Students offer feedback to their classmates on their work.

Mr. B lectured for 25 minutes, and provided 15 minutes for the students to write an essay; not all of the students are able to complete it.

Ms. C says: “Let’s try this way,” and then uses another approach.

Mr. D reviews the activity, then uses a projector to illustrate the steps so students can refer back to it when they need guidance.

Students are given a task to do independently, then to discuss with a table group, and then to report out from each table.

Mr. F says: “Most of you did a pretty good job on this.”

When asked about their progress in a class, a student proudly shows her data file and can explain how the documents indicate her progress toward learning goals.

Mrs. E states that to add fractions they must have the same numerator.

Ms. G only calls on students who have their hands raised.

A student offers clarification about the learning task to her classmates.

Mr. H makes no attempt to adjust the lesson when students appear confused.

Mrs. J circulates during small group work, offering suggestions to students.

Ms. C asks students to create different representations of a large number using a variety of manipulative materials.

The teacher asks, "Maria, can you comment on Ian's idea?" and Maria responds directly to Ian.