TTMMJJJJ
ID Rater
DATE RATE_Day
DATE RATE_Month
DATE RATE_Year
Components_Number of segments
Components_Domain1_Classroom_management1_Routines_Segment _1
Components_Domain1_Classroom_management2_Monitoring_Segment _1
Components_Domain1_Classroom_management3_Disruptions_Segment _1
Components_Domain1_Classroom_management0_Overall_Segment _1
Components_Domain2_Sotial-emotional_support1_Respect_Segment _1
Components_Domain2_Sotial-emotional_support2_Encoragement_and_warmth_Segment _1
Components_Domain2_Sotial-emotional_support3_Risk-taking_Segment _1
Components_Domain2_Sotial-emotional_support0_Overall_Segment _1
Components_Domain3_Discourse1_Natur_of_discourse_Segment _1
Components_Domain3_Discourse2_Questioning_Segment _1
Components_Domain3_Discourse3_Explanations_Segment _1
Components_Domain3_Discourse0_Overall_Segment _1
Components_Domain4_Quality_of_subject_matter1_Explizit_connections_Segment _1
Components_Domain4_Quality_of_subject_matter2_Explicit_patterns_and_generalizations_Segment _1
Components_Domain4_Quality_of_subject_matter3_Clarity_Segment _1
Components_Domain4_Quality_of_subject_matter0_Overall_Segment _1
Components_Domain5_Student_cognitive_engagement1_Engagement in cognitively demanding subject matter_Segment _1
Components_Domain5_Student_cognitive_engagement2_Multiple approaches to and perspectives on reasoning_Segment _1
Components_Domain5_Student_cognitive_engagement3_Understanding of subject matter procedures and processes_Segment _1
Components_Domain5_Student_cognitive_engagement0_Overall_Segment _1
Components_Domain6_Assesment of and responses to student understanding1_ Eliciting student thinking_Segment _1
Components_Domain6_Assesment of and responses to student understanding2_ Teacher feedback_Segment _1
Components_Domain6_Assesment of and responses to student understanding3_ Aligning instruction to present student understanding_Segment _1
Components_Domain6_Assesment of and responses to student understanding0_ Overall_Segment _1
Time of lesson in H:MM:SS (only code after last segment)_ Segment_1
Components_Domain1_Classroom_management1_Routines_Segment _2
Components_Domain1_Classroom_management2_Monitoring_Segment _2
Components_Domain1_Classroom_management3_Disruptions_Segment _2
Components_Domain1_Classroom_management0_Overall_Segment _2
Components_Domain2_Sotial-emotional_support1_Respect_Segment _2
Components_Domain2_Sotial-emotional_support2_Encoragement_and_warmth_Segment _2
Components_Domain2_Sotial-emotional_support3_Risk-taking_Segment _2
Components_Domain2_Sotial-emotional_support0_Overall_Segment _2
Components_Domain3_Discourse1_Natur_of_discourse_Segment _2
Components_Domain3_Discourse2_Questioning_Segment _2
Components_Domain3_Discourse3_Explanations_Segment _2
Components_Domain3_Discourse0_Overall_Segment _2
Components_Domain4_Quality_of_subject_matter1_Explizit_connections_Segment _2
Components_Domain4_Quality_of_subject_matter2_Explicit_patterns_and_generalizations_Segment _2
Components_Domain4_Quality_of_subject_matter3_Clarity_Segment _2
Components_Domain4_Quality_of_subject_matter0_Overall_Segment _2
Components_Domain5_Student_cognitive_engagement1_Engagement in cognitively demanding subject matter_Segment _2
Components_Domain5_Student_cognitive_engagement2_Multiple approaches to and perspectives on reasoning_Segment _2
Components_Domain5_Student_cognitive_engagement3_Understanding of subject matter procedures and processes_Segment _2
Components_Domain5_Student_cognitive_engagement0_Overall_Segment _2
Components_Domain6_Assesment of and responses to student understanding1_ Eliciting student thinking_Segment _2
Components_Domain6_Assesment of and responses to student understanding2_ Teacher feedback_Segment _2
Components_Domain6_Assesment of and responses to student understanding3_ Aligning instruction to present student understanding_Segment _2
Components_Domain6_Assesment of and responses to student understanding0_ Overall_Segment _2
Time of lesson in H:MM:SS (only code after last segment) Segment _2
Components_Domain1_Classroom_management1_Routines_Segment _3
Components_Domain1_Classroom_management2_Monitoring_Segment _3
Components_Domain1_Classroom_management3_Disruptions_Segment _3
Components_Domain1_Classroom_management0_Overall_Segment _3
Components_Domain2_Sotial-emotional_support1_Respect_Segment _3
Components_Domain2_Sotial-emotional_support2_Encoragement_and_warmth_Segment _3
Components_Domain2_Sotial-emotional_support3_Risk-taking_Segment _3
Components_Domain2_Sotial-emotional_support0_Overall_Segment _3
Components_Domain3_Discourse1_Natur_of_discourse_Segment _3
Components_Domain3_Discourse2_Questioning_Segment _3
Components_Domain3_Discourse3_Explanations_Segment _3
Components_Domain3_Discourse0_Overall_Segment _3
Components_Domain4_Quality_of_subject_matter1_Explizit_connections_Segment _3
Components_Domain4_Quality_of_subject_matter2_Explicit_patterns_and_generalizations_Segment _3
Components_Domain4_Quality_of_subject_matter3_Clarity_Segment _3
Components_Domain4_Quality_of_subject_matter0_Overall_Segment _3
Components_Domain5_Student_cognitive_engagement1_Engagement in cognitively demanding subject matter_Segment _3
Components_Domain5_Student_cognitive_engagement2_Multiple approaches to and perspectives on reasoning_Segment _3
Components_Domain5_Student_cognitive_engagement3_Understanding of subject matter procedures and processes_Segment _3
Components_Domain5_Student_cognitive_engagement0_Overall_Segment _3
Components_Domain6_Assesment of and responses to student understanding1_ Eliciting student thinking_Segment _3
Components_Domain6_Assesment of and responses to student understanding2_ Teacher feedback_Segment _3
Components_Domain6_Assesment of and responses to student understanding3_ Aligning instruction to present student understanding_Segment _3
Components_Domain6_Assesment of and responses to student understanding0_ Overall_Segment _3
Time of lesson in H:MM:SS (only code after last segment) Segment _3
Components_Domain1_Classroom_management1_Routines_Segment _4
Components_Domain1_Classroom_management2_Monitoring_Segment_4
Components_Domain1_Classroom_management3_Disruptions_Segment_4
Components_Domain1_Classroom_management0_Overall_Segment_4
Components_Domain2_Sotial-emotional_support1_Respect_Segment_4
