| Establishing set | Planning an introductory activity that will capture students' attention, help them see the purpose and value of what is to be learned, and relate what they are to learn to that which they already know.
|
 |
|
|
| Set induction | Planning an introductory activity that will capture students' attention, help them see the purpose and value of what is to be learned, and relate what they are to learn to that which they already know.
|
|
|
|
| Orientation set | A new instructional activity that engages students' attention.
|
|
|
|
| Transitions | Points in an instructional interaction when the context changes in some way, for example, when moving from one activity to another.
|
|
|
|
| Evaluative set | When teachers establish what students already know about a topic.
|
|
|
|
| Time on task | Time when students are actively engaged in academic tasks.
|
|
|
|
| Mandated time | Formal time scheduled for school or academic activities.
|
|
|
|
| Allocated time | Amount of mandated time intended or scheduled for academic activities.
|
|
|
|
| Academic instruction time | Actual amount of time the teacher is conducting instruction.
|
|
|
|
| Academic learning time (ALT) | Amount of academic instruction time during which students are actively and successfully engaged in learning.
|
|
|
|
| Probing | Asking additional questions of the responding student to help expand or raise the level of the student's response.
|
|
|
|
| Redirecting | When teachers ask another student to answer the same question.
|
|
|
|
| Rephrasing | Teachers restate the same question in different terms to help a student understand it.
|
|
|
|
| Instructional clarity | A quality of effective instruction that helps students come to a thorough and accurate understanding of the material.
|
|
|
|
| Feedback | Information teachers provide to inform students of their progress and to help them learn to monitor themselves and improve their own learning.
|