Copy of Math Next Step Doc

7/25/2019 Copy of Math Next Step Doc

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Table of Contents

1A

1B

1C

1D

1E

1F

2A

2B

2C

2D2E

3A

3B

3C

3D

3E


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1A: Demonstrating Knowledge of Content and Pedagogy

Elements General Strategies Educator Virtual Library rainings

AP Summer Instititue

Backward Design Training

Diigo Videos Table of Contents

1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E

!nternet and Document

"esourcesAvailable FREE through Library edi

Knowledge of content andthe structure of the

discipline

Work with a colleague withinyour PLC to develop lessonsand clariy content

Access the Instructional Iconusing ID!AS or instructionalguides and lesson plan

ideas"C-AL! is an online toolbo. of infor

This site offers so/e s+e"ifi" lesson

The Es /odel

This %esbite has +ages and lin)s for

-ro"ess*$riented 'uided 0n5uiry Le

Knowledge of prerequisiterelationships

#eer to content area relatedresources under the$Instructional$ icon on ID!AS%pacing guide&

Consider using $'ame theSteps$(Techni)ue *+( ( TeachLike a Champion( Lemov"

Content,Area Conversations-.ow to Plan Discussion,Based Lessons or DiverseLanguage Learners /yDouglas 0isher( 'ancy 0rey(and Carol #othen/erg"Ale1andria( 2A- Association

or Supervision andCurriculum Development(3445" *67 pp" %Speci8c

Seek interdiscplinaryconnections %#!S9:#C!'!!D!D&

.a/its o ;ind across theCurriculum- Practical andCreative Strategies orTeachers" Arthur L" Costaand Bena


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1A: Demonstrating Knowledge of Content and Pedagogy



1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E

!nternet and Document"esources

Available FREE through Library ed

This %eb+age +rovides strategies to

:i)i %ith various resour"es for +ro/

:ebsite %ith a "o/+rehensive list of

:ebsite %ith a list of various reading

Resear"h on ho% =agan hel+s redu"

Blog arti"le des"ribing ho% to effe"ti

Best -ra"ti"es in tea"hing %riting 8s

Resear"h on best +ra"ti"es forvo"abulary instru"tion 8-re=*129-age 11 has %ebsite resour"es forthe different suggested strateguesand +age 12 has a "hart thatsuggests %hi"h strategies are /osta++ro+riate for ea"h gradelevel4subgroub

A %ebsite %ith a lot of ho%*to videos
https://groups.diigo.com/group/eet-peers/content/tag/1ahttp://galesites.com/k12/admin_thcsdhttp://www.pbs.org/wgbh/globalconnections/multimedia/strategies.htmlhttp://letsgetengaged.wikispaces.com/http://www.adlit.org/strategy_library/http://www.learningpt.org/literacy/adolescent/strategies.phphttps://drive.google.com/file/d/0ByPw23nZ-ZZpWGVvUE03cHljUUE/view?usp=sharinghttps://drive.google.com/file/d/0ByPw23nZ-ZZpOUlMbnhUT3RCTFk/view?usp=sharinghttp://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdfhttp://www.theteachertoolkit.com/index.php/tool/all-toolshttp://www.theteachertoolkit.com/index.php/tool/all-toolshttp://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdfhttps://drive.google.com/file/d/0ByPw23nZ-ZZpOUlMbnhUT3RCTFk/view?usp=sharinghttps://drive.google.com/file/d/0ByPw23nZ-ZZpWGVvUE03cHljUUE/view?usp=sharinghttp://www.learningpt.org/literacy/adolescent/strategies.phphttp://www.adlit.org/strategy_library/http://letsgetengaged.wikispaces.com/http://www.pbs.org/wgbh/globalconnections/multimedia/strategies.htmlhttp://galesites.com/k12/admin_thcsdhttps://groups.diigo.com/group/eet-peers/content/tag/1a


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1#: Demonstrating Knowledge of Students



1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Knowledge of child andadolescent development

Target students ?one of +ro.i/al de Single gender training, evenor mutli genderedclassrooms with variedstudentsLoo) at this -DF for infor/ation on s

The follo%ing %ebsite +rovides a "he

Visual de+i"ting the differing needs o

Brief arti"le on @1 Essential !trategi

!hort list of @1 Things Tea"hersCan Do to el+ Boys Learn@

Knowledge of the learningprocess

Creating plans or variedlearning styles and cognitivelevels or students in class"

Ad/inister a /ulti+le learning styles

Referen"e ulti+le 0ntelligen"e lin)# This %eb+age has lin)s to des"ri+tio

Knowledge of studentsskills, knowledge, and

language proficiency

Di@erentiate instruction /ystrategically choosingassignments that areappropriate to the learninglevels o the students"

Resour"es to get to )no% individual Tea"hing students %ith attention diso

:se speci8c knowledge ostudents level operormance( interests(learning styles( etc" to planinstruction"%#!S9:#C!'!!D!D&

Advantages of using +re*tests to indi

enerate student surveys toac)uire such data"

Differentiation te/+late for +ro"ess&

Consider noting on theteachers seating chart the

learning style( cultural/ackground and learning(a/ilities o students in orderto aid in instructionalgroupings( )uestioning( andalternative assessments"