Components_Domain2_Sotial-emotional_support2_Encoragement_and_warmth_Segment _4
Components_Domain2_Sotial-emotional_support3_Risk-taking_Segment _4
Components_Domain2_Sotial-emotional_support0_Overall_Segment _4
Components_Domain3_Discourse1_Natur_of_discourse_Segment _4
Components_Domain3_Discourse2_Questioning_Segment_4
Components_Domain3_Discourse3_Explanations_Segment_4
Components_Domain3_Discourse0_Overall_Segment_4
Components_Domain4_Quality_of_subject_matter1_Explizit_connections_Segment_4
Components_Domain4_Quality_of_subject_matter2_Explicit_patterns_and_generalizations_Segment_4
Components_Domain4_Quality_of_subject_matter3_Clarity_Segment_4
Components_Domain4_Quality_of_subject_matter0_Overall_Segment_4
Components_Domain5_Student_cognitive_engagement1_Engagement in cognitively demanding subject matter_Segment_4
Components_Domain5_Student_cognitive_engagement2_Multiple approaches to and perspectives on reasoning_Segment_4
Components_Domain5_Student_cognitive_engagement3_Understanding of subject matter procedures and processes_Segment_4
Components_Domain5_Student_cognitive_engagement0_Overall_Segment_4
Components_Domain6_Assesment of and responses to student understanding1_ Eliciting student thinking_Segment_4
Components_Domain6_Assesment of and responses to student understanding2_ Teacher feedback_Segment_4
Components_Domain6_Assesment of and responses to student understanding3_ Aligning instruction to present student understanding_Segment_4
Components_Domain6_Assesment of and responses to student understanding0_ Overall_Segment_4
Time of lesson in H:MM:SS (only code after last segment)_ Segment_4
Components_Domain1_Classroom_management1_Routines_Segment_5
Components_Domain1_Classroom_management2_Monitoring_Segment_5
Components_Domain1_Classroom_management3_Disruptions_Segment_5
Components_Domain1_Classroom_management0_Overall_Segment_5
Components_Domain2_Sotial-emotional_support1_Respect_Segment_5
Components_Domain2_Sotial-emotional_support2_Encoragement_and_warmth_Segment_5
Components_Domain2_Sotial-emotional_support3_Risk-taking_Segment_5
Components_Domain2_Sotial-emotional_support0_Overall_Segment_5
Components_Domain3_Discourse1_Natur_of_discourse_Segment_5
Components_Domain3_Discourse2_Questioning_Segment_5
Components_Domain3_Discourse3_Explanations_Segment_5
Components_Domain3_Discourse0_Overall_Segment_5
Components_Domain4_Quality_of_subject_matter1_Explizit_connections_Segment_5
Components_Domain4_Quality_of_subject_matter2_Explicit_patterns_and_generalizations_Segment_5
Components_Domain4_Quality_of_subject_matter3_Clarity_Segment_5
Components_Domain4_Quality_of_subject_matter0_Overall_Segment_5
Components_Domain5_Student_cognitive_engagement1_Engagement in cognitively demanding subject matter_Segment_5
Components_Domain5_Student_cognitive_engagement2_Multiple approaches to and perspectives on reasoning_Segment_5
Components_Domain5_Student_cognitive_engagement3_Understanding of subject matter procedures and processes_Segment_5
Components_Domain5_Student_cognitive_engagement0_Overall_Segment_5
Components_Domain6_Assesment of and responses to student understanding1_ Eliciting student thinking_Segment_5
Components_Domain6_Assesment of and responses to student understanding2_ Teacher feedback_Segment_5
Components_Domain6_Assesment of and responses to student understanding3_ Aligning instruction to present student understanding_Segment_5
Components_Domain6_Assesment of and responses to student understanding0_ Overall_Segment_5
Time of lesson in H:MM:SS (only code after last segment) Segment_5
Components_Domain1_Classroom_management1_Routines_Segment_6
Components_Domain1_Classroom_management2_Monitoring_Segment_6
Components_Domain1_Classroom_management3_Disruptions_Segment_6
Components_Domain1_Classroom_management0_Overall_Segment_6
Components_Domain2_Sotial-emotional_support1_Respect_Segment_6
Components_Domain2_Sotial-emotional_support2_Encoragement_and_warmth_Segment_6
Components_Domain2_Sotial-emotional_support3_Risk-taking_Segment_6
Components_Domain2_Sotial-emotional_support0_Overall_Segment_6
Components_Domain3_Discourse1_Natur_of_discourse_Segment_6
Components_Domain3_Discourse2_Questioning_Segment_6
Components_Domain3_Discourse3_Explanations_Segment_6
Components_Domain3_Discourse0_Overall_Segment_6
Components_Domain4_Quality_of_subject_matter1_Explizit_connections_Segment_6
Components_Domain4_Quality_of_subject_matter2_Explicit_patterns_and_generalizations_Segment_6
Components_Domain4_Quality_of_subject_matter3_Clarity_Segment_6
Components_Domain4_Quality_of_subject_matter0_Overall_Segment_6
Components_Domain5_Student_cognitive_engagement1_Engagement in cognitively demanding subject matter_Segment_6
Components_Domain5_Student_cognitive_engagement2_Multiple approaches to and perspectives on reasoning_Segment_6
Components_Domain5_Student_cognitive_engagement3_Understanding of subject matter procedures and processes_Segment_6
Components_Domain5_Student_cognitive_engagement0_Overall_Segment_6
Components_Domain6_Assesment of and responses to student understanding1_ Eliciting student thinking_Segment_6
Components_Domain6_Assesment of and responses to student understanding2_ Teacher feedback_Segment_6
Components_Domain6_Assesment of and responses to student understanding3_ Aligning instruction to present student understanding_Segment_6
Components_Domain6_Assesment of and responses to student understanding0_ Overall_Segment_6
Time of lesson in H:MM:SS (only code after last segment) Segment_6
Indicators_Number of segments
Indicators_Domain1_Classroom management1_Time on Task_Segment1
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment1
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment1
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment1
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment1
Indicators_Domain2_Social-emotional support1_Persistence_Segment1
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment1
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment1
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment1
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment1
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment1
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment1
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment1
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment1
