Instructional Priorities
IP: How can we shape classroom climate and help establish connections with the school and school community?
Relationships and Cultural Responses 15
IP: Interact positively and encourage ALL students.
Student Engagement 17
Help, Prompt and Wait is a strategy in which Instructional Priority?
Responding to Behavioral Errors 20
Where can the Vocabulary Routine Protocol be found?
Page 53
What Instructional Priority allows for a dedicated space to showcase student work and achievements?
Classroom Structure 14
IP: Setting and referring back to Learning Intentions, Relevance and Success Criteria
Teacher Clarity 49
What Instructional Priority promotes positive teacher-student and student-student interactions and reduces the possibility of disruptions?
Classroom Structure 14
What does OTR stand for?
Opportunities to Respond 57
Which Instructional Priority is good for ALL Learners but is critical for multilingual learners and special populations?
Systematic Vocabulary Instruction 52
IP: Smooth transitions with minimal distractions.
Expectations, Rules and Routines 16
Which Instructional Priority involves communicating positive examples, giving specific feedback, and motivating students with individual and class reinforcement?
Acknowledging Appropriate Behavior 18
IP: Positively state reminders about what is expected.
Acknowledging Appropriate Behavior 18
Where can you find Academic Discussion Frames?
Page 59
Develop communication skills, Remote Rigor, Build community, and Increase retention support which Instructional Priority?
Opportunities to Respond 57
Which Instructional Priority encourages physical movement?
Student Engagement 17
This Instructional Priority will increase the likelihood of appropriate, effective skills and reduce the likelihood of inappropriate behavior.
Expectations, Rules and Routines 16
Strategies: Behavior Specific Praise, Prompts Pre-correction, 4:1 Positive/Negative Corrections, Group Contingencies.
Acknowledging Appropriate Behavior 19
What Instructional Priority addresses the need for characteristics of all students to be reflected in the classroom?
Relationships and Cultural Responses 15
IP: Planning begins with standards, how learners demonstrate learning and evidence of individualized needs and assets.
Scaffolding 54
Which learners have become fluent and which need more practice?
Explicit Instruction 50
Focusing what students are supposed to do versus what they are not to do supports which IP?
Responding to Behavioral Errors 20
Examples: Advanced Organizers, Chunking, Manipulatives, Metacognitive Strategies, Pre-teaching, Sentence Frames, Structured Grouping, and Visuals/Rialia
Explicit Instruction 50
What are the four feedback sequences?
Positive, Corrective, Expansive and Challenge
Three purposes for specific and positive academic and behavioral feedback: Feedback to the learner, from the learner and to adjust instruction
Feedback 60
Reteach, Error correction, redirection, withholding attention, reward around student reward around alternative behavior.
Responding to Behavioral Errors 21