3. I-12 Observable EvidenceEffective Teacher Behaviors Teacher sets and implements clear expectations for collaboration and communication among students. Teacher creates multiple, scaffolded opportunities for students to articulate their ideas, construct arguments, and communicate for a range of purposes. Teacher provides a variety of ways to collaborate throughout lessons. Teacher aligns tasks to collaboration, so student groups are strategic and purposeful.
4. I-12 Observable EvidenceEffective Student Behaviors Students communicate reasoning by explaining stated assumptions, definitions, and results; articulate reasoning used to analyze and solve problems. Students construct arguments, build on others‘ ideas, articulate their ideas, and confirm others‘ understanding. Students interact appropriately in diverse groups (―diverse‖ by race, ethnicity, language, group size, opinions, skill levels, etc.) and come to understand other perspectives and cultures. Students‘ interactions with each other show adaptability and work ethic in group situations. Students respond to varying demands of audiences, tasks, purposes, and discipline. Most students assume personal responsibility for group work.
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7. Grouping for reciprocal teaching skills? All students should know what the technique should look like whether they can perform it correctly or not so they can be partnered with anyone. Lower level student benefit greatly from watching correct technique but it is also beneficial for them to identify and correct incorrect form. Personally I trade off between pairing high/low skills and similar skills.