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment1
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment1
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment1
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment1
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment1
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment1
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment1
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment1
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment1
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment1
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment1
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment1
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment1
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment1
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment1
Indicators_Domain1_Classroom management1_Time on Task_Segment2
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment2
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment2
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment2
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment2
Indicators_Domain2_Social-emotional support1_Persistence_Segment2
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment2
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment2
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment2
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment2
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment2
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment2
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment2
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment2
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment2
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment2
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment2
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment2
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment2
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment2
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment2
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment2
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment2
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment2
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment2
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment2
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment2
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment2
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment2
Indicators_Domain1_Classroom management1_Time on Task_Segment3
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment3
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment3
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment3
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment3
Indicators_Domain2_Social-emotional support1_Persistence_Segment3
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment3
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment3
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment3
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment3
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment3
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment3
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment3
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment3
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment3
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment3
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment3
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment3
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment3
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment3
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment3
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment3
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment3
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment3
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment3
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment3
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment3
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment3
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment3
Indicators_Domain1_Classroom management1_Time on Task_Segment4
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment4
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment4
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment4
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment4
Indicators_Domain2_Social-emotional support1_Persistence_Segment4
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment4
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment4
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment4
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment4
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment4
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment4
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment4
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment4
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment4
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment4
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment4
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment4
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment4
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment4
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment4
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment4
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment4
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment4
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment4
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment4
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment4
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment4
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment4
Indicators_Domain1_Classroom management1_Time on Task_Segment5
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment5
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment5
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment5
