questions and allowed the students time to come up with answers.

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Teacher asked open-ended questions that required students to use prior knowledge

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Some journals had lots of written feedback and graded quizzes attached in them while some journals had little to no feedback in them.

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Students completed CERs in their journals

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Kids working in groups on project,

needed to include a technology piece so they were trying to work through that together

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Students working in groups to create a demonstration of potential & kinetic energy - discourse among members & explanations requied within project

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All students had an open ended writing assignment that they were to complete after taking their multiple choice test.

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Reflections on thinking (verbal or written)

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Reflections on thinking (verbal or written)

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Very little written feedback was given in journals. Some peer feedback was seen.

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Teacher provided verbal feedback to groups of students working on projects

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60 % of students were answering questions.  stu