T-TESS Teaching Strategies Flashcard

Front

Which of the following best demonstrates a teacher achieving high expectations (Dimension 2.1)?
Options:
Allowing students to opt out of difficult tasks if they feel frustrated
Routinely encouraging all students to think critically and explain their reasoning
Assigning the same low-level worksheet to all students daily
Using extra instructional time for classroom games unrelated to content

Back

Routinely encouraging all students to think critically and explain their reasoning

Front

In a lesson aligned with T-TESS 2.2, a teacher should: Create tasks that allow students to discover content independently, Connect content to students’ prior knowledge and experiences.

Back

Create tasks that allow students to discover content independently.

Front

According to T-TESS 2.3, effective communication includes:

Back

Providing clear instructions and modeling academic language

Front

Which example reflects differentiation under T-TESS 2.4? Options: Giving all students the same textbook passage regardless of reading level, Grouping students randomly without regard to skill level or need, Offering students choice in how they demonstrate understanding, Only modifying instruction after students fail assessments

Back

Offering students choice in how they demonstrate understanding

Front

Which is a strong example of monitoring and adjusting instruction (T-TESS 2.5)? Options: Continuing with the lesson plan regardless of student feedback, Ignoring student questions during the lesson, Waiting until the end of the term to assess student understanding.

Back

Using student data to inform instructional decisions

Front

Which instructional move supports bell-to-bell learning and aligns with T-TESS 2.1? Options: Using a meaningful exit ticket at the end of every class, Giving students 10 minutes of free time at the start of class, Playing music videos unrelated to the lesson, Spending the first 15 minutes reviewing unrelated content

Back

Using a meaningful exit ticket at the end of every class

Front

A teacher using sentence stems, anchor charts, and vocabulary word walls is focusing on:

Back

T-TESS Dimension 2.3: Communication

Front

What is a key look-for in T-TESS 2.2 regarding content knowledge?

Back

Designing instruction that builds conceptual understanding

Front

During group work, a teacher listens in and provides real-time feedback. This is an example of:

Back

T-TESS 2.5: Monitoring and Adjusting

Front

Which action is most effective for understanding and adjusting instruction in real-time? Options: Completing the lesson as planned regardless of student confusion, Walking around the room but not interacting with students, Informally checking for understanding and adjusting instruction in real-time, Waiting until the end of the unit to assess understanding

Back

Informally checking for understanding and adjusting instruction in real-time