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment5
Indicators_Domain2_Social-emotional support1_Persistence_Segment5
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment5
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment5
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment5
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment5
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment5
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment5
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment5
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment5
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment5
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment5
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment5
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment5
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment5
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment5
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment5
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment5
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment5
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment5
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment5
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment5
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment5
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment5
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment5
Indicators_Domain1_Classroom management1_Time on Task_Segment6
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment6
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment6
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment6
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment6
Indicators_Domain2_Social-emotional support1_Persistence_Segment6
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment6
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment6
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment6
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment6
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment6
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment6
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment6
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment6
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment6
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment6
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment6
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment6
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment6
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment6
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment6
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment6
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment6
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment6
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment6
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment6
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment6
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment6
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment6
Indicators_Domain1_Classroom management1_Time on Task_Segment7
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment7
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment7
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment7
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment7
Indicators_Domain2_Social-emotional support1_Persistence_Segment7
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment7
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment7
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment7
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment7
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment7
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment7
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment7
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment7
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment7
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment7
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment7
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment7
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment7
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment7
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment7
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment7
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment7
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment7
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment7
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment7
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment7
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment7
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment7
Indicators_Domain1_Classroom management1_Time on Task_Segment8
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment8
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment8
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment8
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment8
Indicators_Domain2_Social-emotional support1_Persistence_Segment8
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment8
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment8
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment8
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment8
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment8
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment8
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment8
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment8
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment8
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment8
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment8
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment8
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment8
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment8
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment8
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment8
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment8
