Click here for a Quick Guide for Observing Classroom Content and Practice Content (Math Intermediate CCRSAE Levels C and D)
The examples below feature several Indicators from the ABE Professional Standards. These Indicators are just a sampling from the full set of the ABE Professional Standards and were chosen because they create a sequence: the teacher plans a lesson that sets clear and high expectations, the teacher then delivers high quality instruction, and finally the teacher uses a variety of assessments to see if students understand the material or if re-teaching is necessary. These examples highlight teacher and student behaviors aligned to these Indicators that you can expect to see in a rigorous ABE intermediate level Math class.
PLANNING (Indicators P1.1, P1.2, C1.1)
The teacher plans and implements CCRSAE-aligned, academically rigorous, differentiated lessons that include clear content and language objectives, set high expectations for all learners, cultivate a safe classroom environment, encourage productive struggle, and motivate all students to succeed.
Using mathematical language precisely to convey meaning and understandings of concepts
Representing and relating solution methods orally, visually, and with concrete objects
Representing problems and solution methods using visual models, virtual manipulatives, or number sentences
INSTRUCTION (Indicators P1.3, P1.4)
The teacher delivers high quality, culturally responsive instruction that meets the diverse needs of all students and engages them with meaningful topics and tasks that develop students’ critical thinking and problem-solving skills.
Explaining how multiple representations of numbers, operations, and shapes relate to one another
ASSESSMENT (Indicators P2.1, P2.2, P2.3)
The teacher uses a variety of formative and summative assessments to measure student learning and understanding, evaluate the effectiveness of instruction, develop differentiated and advanced learning experiences, and inform future instruction.