Create Class !urveys %ith E."elby

A++endi. +age 23*2 of the follo%in

Edu"ators share ideas on ho% they

Visit for infor/ation on /odifi"ations4
https://groups.diigo.com/group/eet-peers/content/tag/1bhttp://galesites.com/k12/admin_thcsdhttp://www.toolsofthemind.org/philosophy/scaffolding/http://var/www/robelin/AppData/Local/Temp/fcctemp/(https:/drive.google.com/file/d/0ByPw23nZ-ZZpTHlkSTJzNHoyTVE/edit%3Fusp=sharing)http://www.intime.uni.edu/model/teacher/teac1.html#Checklisthttps://drive.google.com/file/d/0ByPw23nZ-ZZpVDVLMm5sQ21oNVE/edit?usp=sharinghttp://www.ascd.org/ascd-express/vol6/604-gurian.aspxhttp://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htmhttps://www.teachervision.com/intelligence/teaching-methods/2204.htmlhttp://curriculum.austinisd.org/pe_health/resources/BrainBreaks/http://daretodifferentiate.wikispaces.com/Knowing+the+Learnerhttp://go.galegroup.com/ps/i.do?id=GALE%7CCX3243200011&v=2.1&u=admin&it=r&p=GVRL&sw=w&asid=78325a9e88bc08371c2819db9c4a2ca9http://712educators.about.com/od/assessments/a/pretests.htmhttps://drive.google.com/file/d/0ByPw23nZ-ZZpSk5WZzd6dW4tdVE/view?usp=sharinghttp://www.educationworld.com/a_tech/techtorial/techtorial082.pdfhttp://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdfhttp://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/How-You-Get-to-Know-Your-Students.aspxhttp://www.fldoe.org/ese/http://www.fldoe.org/ese/http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/How-You-Get-to-Know-Your-Students.aspxhttp://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdfhttp://www.educationworld.com/a_tech/techtorial/techtorial082.pdfhttps://drive.google.com/file/d/0ByPw23nZ-ZZpSk5WZzd6dW4tdVE/view?usp=sharinghttp://712educators.about.com/od/assessments/a/pretests.htmhttp://go.galegroup.com/ps/i.do?id=GALE%7CCX3243200011&v=2.1&u=admin&it=r&p=GVRL&sw=w&asid=78325a9e88bc08371c2819db9c4a2ca9http://daretodifferentiate.wikispaces.com/Knowing+the+Learnerhttp://curriculum.austinisd.org/pe_health/resources/BrainBreaks/https://www.teachervision.com/intelligence/teaching-methods/2204.htmlhttp://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htmhttp://www.ascd.org/ascd-express/vol6/604-gurian.aspxhttps://drive.google.com/file/d/0ByPw23nZ-ZZpVDVLMm5sQ21oNVE/edit?usp=sharinghttp://www.intime.uni.edu/model/teacher/teac1.html#Checklisthttp://var/www/robelin/AppData/Local/Temp/fcctemp/(https:/drive.google.com/file/d/0ByPw23nZ-ZZpTHlkSTJzNHoyTVE/edit%3Fusp=sharing)http://www.toolsofthemind.org/philosophy/scaffolding/http://galesites.com/k12/admin_thcsdhttps://groups.diigo.com/group/eet-peers/content/tag/1b


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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Visit for /ore infor/ation on

For infor/ation on various a"ade/i"

0nfor/ation on brain*brea)s for stud

Autis/ Tea"hing Tools#

D0 Resour"es#

An do"u/ent that has a lot ofdifferentiation te"hni5ues thatinvolve student "hoi"e# -g#1* Ti"Ta" Toe assign/ent boards& +g#1*enus of learning a"tivities

Brief arti"le highlighting three /yths

Knowledge of studentsinterests and cultural

heritage

Create a plan to evenlycommunicate with studentsa/out their interests andnon,academic lives( such asspeaking with a di@erent

student /eore and aterclass"

Colle"ting students +rior )no%ledge#

Create student surveys tomore closely understandstudents interests andcultural heritage" :se thesesurveys when planningactivities and te1ts or a

-DF that has so/e e.a/+les of rea

This arti"le "an be a valuable ne.t st
https://groups.diigo.com/group/eet-peers/content/tag/1bhttp://galesites.com/k12/admin_thcsdhttp://www.gpat.org/Georgia-Project-for-Assistive-Technology/Documents/Supporting%20Participation%20of%20SWD%20in%20%20Clsrm%20Act.pdfhttp://www.interventioncentral.org/response-to-interventionhttp://brainbreaks.blogspot.com/http://www.buildingblox.net/taskideasandfreebies.htmlhttps://drive.google.com/folderview?id=0ByPw23nZ-ZZpYUc1ejZSVVNIOTA&usp=sharinghttp://www.edutopia.org/blog/differentiated-instruction-myth-no-time-john-mccarthyhttp://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already-know.htmlhttp://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdfhttp://www.tolerance.org/magazine/number-48-fall-2014/meet-the-familyhttp://www.tolerance.org/magazine/number-48-fall-2014/meet-the-familyhttp://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdfhttp://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already-know.htmlhttp://www.edutopia.org/blog/differentiated-instruction-myth-no-time-john-mccarthyhttps://drive.google.com/folderview?id=0ByPw23nZ-ZZpYUc1ejZSVVNIOTA&usp=sharinghttp://www.buildingblox.net/taskideasandfreebies.htmlhttp://brainbreaks.blogspot.com/http://www.interventioncentral.org/response-to-interventionhttp://www.gpat.org/Georgia-Project-for-Assistive-Technology/Documents/Supporting%20Participation%20of%20SWD%20in%20%20Clsrm%20Act.pdfhttp://galesites.com/k12/admin_thcsdhttps://groups.diigo.com/group/eet-peers/content/tag/1b


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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Knowledge of studentsspecial needs

Considermodi8cationsaccomodationsor lesson plans /ased onstate,provided curriculumguidelines

Visit for infor/ation on /odifi"ations

#eerence I!Ps74E plans to

enhance speci8c learninggoals" 0or e1ample"""

Differentiation te/+late for +ro"ess&

Colla/orate with !S!specialist( guidanceconselor( andor 0:S!teacher when planninglesson strategies"

An do"u/ent that has a lot ofdifferentiation te"hni5ues thatinvolve student "hoi"e# -g#1* Ti"Ta" Toe assign/ent boards& +g#1*enus of learning a"tivities

Invite lower,level learners toollow along with lessonactivities with a supportivelearning task" 0or e1ample"""
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1C: Setting !nstructional $utcomes


Clarity

Balance


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Value, sequence, andalignment

State all o/?ectives in termso student learning asopposed to activities"%#!S9:#C! '!!D!D&

