• Instructional Conversations for Equitable Participation
  • Introduction
  • Overview of ICEP
  • Guidelines for Using ICEP Rubrics
  • Observation Rubric: Domain 1. Contextualized Discourse
  • Observation Rubric: Domain 2. Collaborative Activity
  • Observation Rubric: Domain 3. Complex Ideas Using Everyday Language
  • Observation Rubric: Domain 4. Equitable Participation
  • Teacher Overview of ICEP
  • Student Overview of ICEP
  • Observation Sheet
  • Plan-Do-Analyze-Revise (PDAR) Protocol
  • ICEP Lesson Plan Template
  • Author Biographies
  • References
  • Download
  • Translations
  • Observation Sheet


    Descriptive Field Notes Sample

    TeacherStudentsIndicator Analysis

    1c : Using families to talk about fractions and relationships

    1a:”Okay, I’ll take a picture of my family and show you.”

    1a: Encourages sharing and asks follow-up questions

    1b: “What happens to families? They grow bigger so there is more parts.”

    1c: “Let’s think of a number story using Briann’s family. How can we get a fractional part of these people. A number story has to have a what at the end?” (She is providing models, and teaching skills, and using the picture of Briann’s family as an organizational frame).

    Everyone has a family

    1e: Using the pictures, “this one is the numerator, and this one is the denominator”

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