ABSTRACT
Each of the critical aspects of instruction is identifi ed by elements within the model. For example, for the observation on questioning, the specifi c dimension of instructional practice to be examined is discourse. Although each of these aspects of instructional practice concern all the dimensions of teaching (i.e., tasks, learning environment, and discourse), the preactive (i.e., planning) and interactive (i.e., monitoring and regulating) stages of teaching, and the phases of teaching (i.e., initiation, development, closure), some are directly related more to one dimension, phase, or stage than to another. Therefore, although the observation focus might be on discourse, other areas such as monitoring and regulating, and possibly the learning environment, come into play as well. Each observation also considers the probable teacher cognitions that accompanied the observed practice. The 10th observation uses the entire model and encompasses all the dimensions, phases, and stages of the lesson and conjectures for the teacher’s cognitions that drive the lesson.
