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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