Elementary Classroom Instruction

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55 signals
6 patterns
55Signalsextracted
6Patternsemerging
2Principlesvalidated
0Frameworksmature
L

Something I noticed

You rarely just say “good” or “correct” - you almost always extend the student's thinking or name the specific skill. This happened consistently across all 25 minutes.

Your Teaching Patterns

Scaffolding
3
16
Building on student responses to extend thinking

“You did this 16 times in 25 minutes - that's notably consistent”

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Questioning
2
10
Strategic question framing to guide thinking
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Vocabulary
2
7
Introducing and contextualizing new terms

“You almost always acknowledge difficulty before defining - that's intentional, right?”

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Check for Understanding
2
14
Verifying comprehension before moving forward
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Positive Reinforcement
1
4
Specific praise that names the skill

“You rarely just say "good" - you almost always add something. Is that intentional?”

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Collaborative Learning
3
4
Structuring peer interaction and shared responsibility
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L

Framework discovered

Research-backed

Gradual Release of Responsibility

Fisher & Frey (2008)

Match Score87%

This framework describes how teachers move from "I do" to "We do" to "You do" - something you demonstrated naturally in this lesson.

Your patterns aligning with this framework:

Scaffolding(16 moments)→“Guided practice ("We do")”
Questioning(10 moments)→“Formative assessment”
Check for Understanding(14 moments)→“Monitoring student progress”

Framework components not yet observed:

  • •Independent practice ("You do alone")
  • •Metacognitive reflection

Other matching frameworks

2 additional frameworks detected

Socratic Questioning

Paul & Elder (2006)

76% match

Systematic questioning that stimulates critical thinking and illuminates ideas through disciplined conversation.

Zone of Proximal Development

Vygotsky (1978)

71% match

Learning happens in the zone between what students can do independently and what they can do with support.