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Preliminary Results from Internal TWCS

This document outlines the preliminary results from the internal TWCS on professional development (PD) groups focused on effective group management strategies. It highlights goals for November 6th to ensure teachers can create purposeful and differentiated groups using various data, including student performance and interest inventories. Teachers are expected to incorporate small group strategies at least twice a week. The emphasis is on personalized learning and integrating digital resources to cater to diverse student needs, fostering an environment of blended learning and collaboration.

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Preliminary Results from Internal TWCS

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  1. Preliminary Results from Internal TWCS

  2. Using Purposeful PD Groups • Based on our efforts to differentiate for our teachers, learning targets on Nov. 6th will be: • I can use effective group management strategies in my classroom. • I can form groups using different inventories, modalities, surveys, etc.

  3. Teacher expectation: The minimum expectation will be: • Incorporate purposeful small groups and/or stations twice per week.

  4. A Review(Please use in your Nov. 6 ERPD)

  5. FALL 2013 SPRING 2014 PERSONALIZED LEARNING: In all classes for all students. Teacher uses data & variety of resources, including digital resources PERSONALIZED LEARNING: In all classes for all students. Teacher uses data & variety of resources, including digital resources • PURPOSEFUL/DIFFERENTIATED GROUPS: • Teacher creates purposeful groups using various data & implements instruction to meet needs of all groups and students. • BLENDED LEARNING: • In all classes for all students • Instruction includes a mixture of face-to-face and digital instruction • Instruction is differentiated. • USING DATA TO FORM GROUPS: • Teacher uses student performance data to form groups. (Ex: BA, quizzes, unit tests, lexiles, AIMSweb, etc.) • DIGITAL CONTENT: • Teacher accesses and utilizes various forms of digital content in instruction to differentiate based on needs of students. • FORMING GROUPS: • Teacher uses various interest inventories, surveys, modalities, etc. to form groups • Groups aren’t always RANDOM • DIGITAL PORTAL: • Collaborative workspace for teaches, students & parents. • Utilized for real-time data-driven decisions to inform & improve instruction. • GROUP MANAGEMENT: • Good transitions • Roles within groups • No behavior issues • Established norms • Students on task • DEVICES: • Teacher utilizes devices in instruction. • Teacher begins process of full integration of device usage with students in instruction.

  6. IMPACT Personalized Learning Can happen with or without devices. It’s the instructional shift that will help our students achieve success!

  7. True or false?*use for review* • If I’m doing stations, I’m automatically doing blended learning. • Blended learning and RtI both focus on creating and delivering differentiated core instruction. • The instructional focus area of the grant this year is literacy, and next year it’s math. • Electives will never be expected to do blended learning. • If students are using laptops in my classroom, it means they’re automatically doing blended learning. • The IMPACT grant focuses on instruction , not just technology and devices. • Blended learning is a strategy, not an outcome. • In order to do blended learning, we need new tables to form student groups or stations. • BONUS: What does IMPACT stand for in terms of our grant?

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