Rationale and e.+lanation for %riting

Create a daily learning goalas opposed to stating

o/?ectives or longer periodso time" %#!S9:#C!'!!D!D&

$b7e"tive -re?i*Follo% this lin) to %a

Ba")%ard Design o%*to Title *- :nwrapping theStandards- identiy powerstandards( /ig ideas( andessential )uestionsore Ba")%ard Design o%*to

Loo) at this %ebsite for a rationale a

!hort arti"le on tea"hing %ith learnin

Rubri" for use in +lanning that ensur

Co+y of tea"her tool fro/ Charlotte

:tiliFe companion statementstems GWe are learningto " " " G %WALT& and GWhatIm looking or " " "H %WIL0& todevelop studentsunderstanding o thelearning o/?ective"

Create !ART ob7e"tives# #eer to GSharing!1pectations or LearningHtool rom Implementing the0ramework or Teaching in!nhancing ProessionalPractice /y Danielson %p"377&"

An arti"le on avoiding a @gorilla@ +ur+

This %ebsite +rovides a free& blan)&

List of easurable Verbs ;sed to As

Consider writing outomesthat represent di@erenttypes o learning andopportunities or /othcoordination and integration"%#!S9:#C!S '!!D!D&

Suitaility for diverselearners

Consider planningdi@erentiated activities tomeet the learning needs oall students" %#!S9:#C!'!!D!D&

Create rigorous instru"tional out"o/
https://groups.diigo.com/group/eet-peers/content/tag/1chttp://galesites.com/k12/admin_thcsdhttp://www.adprima.com/objectives.htmhttp://prezi.com/yx9iqqs7tn8w/learning-objectives/?auth_key=a5ea59db3d75f4e80faf084326487c544920f6b9http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Backward-Design-for-Forward-Action.pdfhttp://www.grantwiggins.org/documents/UbDQuikvue1005.pdfhttp://www.adprima.com/objectives.htmhttp://teaching.monster.com/benefits/articles/9441-5-ways-to-teach-with-learning-objectiveshttps://drive.google.com/file/d/0ByPw23nZ-ZZpU09CTW9jMGZ5Ujg/view?usp=sharinghttps://drive.google.com/file/d/0ByPw23nZ-ZZpNXJpdFV3X1R1dUU/view?usp=sharinghttp://www.kean.edu/admin/uploads/SMART%20Objectives.pdfhttps://drive.google.com/file/d/0ByPw23nZ-ZZpU2MyUldnbUctaEU/edit?usp=sharinghttps://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fhrg.stanford.edu%2Fdocuments%2FSMARTGOALSTemplate2012.dochttp://www.clinton.edu/CurriculumCommittee/ListofMeasurableVerbs.cxmlhttps://drive.google.com/file/d/0ByPw23nZ-ZZpRXN0b0V1eHIzY2c/edit?usp=sharinghttps://drive.google.com/file/d/0ByPw23nZ-ZZpRXN0b0V1eHIzY2c/edit?usp=sharinghttp://www.clinton.edu/CurriculumCommittee/ListofMeasurableVerbs.cxmlhttps://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fhrg.stanford.edu%2Fdocuments%2FSMARTGOALSTemplate2012.dochttps://drive.google.com/file/d/0ByPw23nZ-ZZpU2MyUldnbUctaEU/edit?usp=sharinghttp://www.kean.edu/admin/uploads/SMART%20Objectives.pdfhttps://drive.google.com/file/d/0ByPw23nZ-ZZpNXJpdFV3X1R1dUU/view?usp=sharinghttps://drive.google.com/file/d/0ByPw23nZ-ZZpU09CTW9jMGZ5Ujg/view?usp=sharinghttp://teaching.monster.com/benefits/articles/9441-5-ways-to-teach-with-learning-objectiveshttp://www.adprima.com/objectives.htmhttp://www.grantwiggins.org/documents/UbDQuikvue1005.pdfhttp://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Backward-Design-for-Forward-Action.pdfhttp://prezi.com/yx9iqqs7tn8w/learning-objectives/?auth_key=a5ea59db3d75f4e80faf084326487c544920f6b9http://www.adprima.com/objectives.htmhttp://galesites.com/k12/admin_thcsdhttps://groups.diigo.com/group/eet-peers/content/tag/1c


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1C: Setting !nstructional $utcomes



1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Accurately assess studentsto determine appropriatelevels o rigor or a thelesson" %#!S9:#C! '!!D!D&

;se the follo%ing lin) to utili?e Bloo/

Consider writing outomesthat represent di@erent

types o learning andopportunities or /othcoordination and integration"%#!S9:#C!S '!!D!D&

!trategies for adding rigor to a lesso
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1D: Demonstrating Knowledge of "esources and ec%nology


!esources for students


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



!esources for classroomuse

:tiliFe availa/le technologyresources at the school siteand availa/le within thedistrict( such as lap tops(pro?ectors( !L;9s( the

internet( S;A#T/oards;imio( Success;aker( etc"

Reading -lanet for ele/entary stude

Bro"hure for the Edu"ator Virtual Lib

Seek out additionaltechnology training throughdistrict or provided /y sitespecialists to enhancestudent interaction with theuse o technology %ore1ample """weather we/cams( oogle !arth( etc"&"

:se a variety o searchengines such as oogle(ahoo( Bing to enhancelessons and create hooks"

!/art+hone s+inners& student tra")

!esources to e"tendcontent knowledge and

pedagogy

@12 Easy :ays to use Te"hnology in


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technologies %or e1ampleiPads( listening stations(;imeo& Such as rom-Donors Choose( .ills/orough!ducation 0oundation%school enrichment grants&(

!tudents "an evaluate4analy?e +ers


Hour


10/38

1E: Designing Co%erent !nstruction


#earning activities


1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



The follo%ing lin) +rovides so/e inf .ow to Di@erentiateInstruction in ;i1ed,A/ilityClassrooms /y Carol Ann

TomlinsonLesson +lanning resour"es# Integrating Di@erentiated

Instruction J :nderstanding/y Design- ConnectingContent and ay;cTighe" Ale1andria( 2A-Association or Supervisionand CurriculumDevelopment( 344K" *== pp"

