DURING Instruction Scenarios by Dr. Angela Nagel

Scenario 7: Whiteboard Responses

dranagel921 — 2025-02-27 17:15:47 UTC

Mr. Diaz is teaching fractions and asks his students to solve a problem on their mini whiteboards and hold them up. He quickly scans the answers and notices that many students are incorrectly simplifying fractions. He pauses to review simplification rules before continuing the lesson.

DURING Instruction (Ongoing Formative Assessment)

dranagel921 — 2025-02-27 17:16:11 UTC

Ongoing Formative Assessment (7, 8, 9)

Embedded Formative Assessment (10, 11, 12)

Scenario 8: Think-Pair-Share in English

dranagel921 — 2025-02-27 17:16:43 UTC

In an AP English class, Ms. Roberts asks students to analyze a passage and discuss its tone with a partner before sharing their thoughts with the class. As students talk, she listens to responses and notes that several students are misidentifying the tone. She then models how to identify tone using context clues before continuing the discussion.

Scenario 9: Thumbs-Up, Thumbs-Down in Social Studies

dranagel921 — 2025-02-27 17:17:21 UTC

Mr. Lin stops mid-lesson and asks, “Does everyone understand the differences between primary and secondary sources?” He has students give a thumbs-up if they understand, a sideways thumb if they’re unsure, and a thumbs-down if they’re confused. Based on their responses, he slows down and provides more examples.

Scenario 10: Journal Entry Check-In

dranagel921 — 2025-02-27 17:17:56 UTC

Halfway through a unit on the Civil Rights Movement, Ms. Thompson asks students to write a journal reflection answering, “What connections can you make between the Civil Rights Movement and social justice movements today?” She reads a few and realizes that many students are misinterpreting key events, so she adjusts her next lesson to clarify misconceptions.

Scenario 11: Group Work Observations

dranagel921 — 2025-02-27 17:18:30 UTC

Mr. Hensley gives his geometry students a real-world problem where they must apply the Pythagorean theorem to determine the best design for a bike ramp. He walks around, listening to group discussions rather than collecting work. Based on their conversations, he identifies gaps in understanding and pulls the class back for a mini-lesson.

Scenario 12: Exit Tickets for Small-Group Adjustments

dranagel921 — 2025-02-27 17:19:34 UTC

Ms. Bell is teaching Spanish verb conjugations. At the end of class, she asks students to write three verbs in the past tense and place their responses in a box. The next morning, she sorts them into three groups: “Got it,”“Almost there,” and “Needs more help.” She tailors her small-group instruction accordingly.