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I noticed that Brian Kuhle groomed himself well today. Well done.

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One class had 12/15 students participate in a large group discussion.

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0/3 rooms had targets visible when we were there.

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I noticed all students turned and talked to a partner during the 1 min that the teacher gave them to share their answers to their homework questions. 

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I noticed all students turned and talked to a partner during the 1 min that the teacher gave them to share their answers to their homework questions. 

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0/1 classroom the learning target was not displayed or talked about. 

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0/1 classroom the learning target was not displayed or talked about. 

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Some students took the opportunity to ask and answer questions.  What strategies could be used  to ensure all or most students ask and answer questions?

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I heard the question "Am I doing this right?" 5 times in one classroom.

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0/3 classrooms had learning targets displayed

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1/3 classrooms had learning target displayed and discussed. 

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1/3 classrooms had learning target displayed and discussed. 

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0/3 had learning targets displayed in room, 1/3 referred to having learning target in Canvas.

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0/3 had learning targets displayed in room, 1/3 referred to having learning target in Canvas.

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In 2/3 classrooms academic vocab was being used as students worked together in small groups. Students appeared comfortable using the vocabulary as they talked to each other.

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0/3 classes were structured for student talk.

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0/3 classes were structured for student talk.

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2/3 classrooms were providing student work time without evidence of an expected outcome by end of the class period.

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Teacher worked with each individual student calling them to the front so he could go through their  grade and to talk about how to improve it. 

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Teacher worked with each individual student calling them to the front so he could go through their  grade and to talk about how to improve it. 

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In 1 of the 3 classrooms I observed, students effortlessly moved between whole group instruction and partners/groups

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In 1 of the 3 classrooms I observed, students effortlessly moved between whole group instruction and partners/groups

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I wonder if this lesson was a lesson created through collaboration and implemented by all the teachers in that CLC? 

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I wonder if this lesson was a lesson created through collaboration and implemented by all the teachers in that CLC? 

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In one class no classroom practices were observed. Teacher was meeting with each student to discuss their grade and their current missing work/tests.

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In 1/3 classrooms observed, there were students who chose not to work with peers when given the opportunity.

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In 1/3 classrooms observed, there were students who chose not to work with peers when given the opportunity.

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Teacher worked from group to group to help with questions or to question them further.

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Teacher worked from group to group to help with questions or to question them further.

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16/33 students shared answers or asked questions related to the content to the whole group

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Both science classrooms observed today struggled to engage students in student talk activities.

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Both science classrooms observed today struggled to engage students in student talk activities.

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Limited support/structure/expectations for independent work.

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I witnessed active learning in two of the three rooms.

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I witnessed active learning in two of the three rooms.

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Second class observed, teacher spoken in content language 80% of the time.

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All teachers were using probing questions.

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Teacher asked mostly close ended questions

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High number of teacher questioning and students responding with academic vocabulary

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I wonder if all content areas are focused on this work at the same level?

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I wonder if all content areas are focused on this work at the same level?

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1 of 3 classrooms were arranged to facilitate partner talk and small group discussion

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1 of 3 classrooms were arranged to facilitate partner talk and small group discussion

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Most classes identified in Step 2 were lacking any type of learning target. 

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Most classes identified in Step 2 were lacking any type of learning target. 

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Many observed this.  Ours were unstructured as students were working on classwork.  Some students did not engage with other students in the two classes we saw this in.

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2 of 3 classrooms had learning targets present and referenced in the lesson

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2 of 3 classrooms had learning targets present and referenced in the lesson

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I wonder if the learning targets were available to students on canvas.

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I wonder if additional barriers exist to student talk in some content areas compared to others (ie math often has a single correct answer whereas social studies or English discussions can have multiple correct answers or opinions thus increasing the risk involved in engaging in student talk in math)?

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I wonder if additional barriers exist to student talk in some content areas compared to others (ie math often has a single correct answer whereas social studies or English discussions can have multiple correct answers or opinions thus increasing the risk involved in engaging in student talk in math)?

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I wonder if the teachers grouping was purposeful.

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I wonder if the teachers grouping was purposeful.

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I wonder if students are given a choice to work independently or in a small group, what they will choose (or why we might make such an offer).

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I wonder if students are given a choice to work independently or in a small group, what they will choose (or why we might make such an offer).

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I wonder if student talk is daily or mid unit only.

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I wonder if student talk is daily or mid unit only.

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I wonder if teachers have routines in place for independent work time?