0nfor/ation on ba")%ard design fro The Di@erentiated School-;aking #evolutionaryChanges in Teaching andLearning /y Carol Ann

Tomlinson(


11/38

1E: Designing Co%erent !nstruction



1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E


Available FREE through Library edi

$nstructional groups

#esson and unit structure Powerul Lesson Plannin

$nstructional materials andresources

;AT.-Consider using the lo/al Conceptuide to design daily lesson" ;S ;AT.-ID!AS DesktopM;iddle !dM;iddle School;athM34*E,34*7 lo/al Concept ui .S;ath- ID!ASDesktopMInstructionalMSecondary!dMSecondar;athM34*E,34*7 Curriulum uides J

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Learning could /e enhanced through astructured lesson with /uilt,in assessmentcheckpoints" Consider using the /ackwarddesign model discussed in the PostConerence %availa/le in Internet resources&to plan sca@olded )uestions or the e1ploreportion o the lesson"

FREE Do%nloadable -lanning Te/+l:nderstanding /y Design /yWiggins and ;cTighe , SeeInternest #esources columnor pd e1cerpts

This is a wiki provided /y the !S! Dept" oruse with :niversal Design or Learning%LI'ames Popham" Ale1andria(

2A- ASCD( 344=" 67,==" ale2irtual #eerence Li/rary"We/" 33 Apr" 34*E" %!1ploresconstructing all end,o,instruction assessments/eore making otherinstructional decisions"&%Speci8c passages needed& :ays to Leave a Lesson

ore Ba")%ard Design o%*to

Design an assess/ent to /easure t

Ask or studentsparticipation in creatingru/rics and criteria orsuccess"

;se the follo%ing %ebsite to "reate a$Assessment That Producesand ;easures Learning"$Changing the Way ouTeach( Improving the WayStudents Learn" iselle;artin,oannePicone,occhia" Ale1andria(2A- ASCD( 344=" K7,5E"ASCD Collection" We/" 33Apr" 34*E" %Speci8c

Provide clear models oe1emplar and non,e1emplarwork"

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Student #u/rics-https-drive"google"comolderviewQidN4ByPw3+n,pck=CeTdl2R'TncJuspNsharing

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Create a system orcirculation which evenlyprovides eed/ack to allstudents and allowsreteaching when needed"%#!S9:#C! '!!D!D&

This site is bro)en do%n by ty+es of Checking or :nderstanding-0ormative AssessmentTechni)ues or ourClassroom /y Douglas 0isherand 'ancy 0rey %Speci8cpassages needed&

Periodically review studentdata rom prior assessmentto lead up to /roaderlearning goals"

Visit this %ebsite for For/ative 80nfor Transormative Assessment/y W" >ames Popham"Ale1andria( 2A- Associationor Supervision andCurriculum Development(3445" *74 pp %Speci8cpassages needed&
https://groups.diigo.com/group/eet-peers/content/tag/1fhttp://galesites.com/k12/admin_thcsdhttp://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Backward-Design-for-Forward-Action.pdfhttps://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdfhttp://www.grantwiggins.org/documents/UbDQuikvue1005.pdf;%20Refer%20to%20the%20following%20article%20on%20Professional%20Learning%20Bundle:%20https:/framework.wikispaces.hcpss.org/Professional+Learning+Bundle-+Designing+Coherent+Instructionhttp://www.adprima.com/objectives.htmhttp://rubistar.4teachers.org/http://www.scmsa.org/files/Journal/2010-2011/NazzalPeerandSelf-Assessment.pdfhttp://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html%20%20for%20Examples%20of%20Formative%20Assessment.http://www.aft.org/pdfs/teachers/teach11materials/t11_providingh3.pdfhttp://www.aft.org/pdfs/teachers/teach11materials/t11_providingh3.pdfhttp://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html%20%20for%20Examples%20of%20Formative%20Assessment.http://www.scmsa.org/files/Journal/2010-2011/NazzalPeerandSelf-Assessment.pdfhttp://rubistar.4teachers.org/http://www.adprima.com/objectives.htmhttp://www.grantwiggins.org/documents/UbDQuikvue1005.pdf;%20Refer%20to%20the%20following%20article%20on%20Professional%20Learning%20Bundle:%20https:/framework.wikispaces.hcpss.org/Professional+Learning+Bundle-+Designing+Coherent+Instructionhttps://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdfhttp://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Backward-Design-for-Forward-Action.pdfhttp://galesites.com/k12/admin_thcsdhttps://groups.diigo.com/group/eet-peers/content/tag/1f


14/38

1&: Designing Student Assessments



1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E


"esourcesAvailable FREE through Library ed

&se for planning

Develop )uestions duringplanning to help assessstudent understandingthroughout the lesson andduring circulation" Plan)uestions o varyingintellectual rigor orindividual students"

This %ebsite e.+lains different ty+es $Strategy +- :sing 0re)uent0ormative Assessment"$Becoming a reat .ighSchool- K Strategies and *Attitude That ;ake aDi@erence" Tim #"Wester/erg" Ale1andria( 2A-ASCD( 344=" 7=,5K" ASCD%A/outCollection" We/" 33Apr" 34*E" %Speci8c

E!E Assess/ent resour"es folder#

A list of sa/+le for/ative assess/e

:se previous days ormativeassessments to modiyuture lesson plans( such asstarting a lesson with areview o the data collectedrom e1it slips"

o% to assess students +rior )no%le

Determine the skill%s& thatstudents struggled with themost and design the ne1tlesson to attack this skill%s&"%#!S9:#C! '!!D!D&

Brief arti"le highlighting three /yths
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15/38

'A: Creating an En(ironment of "es)ect and "a))ort


Single ender Training

Teaching with Love and Logic

Tough


16/38

'A: Creating an En(ironment of "es)ect and "a))ort


Single ender Training


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

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Consider using accounta/letalk stems"https-drive"google"com8led4ByPw3+n,pai*T;l0C9D>0!editQuspNsharing

