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Facilitator notes

Facilitator notes. This session is designed for approximately 45 minutes. Each slide includes an approximate amount of time for the discussion/activity. Materials needed for each participant: Interactive handout Criterion 3c critical attributes handout Chart paper, highlighters

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Facilitator notes

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Presentation Transcript

  1. Facilitator notes • This session is designed for approximately 45 minutes. Each slide includes an approximate amount of time for the discussion/activity. • Materials needed for each participant: • Interactive handout • Criterion 3c critical attributes handout • Chart paper, highlighters • Paper end-of-session survey • Each slide notes materials needed for that discussion/activity • There are talking points and directions included in the notes section of each slide. CAPITALIZED TEXT ARE NOTES FOR YOU TO CONSIDER, and regular case are script for you to say.

  2. Communicating Clearly and Accurately DPAS-II Criterion 3c

  3. Agenda Welcome, Objectives and Agenda Unpacking DPAS-II for Teachers: Criterion 3c Self-reflection and Exit Ticket

  4. Objective Teachers will develop a deeper understanding of Criterion 3c: Communicating Clearly and Accurately Teachers will build their understanding of the elements of Criterion 3c

  5. Agenda Welcome, Objectives and Agenda Unpacking DPAS-II for Teachers: Criterion 3c Self-reflection and Exit Ticket

  6. When a teacher is communicating clearly and accurately, what are students doing and saying?

  7. DPAS-II for Teachers

  8. 3c. Communicating Clearly and Accurately Independently read Criterion 3c rubric language, elements, and indicators Highlight statements that align to our brainstormed examples of what students are doing and saying; what in the rubric language, elements and indicators would support these student actions? Check in with a partner

  9. Criterion 3c The goal of Criterion 3c is not just that the teacher is accurate and clear in communication, but that students are able to cognitively engage in the lesson as a result of the teacher’s communication.

  10. 3c. Communicating Clearly and Accurately Independently read the critical attributes at each level of the rubric Highlight statements that resonate in your own practice communicating with students, and record your Ah-has! On the interactive handout

  11. Do these meet the critical attributes of 3c? The teacher shares that 15 x 3 = 60. After the teacher provides instructions for an activity, students talk to one another asking “what are we supposed to do?” The teacher uses a Venn diagram to illustrate the distinctions between a republic and a democracy. When a student responds “the equals of 2+2 is 4” the teacher prompts the student to revise the response to “the sum of 2+2 is four”

  12. Agenda Welcome, Objectives and Agenda Unpacking DPAS-II for Teachers: Criterion 3c Self-reflection and Exit Ticket

  13. Independent Reflection and Next Steps • How do I ensure that my communication in my classroom is clear and accurate? • How can I use oral and written communication to ensure that students are able to access important learning in my classroom? • What support do I have available? What additional support will I need?

  14. Questions

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