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Table 3 PERC class target behaviors

From: Teachers’ roles and identities in student-centered classrooms

Lesson component Student behaviors TA scholar behaviors Teacher behaviors
Do Now (5 min) • Enter class on time
• Sit in TAS group
• Show homework to TAS
• Complete Do Now task
• Ask TAS and other students questions if needed to complete Do Now
• Enter class in time to set up Do Now materials
• Pick up TAS folder with record sheets and materials for the lesson
• Greet students as they join group
• Record student attendance and homework completion
• Encourage students to work on Do Now
• Ask scaffolding questions to facilitate Do Now completion
• Greet students and TAS as they enter
• Encourage students to join groups and start Do Now
• Set up materials for lesson
• Speak with students needing individual interventions
Lesson introduction/lecture/class discussion (10 min) • Take notes
• Ask teacher or TAS questions when confused or to deepen understanding
• Answer teacher’s questions
• Participate in group discussions of questions or problems set by the teacher
• Model note-taking for students
• Lead group discussions of questions posed or problems set by the teacher
• Respond to student questions and answers with scaffolding questions
• If explanation is required, break concepts into manageable chunks
• Support ELL students in their home language (bilingual TAS)
• Establish motivation for lesson
• Introduce content, concepts, and/or skills of an appropriate quantity and complexity
• Pose questions for TAS groups to discuss/problems to explore
• Facilitate sharing of group discussions with whole class
• Transition effectively between group and whole class work
Group work (25 min) • Work on task assigned by teacher/TAS
• Ask TAS or other students questions when confused or to deepen understanding
• Collaborate with other students in completing tasks and developing understanding
• Ask scaffolding questions to facilitate task completion and assess understanding
• Respond to student questions and answers with scaffolding questions
• If explanation is required, break concepts into manageable chunks
• Use own completed work as a reference for supporting students
• Encourage students to assist each other productively
• Give students appropriate positive feedback
• Ask teacher and other TAS for support when needed
• Support ELL students in their home language (bilingual TAS)
• Listen to TAS group discussion to assess student understanding and TAS effectiveness
• Listen to several exchanges within a group before contributing a question or comment
• Model effective questioning and positive feedback
• Provide whole class intervention if common misconception is identified across groups
• Work with individual students or groups who need additional support
Lesson closure (5 min) • Complete exit slip
• Share out group’s ideas/products/answers from day’s lesson
• Respond to teacher questions
• Ask questions when confused or to deepen understanding
• Set a goal
• Record homework assignments
• Observe student work on exit slip
• Record student daily progress in journal and/or on record sheet
• Collect student work
• Encourage students to share out and answer teacher’s questions
• Ensure that students write down homework
• Assign exit slip
• Observe student progress on exit slip
• Ask questions to assess learning from lesson
• Prepare students for next lesson
• Ask students to set a goal
• Assign homework
  1. The following chart outlines behaviors that occur during different lesson components included in typical PERC classes. An individual lesson might include some or all of these components