This lin) offers "reative %ays to esta

:se o the single,gender$Dump It$ strategy toaddress out o class issues"
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17/38

'#: Creating a Culture for Learning


$mportance of the content

Teach like a Champ Train

#u/ric Training

Student pride in work


1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



!1plain the relevancy o the learning tostudents in their outside o school lives" Thiscan /e a )uick conversation a/out what ?o/smight use these skills" 9r a )uestion like( $.asanyone ever used this skill in their real livesQ$

0n"reasing /otivation Challenging the Whole Child, page *4E,*47 $.ow to'urture the Disciplined;ind$This section descri/es

strategies or highlightin theimportance and relevancy othe content as well asproviding students multiple

This %ebsite des"ribes the i/+ortan !ho%ing -assion for Tea"hing and L

("pectations for learningand achievement Design learning outcomes that are challenging/ased on previous student achievement levels"

%#!S9:#C! '!!D!D&

;sing ti/e to build a s"hool "ulture# Activating the Desire toLearn /y Bo/ Sullo"Ale1andria( 2A- Associationor Supervision andCurriculum Development(3446" *KE pp"%Speci8cpassages needed&

When planning( consider how to sca@old tostudents to a higher level"%#!S9:#C!'!!D!D&

This %ebsite des"ribes the i/+ortan

Te/+late for students to engage in a

:tiliFe data chartswallsstudent datanote/ooks to cele/rate and promote success inthe classroom"

Che") out this lin) for ideas on ho% t Teachers as ClassroomCoaches- .ow to ;otivateStudents Across the ContentAreas /y Andi Sti1 and 0rank.r/ek" Ale1andria( 2A-Association or Supervisionand CurriculumDevelopment( 344K" *=* pp"%Speci8c passages needed&

!ncourage students to take the initiative to8nd ways to improve the planned lesson" %0ore1ampleU&

The ;otivated Student-:nlocking the !nthusiasmor Learning /y Bo/ Sullo"Ale1andria( 2A- ASCD( 344="*66 pp %Speci8c passagesneeded&

Communicate the importance o e@ort and itsrelationship to student achievement" Build inopportunities to share and cele/rate high,)uality student work products or e1amples%:pdated student work visi/le( classroomcheers or student e@orts&"Consider incorporating student interest%student surveys( classroom meeting( usingpersonal hooks& into the lesson in order toincrease the level o student e1citment or thelearning"Present student learning goals as terms o a$challenge$ that students can accomplish withhard work"Allow opportunities or students to providesupportive and positive eed/ack throughout alesson" %#!S9:#C! '!!D!D&
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18/38

'#: Creating a Culture for Learning



1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Create opportunities or riendly class,to,classcompetitions" %#!S9:#C! '!!D!D&

Include students in developing ru/rics andassessment criteria in order to /uild student/uy,in with respect to academic rigor"

!ncourage all students to turn in assignments%student mail/o1es&" %#!S9:#C! '!!D!D&

Teach students active listening skills to helpthem communicate their interest andcommittment to the learning tasks" Considerthe STA#SLA'T techni)ue rom Teach Like aChampion"
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19/38

'C: *anaging Classroom Procedures


C.A;PS

#u/ric Training


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

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)anagement ofinstructional groups

Assign roles or all studentswithin groups %e"g" materialsmanager( time keeper(artist( recorder& or truecooperative learning"

This %ebsite des"ribes the i/+ortan Collaborative litera"y is a /ultidi/en

Create and use groupreOections and ru/rics tokeep groups accounta/lewith one another"%#!S9:#C! '!!D!D&

This %ebsite offers ti+s and strategi

Create a plan or groupingstudents that considerslearning levels( variedpersonalities( etc"%#!S9:#C! '!!D!D&

Accounta/le Talk $8ngers$(or hand signals orresponding to other studentsduring whole,group-https-drive"google"com8led4ByPw3+n,p3=4elR/4*1dlkeditQ

uspNsharing

Provide clear ver/al andwritten directions so groupswill not lose instructionaltime when /eing directed towork"

This %ebsite offers so/e strategies f

A te/+late for tea"hers to use %hen

!/art+hone s+inners& student tra")

Resour"e for establishing "lassroo/

'uidelines for using grou+s effe"tive

)anagement oftransitions

Implement and consistentlyenorce a signal to get allstudents attention prior toe1plaining content orsharing answers" 0ore1ample"""

2 :ays to obtain "hildrens attentio

Create a procedure orhandling student )uestionsor commentsX a suggestionis to have a GParking LotHwhere students write downtheir )uestions or commentsor uture research /y theteacher andor students"
https://groups.diigo.com/group/eet-peers/content/tag/2chttp://galesites.com/k12/admin_thcsdhttp://learningforward.org/docs/leading-teacher/march10_killion.pdf?sfvrsn=2http://go.galegroup.com/ps/i.do?id=GALE%7CA79957075&v=2.1&u=admin&it=r&p=AONE&sw=w&asid=dc3aa7f705aa7394cb944a87ecca547dhttp://go.galegroup.com/ps/i.do?id=GALE%7CA79957075&v=2.1&u=admin&it=r&p=AONE&sw=w&asid=dc3aa7f705aa7394cb944a87ecca547dhttp://www.smartclassroommanagement.com/%20offers%20tips%20and%20strategies%20for%20classroom%20managementhttp://www.wholebrainteaching.com/index.php?option=com_k2&view=itemlist&layout=category&task=category&id=6&Itemid=124https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxzY2hvb2xvZmZpc2hlcnxneDo2Nzg3NDNiNjU0ZjE0NGUzhttp://var/www/robelin/AppData/Local/Temp/fcctemp/http/:www.kaganonline.com/apps/http://teachingasleadership.org/sites/default/files/How_To/INV/I-5/I-5_Classroom_Jobs.pdfhttp://www.crlt.umich.edu/gsis/p4_1_5http://www.kellybear.com/TeacherArticles/TeacherTip54.htmlhttp://www.kellybear.com/TeacherArticles/TeacherTip54.htmlhttp://www.crlt.umich.edu/gsis/p4_1_5http://teachingasleadership.org/sites/default/files/How_To/INV/I-5/I-5_Classroom_Jobs.pdfhttp://var/www/robelin/AppData/Local/Temp/fcctemp/http/:www.kaganonline.com/apps/https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxzY2hvb2xvZmZpc2hlcnxneDo2Nzg3NDNiNjU0ZjE0NGUzhttp://www.wholebrainteaching.com/index.php?option=com_k2&view=itemlist&layout=category&task=category&id=6&Itemid=124http://www.smartclassroommanagement.com/%20offers%20tips%20and%20strategies%20for%20classroom%20managementhttp://go.galegroup.com/ps/i.do?id=GALE%7CA79957075&v=2.1&u=admin&it=r&p=AONE&sw=w&asid=dc3aa7f705aa7394cb944a87ecca547dhttp://learningforward.org/docs/leading-teacher/march10_killion.pdf?sfvrsn=2http://galesites.com/k12/admin_thcsdhttps://groups.diigo.com/group/eet-peers/content/tag/2c