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment8
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment8
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment8
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment8
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment8
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment8
Indicators_Domain1_Classroom management1_Time on Task_Segment9
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment9
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment9
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment9
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment9
Indicators_Domain2_Social-emotional support1_Persistence_Segment9
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment9
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment9
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment9
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment9
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment9
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment9
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment9
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment9
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment9
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment9
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment9
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment9
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment9
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment9
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment9
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment9
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment9
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment9
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment9
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment9
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment9
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment9
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment9
Indicators_Domain1_Classroom management1_Time on Task_Segment10
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment10
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment10
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment10
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment10
Indicators_Domain2_Social-emotional support1_Persistence_Segment10
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment10
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment10
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment10
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment10
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment10
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment10
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment10
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment10
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment10
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment10
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment10
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment10
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment10
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment10
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment10
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment10
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment10
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment10
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment10
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment10
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment10
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment10
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment10
Indicators_Domain1_Classroom management1_Time on Task_Segment11
Indicators_Domain1_Classroom management2_Activity structure & frequency: Whole group_Segment11
Indicators_Domain1_Classroom management3_Activity structure & frequency: Small group_Segment11
Indicators_Domain1_Classroom management4_Activity structure & frequency: Pairs_Segment11
Indicators_Domain1_Classroom management5_Activity structure & frequency: Individual_Segment11
Indicators_Domain2_Social-emotional support1_Persistence_Segment11
Indicators_Domain2_Social-emotional support2_Requests for public sharing_Segment11
Indicators_Domain3_Discourse1_ Discussion opportunities_Segment11
Indicators_Domain4_Quality of subjekt matter1_ Explicit learning goals_Segment11
Indicators_Domain4_Quality of subjekt matter2_ Accuracy_Segment11
Indicators_Domain4_Quality of subjekt matter3_ Real-world connections_Segment11
Indicators_Domain4_Quality of subjekt matter4_ Connecting mathematical topics_Segment11
Indicators_Domain4_Quality of subjekt matter5_ Mathematical summary_Segment11
Indicators_Domain4_Quality of subjekt matter6_ Types of representations: Graphs_Segment11
Indicators_Domain4_Quality of subjekt matter7_ Types of representations: Tables_Segment11
Indicators_Domain4_Quality of subjekt matter8_ Types of representations: Drawings or Diagrams_Segment11
Indicators_Domain4_Quality of subjekt matter9_ Types of representations: Equations and Expressions_Segment11
Indicators_Domain4_Quality of subjekt matter10_ Types of representations:Objects_Segment11
Indicators_Domain4_Quality of subjekt matter11_ Organization of procedural instruction_Segment11
Indicators_Domain5_Student cognitive engagement1_Metacognition_Segment1 1
Indicators_Domain5_Student cognitive engagement2_Repetitive use opportunities_Segment11
Indicators_Domain5_Student cognitive engagement3_ Technology for understanding_Segment11
Indicators_Domain5_Student cognitive engagement4_ Classroom technology 1_Segment11
Indicators_Domain5_Student cognitive engagement5_Classroom technology 2 (if applicable)_Segment11
Indicators_Domain5_Student cognitive engagement6_ Classroom technology 3 (if applicable)_Segment11
Indicators_Domain5_Student cognitive engagement7_Student technology_Segment11
Indicators_Domain5_Student cognitive engagement8_Student technology 2 (if applicable)_Segment11
Indicators_Domain5_Student cognitive engagement9_Student technology 3 (if applicable)_Segment11
Indicators_Domain5_Student cognitive engagement10_Software use for learning_Segment11