Classroom Community
Gathering students together to connect, share, and start the day on a positive note.
Morning Meeting
Name one of these three strategies: Mini-lesson followed by variety of activities; offering choice and different levels of challenge; a graphic organizer that gives students activities to choose from (vary by difficulty, interest, and skill).
Centers, Activity Cards, or Choice Board!
Get students moving, talking, thinking, & learning with ________.
Interactive Learning Structures
These are often a starting point for a new unit of study. They are broad and need to be “unpacked” into smaller, more manageable, chunks.
Content Standards
Helps identify misconceptions, provides cues to adjust instruction, shows where students are successfully meeting goals, opportunities to extend learning, informs instruction.
Formative Assessment
Talking with students about their hopes & dreams, actively observe & asking questions, & inviting students to share about their lives outside of school.
Getting to Know Students / Building Relationships
Dividing students into groups based on skills and aptitude (perceived or based on test scores or assessments)
Ability Grouping
You ask a question to the class and only one student raises their hand. What's a strategy you can use to get more students to respond?
Turn and Talk or Think Pair Share
What is this an example of?
Students will be able to illustrate adding fractions with like denominators by drawing pictures and using pattern blocks.
Lesson Goal / Objective
Happens at the end of a unit of study, occur at the end of the learning process, often tied to learning outcomes and standards.
Summative Assessment
Keeping it flexible, considering teacher-created or student-selected, heterogenous or targeted, & helping students work effectively & productively.
Effective Partnerships & Collaborative Group Work
You can differentiate by three different areas, in three different ways. What are they?
Content (different formats & materials at varying difficulty levels)
Process (varying how students work / scaffolding, and time on task)
Product (choices to express learning e.g., create a poster or presentation, write a letter, or illustrate learning with labels)
Say what you will do & why, show students the ideas/steps, ask what they notice, ask a student to show it, give feedback. These are all steps for what practice?
Teacher Modeling
The part of the lesson where you get students excited, use visuals/images, elicit prior knowledge, & use "envisioning language".
Lesson Introduction
Involve a real-life situation or problem, require students to perform a task that involves constructing and/or applying their knowledge and skills, provide direct evidence of learning.
Authentic Assessment
Name & describe two characteristics or types of effective questions.
Certainty vs. Possibility / Closed vs. Open; Wait Time / Think Time; Snowball Effect: Ask several students to weigh in providing feedback/correct answer.
Always ask: “How do you know? What makes you think that? How did you figure that out?”
Every time you are tempted to tell students something, ask a question instead! Always equire several responses to the same question. Never Say Anything a Kid Can Say
Give one example of a Formative Assessment
Checklists, quizzes, surveys, group work, games, quick writes, homework, exit slips, reflections, worksheets, q&a, observations