20/38

'C: *anaging Classroom Procedures



1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



)anagement of materialsand supplies

Consider implementingstudent ?o/s" %#!S9:#C!'!!D!D&

Be consistent in modelingand reinorcing proceduresuntil they /ecome studentdriven" %a la .arry Wong in

The 0irst Days o School&Allow students to developprocedures that areproactively conducted on adally /asis"

*erformance of non-instructional duties

Create relevant /ellringeractivities while the teacherhandles taking attendance"%#!S9:#C!S '!!D!D&

Supervision of volunteers

and paraprofessionalsPlan or e@ective use oe1tra personnel within theclassroom throughout thelesson" 09# !RA;PL!"""

Provide a To,Do List orStudent Assistants so littleinstuctional time is lost ine1plaining directions to theassistant"Integrate Paraproessionalsin the planning stage ostudent learning goals toassist with procedures or

students that re)uireaccommodations orassistance /ased on varying
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22/38

'D: *anaging Classroom #e%a(ior



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Teaching with Love and LogicBehavior4$ff tas) redire"ting and "o Classroom ;anagementWhat Works in Schools-Translating #esearch intoAction#o/ert >" ;arFano"

Ale1andria( 2A- Associationor Supervision andCurriculum Development(344+" p55,*47" C9P#I.T344+ Association orSupervision and CurriculumDevelopment %ASCD&%#esearch /ased on thedi@erent types o diciplineBe consistent in /ehavior

management allowing thesame high e1pectations orall students"

Behavior4$ff tas) redire"ting and "o

Create timely and relevantconse)uences ormis/ehavior"

%#!S9:#C!S!RA;PL!S'!!D!D&

An arti"le e.+laing ho% to res+ond to

Be Oe1i/le and respond tostudent mis/ehavior /ymoving students seatingarrangements"

Behavioral /anage/ent +lan te/+la

Talk to other educators whoare close to students tomonitor /ehavior" %Coaches(CT! teachers( clu/ sponsors(etc"&

The Agree/ent Bridge ga/e allo%s

Implement a clear /ehaviorplan including structuredand consistentwarningsconse)uences"!sta/lish a studentunderstanding o the plan

and its procedures"

A list of @Pui") and Easy -reventativ

2arious /ehaviormanagement strategies andtoolshttps-www"teachervision"comclassroom,disciplineresource754K"htmThis %ebite gives info on "lassroo/

Easy*read arti"le on high behavioral

Classroo/ /anage/ent using Love

-o%er-oint +resentation for Love an
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23/38

'E: $rgani+ing P%ysical S)ace


Safety and accessiility


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



This %ebsite des"ribes the i/+ortan

+rrangement of furnitureand use of physical

resources

Teacher esta/lishesarrangements or room orwhole group( and smallgrouppairs( and developssystem to place urnitureaccordingly %or e1amplecolor coded tape on Ooor&

This arti"le gives so/e ideas aout th

:tiliFe content,speci8c andrelevant word walls andanchor charts to increase

student learning"

=agan Table ats#

:se o a content relatedword wall to enhancevoca/ulary instruction"!ncourage students to useappropriate voca/ulary ine1plaining and talking a/outcontent"

This %ebsite dis"usses the resear"h

:ebsite for s+e"ifi" seating suggesti
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24/38

,A: Communicating wit% Students


("pectations for learning


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:se e1amplesactivites thatconnect to studentsinterests/ackground inorder to /uild moreengagement with the

e1planation o content"%#!S9:#C!S '!!D!D&

!et the relevan"e4+ur+ose of the les !hort arti"le on the i/+ortan"e of a !!T 9verlay Training, how tochunk and addresso/?ectives throughout thelesson

:tiliFe Teach Like aChampion( Techni)ue *3-The .ook- the shortintroductory moment thatcaptures whats interestingand engaging a/out thematerial and puts it outront" %p"67,66&

:hat !tudents


25/38




1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

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%irections and procedures

("planations of content

When writing learningo/?ectives to increasestudent understandingconsider the ollowing-9/?ective,What students willhave learned /y the end o

the lesson" Include- Action,descri/es what the learnerwill do or is a/le to do at theend o instruction( whichcould not /e done prior toinstruction" Content,thesu/?ect matter you areteaching and what studentsare learning" Condition,themeasura/le setting eachstudent will show heshe hasDevelop essential )uestionswhen planning lessonsXe1plain the relationship/etween the current lessonand uture lessons" A

suggestion is to /uild inopportunities or students toreOect on their learningandor discuss the essential)uestion at the end o the

Consider posting studentriendly directions using thesmart /oard or distri/ute agroup pacing guide thatstudents may reer /ack toas needed"

This e.+lains %hat gradual release s Better Learning ThroughStructured Teaching- A0ramework or the radual#elease o #esponsi/ility /yDouglas 0isher and 'ancy0rey %Speci8c passagesneeded&

Teacher modi8es directions

to accomodate all learningstyle" %#!S9:#C!S '!!D!D&

Provide e1amples and non,e1amples o correctlycompleted student work"

Involve students in modelingo how to complete thelearning task"

Learning could /e enhanced/y discussing the relevancyo the lesson" 0or e1ample(consider introducing thelesson with a real world wordpro/lem in which studentsmay need to apply the skill"!ncourage students to/rainstorm other situationsin which application isre)uired to pro/lem solve ineveryday lie"

Establish a /ore solid "onne"tion %it
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1A 1B 1C 1D 1E 1F

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Consider open,response(real,lie application pro/lemsto help students makeconnections /etween theimportance o concepts to

increase engagement levels"

Colle"ting students +rior )no%ledge#

Consider chunking thee1planation o content toinvite active involvementwith content so thatstudents can haveopportunities to processtheir learning through

0nfor/ation on different instru"tion

.ave students e1tendcontent knowledge /yrelating to personale1periences"

Ti+s4!uggestions for tea"hers %ho /

:se graphic organiFers to/etter organiFe studentsthinking throughout thelesson and enhance

understanding o thelearning goal" %#!S9:#C!S'!!D!D&

Co+y of tea"her tool fro/ Charlotte

:se o a content,relatedword wall to enhancevoca/ulary instruction"!ncourage students to useappropriate voca/ulary ine1plaining and talking a/outcontent"

This arti"le +rovides resear"h and so

Consider having thestudents conduct the end olesson review todemonstrate theirunderstanding %studentsdevelop clariying )uestions&

A "olle"tion of resear"h to su++ort e

Provide students withmeaningul metaphorsandor analogies to helpthem gain insightulconnections with andunderstanding o thecontent"%#!S9:#C!S

This %eb+age +rovides strategies to

Charlotte Danielsons "he")list for "r

&se of oral and writtenlanguage

Be e1pressive and e1cited ine1plaining /oth content anddirections" :se student,riendly language"%#!S9:#C!S '!!D!D&

0nfor/ation for "o//uni"ating %ith s

Consider purposeullyplanning opportunites toe1tend student contentvoca/ulary that will enrichand advance theunderstanding o thecontent"%#!S9:#C!S
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,#: -sing .uestioning and Discussion ec%ni/ues


uality of questions .9T Talk C99L ;oves

%iscussion techniques


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E


"esources


Develop higher orderthinking )uestions inadvance( and weave these

into instruction /ased on the/ackwards lesson plan" Thiswill help support the use opurposeul )uestioningthroughout the lesson"%#!S9:#C!S '!!D!D&

$T! 8igher $rder Thin)ing !)ills9Costas Levels ouestioning and StudentDiscussion %Y Type title into

/asic search 8eld, Teaching.a/its o ;ind /y Arthur L"Costa and Bena


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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



En"ouraging students to as)& @:hyMA""ountable Tal) features and langu Costas Levels ouestioning and Student

Discussion %Y Type title into/asic search 8eld, Teaching.a/its o ;ind /y Arthur L"Costa and Bena


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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E


"esources


Student participation

A na/e tent for use in so"rati" se/i

Consider implementingpartner structure and usinga timer" ive students clearcriteria or what they should/e saying and who is doingthe talking" 0or e1ample(GPartner A( you are going tolist all the words you canthink o that are the oppositeo improving" ou have 36seconds"H Pause or this"Then say( GPartner B( you aregoing to pick your avoriterom Partner As list and useit in a sentence" ou have E5seconds to complete this

iDDLE !C$$L6 Co//on Core 5 iving them 0ree #ein-Connections in Student,ledBook roups /y Teresa 0luthBond in The #eading Teacher7E"K %;ar" 344*& p76E

;AT.-Another way to createa discussion is through astructured colla/orative taskwhere students need eachother to complete a pro/lem%i"e" taking turns with thesteps( checking with acalculator( compare andrepair( sage,scri/e( rally

3b6 Dis"ussion !trategies for E!E st A""ountable tal)* the basi"s on this

!/art+hone s+inners& student tra")e
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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



A na/e tent for use in so"rati" se/i
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,C: Engaging Students in Learning


+ctivities and assignments

rouping of students


1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Consider using shared reading or closereading to teach reading strategies andskills in conte1t( providing students theopportunity to interact with comple1 te1ts

in order to enhance student understandingand provide them the opportunity to applytheir learning" %#!S9:#C!S '!!D!D&

Routines for thin)ing# .a/its o ;ind across theCurriculum- Practical andCreative Strategies orTeachers" Arthur L" Costa

and Bena


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1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Differentiation lin) for resour"es fro/Integrating Di@erentiatedInstruction J :nderstanding/y Design- ConnectingContent and ay;cTighe" Ale1andria( 2A-Association or Supervisionand CurriculumDevelopment( 344K" *== pp"

Differentiation lin) fro/ Layered CurrThe Di@erentiated School-;aking #evolutionaryChanges in Teaching andLearning /y Carol AnnTomlinson(


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1A 1B 1C 1D 1E

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Structure and pacing Consider timing lesson segments using anonline or kitchen timer to help with pacing

$nline Ti/er 'ever Work .arder Thanour Students J 9therPrinciples o reat Teaching"#o/yn #" >ackson"Ale1andria( 2A- ASCD( 344="

3E6 ppConsider posting a timed agenda or thelesson either on the white/oard or on!L;9( so that students can help keep youon pace with all o the lesson segments"

0/+roving -a"ing6 The Rhyth/ of th

:tiliFe strategies to modiy the pacing othe lesson to maintain engagement whenappropriate" #eer to GChange the PaceHtechni)ue 74 rom Teach Like a

Champion /y Lemov"

-a"ing

ideas for +roviding "losure to a le
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,D: -sing Assessment in !nstruction


+ssessment criteria


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



Clearly communicate howstudents will /e assessed"Consider communicating andposting this with theo/?ective in student riendly

terms"

These /ay be used as e.a/+les of .ammer( Sara"$Demonstrating )ualityoutcomes in learning andteaching- e1amining /estpractice in the use o

criterion,reerencedassessment"$ International>ournal o Pedagogies JLearning +"* %3446&- 74Z"Academic 9ne0ile" We/" 33

Students have helped todevelop a ru/ric( and duringthe lesson e@ectively use itto de8ne and improvelearning"

Total -arti"i+ation Te"hni5ues#

Assess/ent Rubri" for a Collaborati

Create your o%n rubri"s#

!tudent Rubri"s#

)onitoring of studentlearning

Suggestion to have ateacher answer key in handso students can check andask )uestions as the teacheris circulating thus conservinginstructional momentum anddi@erentiating the pacing oraster students

For/ative !trategies Lin) Checking or :nderstanding-0ormative AssessmentTechni)ues or ourClassroom /y Douglas 0isherand 'ancy 0rey %Speci8cpassages needed&

Develop )uestions duringplanning to help assessstudent understandingthroughout the lesson andduring circulation" Plan)uestions o varying

intellectual rigor orindividual students"

This -DF lists so/e ideas for for/atiTransormative Assessment/y W" >ames Popham"Ale1andria( 2A- Associationor Supervision andCurriculum Development(3445" *74 pp %Speci8c

passages needed&

;ake sure students areaware o the evaluationcriteria and develop)uestions to use whencirculating that help gaugestudents levels ounderstandingX plan in Gre,teachH and GenrichmentHassignments that can /eassigned as independentwork to challenge studentsat the appropriate learninglevel" %#esources needed&

This slidesho% offers an array of ass Fro/6 o% to !u++ort !truggling !tu

Learning could /e enhancedi the teacher were toincorporate during planninga record keeping system tomonitor the progress olearning o the lessonso/?ectivepurpose( and usethe results or instructional

For/ative 80nfor/al9 Assess/ent !t

Create a system orcirculation which evenlyprovides eed/ack to allstudents and allowsreteaching when needed"%#!S9:#C!S '!!D!D&

E!E Assess/ent resour"es folder#

Arti"le on differen"e bet%een assess
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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



.eedack to students

A list of sa/+le for/ative assess/e

:ebsite4A++ for 5ui") assess/ent#

Provide speci8c eed/ack tostudents" 0or e1ample( whatportion o the learningactivity they dide1ceptionally well or theportion they need the mostwork"

2 :ays to 'ive Effe"tive Feedba") .ow to ive !@ective0eed/ack to our Students/y Susan ;" Brookhart"Ale1andria( 2A- Associationor Supervision andCurriculum Development(3445" *3* pp" %Speci8cpassages needed&

#ound$ strategy whencirculating /y putting a doton a student paper whenthere is an errorinaccuracy(signaling to the student thatheshe should look to 8ndhisher own mistake"Consider also using di@erentsym/ols or colored dots ordegrees o accuracy"

Feedba") resour"es#

!i. videos fro/ Tea"hing Channel th

Student self-assessment andmonitoring of progress

Allowing the students toapply the new content ontheir own prior to the lessonending would allow theteacher more accurate dataon student understanding"%#!S9:#C!S '!!D!D&

To further enhan"e student learning&

!ncourage students to sel,assess" 0or e1ample( +( 3( *"+ N I got it" 3 N Im getting it/ut need more practice" * N

Im still conused and needmore help"

'ives ideas for ho% to i/+le/ent +e

Learning could /e enhanced/y including students in theesta/lishment o theassessment criteria"%#!S9:#C!S '!!D!D&

Boo)let on the use of self*assess/e
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1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



!sta/lish clear assessmentcriteria or student work andensure that studentsunderstand the e1pectationsor demonstrating mastery"

Share the criteria in the/eginning o the lesson anddiscuss e1amples and non,e1amples o mastery"%#!S9:#C!S '!!D!D& Te/+late for students to engage in a

$utline of the for/at for a student de

A s"oring guide for !o"rati" se/inar
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,E: Demonstrating &le0ibility and "es)onsi(eness


#esson ad/ustment

!esponse to students


1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



;onitor a lesson or signs odisengagement and makead?ustments whennecessary" 0or e1ample(shiting rom individual tocolla/orative work( addingan opportunity or student tostudent discussion %turn andtalk& or allowing students tophysically move around theroom" %#!S9:#C!S '!!D!D&

An arti"le on addressing attendan"e $Student ;otivation(!ngagement( andAchievement"$ Taking Actionon Adolescent Literacy- AnImplementation uide orSchool Leaders" >udith L"Irvin( >ulie ;eltFer( and;elinda Dukes" Ale1andria(2A- Association orSupervision and CurriculumDevelopment( 3446" 36,74"ale 2irtual #eerenceLi/rary" We/" 33 Apr" 34*E"%Speci8c passages needed&Develop strategies that

identiy studentmisunderstanding olearning goals and turnthose into redirectivelearning opportunities duringthe lesson" %#!S9:#C!S

Ti+s for ad7usting @on the fly@ %hen a

:tiliFe Teach Like a

Champion( Techni)ue *K-Break it Down( p" 55,=3

!ele"t the "hoi"e +oint that best fits t

Learning could /e enhanced/y making ad?ustments/ased on studentperormance" Di@erentiateinstruction appropriately"%#!S9:#C!S '!!D!D&

Begin %ith Figure 3#1 The Tea"her R Supplemental Interventions-A Second,Level Deense"!nhancing #TI- .ow to!nsure Success with!@ective ClassroomInstruction J Intervention%.ow to pull small groups oradded intervention&

Providing opportunities orstudents misconceptions to/e shared and resolved/eore the period ends couldenhance learning"%#!S9:#C!S '!!D!D&

-o%er-oint on the Contiuous 0/+rov Fro/6 o% to !u++ort !truggling !tu

When planning ande1ecuting lesson( /eprepared to advance themore capa/le students witha challenging piece( givingthem the opportunity toindependently apply skill at

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,E: Demonstrating &le0ibility and "es)onsi(eness



1A 1B 1C 1D 1E 1F

2A 2B 2C 2D 2E

3A 3B 3C 3D 3E



*ersistence

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