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Self-Assess

Instructional Norms. Growth. and. Inclusive Strategies. Professional Conversation. Try it out! Observation. Set Growth Goals. Participate in Professional Development. Identify Strengths & Areas of Growth. BCHS Collaboration Model. Self-Assess. Self-Assessment. Norms. CFU. Check

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Self-Assess

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  1. Instructional Norms Growth and Inclusive Strategies Professional Conversation Try it out! Observation Set Growth Goals Participate in Professional Development Identify Strengths & Areas of Growth BCHS Collaboration Model Self-Assess

  2. Self-Assessment

  3. Norms CFU Check For Understanding

  4. Checking for Understanding "The teacher continually verifying that students are learning what is being taught while it is being taught." "The teacher explicitly verifying that students are learning while they are learning, NOT after the lesson." As defined by Hollingsworth/Ybarra, 2009

  5. Student Learning Instructional Support Model (Communication) Leadership Expectations Teacher Instruction Norms

  6. CFU Site Goals: • Frequency of checks • Variety of checks • Planning/embedding Norms - CFU

  7. Why CFU? To engage all students throughout the lesson with accountability To inform how to modify future instruction

  8. When to consider CFU: • Following task directions • Following content (chunks) • Clarify homework Norms - CFU

  9. CFU: Following Task Directions • Part of a routine after task directions • Opportunity to clarify expectations • Helps avoid confusion • Allows for fluid transition to the task

  10. Sample Task Directions • Read Section 3.1 a second time. • Write the main idea, (biggest or most important idea), in the graphic organizer handout. • Then, write three supporting details. The supporting details give examples of the main idea. • Share at least one supporting detail with your precision partner.

  11. CFU: Following Task Directions Strategy: Hand Rubric Check level of understanding on a scale of 1 to 3. = Completely lost I am unsure what to do. = Generally understand, need more direction I have 1 question about the task. = Completely confident in expectations I could teach it to the class. Follow up with Random-Call “Quiz” to double check.

  12. CFU: Following Task Directions Strategy: Randomly selected students recall task directions one step at a time. First, Next, Then, Finally, Random-Call Quiz

  13. CFU: Following Task Directions Strategy: Student repeats directions to partner Ideally, partners are pre-selected and numbered. Ex. #1’s speak #2’s listen make sure steps are correct Select: Random, Volunteer, or Nominee recallsdirections to entire class. Take “Thumb Survey” Agree/Correct Pair-Share

  14. Teacher Responses Echo Echo Echo Echo Elaborate Explain

  15. The Big 3 of Content CFU: • Set-up • Check • Follow-up Norms - CFU

  16. Set-Up for CFU • The work a teacher does to prepare students for CFU • Involves think time 30 seconds to a couple of minutes • Preferably includes writing and/or speaking • Sets stage for student accountability

  17. Content CFU: Set-up Strategy: Quickwrite • Clarify what they think • Summarize what they know • Helps connect and organize new ideas • Question and challenge themselves • Allows process time for those who need it • Centered on thinking • Students write freely without concern for writing conventions

  18. Content CFU: Set-up Strategy: Quickwrite • Can be done on scratch paper, worksheet, lesson notes, study guide, graphic organizer, or journal • Can be used as a discussion starter for Think, Write, Pair, Share activity. Continued

  19. Content CFU: Set-up Strategy: Pair-Share Gives students the opportunity to: • Articulate their thinking • Rehearse and clarify • Listen to peers’ thinking, ask questions • Organize their ideas – to present • Answer questions – Explain and Expand

  20. Content CFU: Set-up Strategy: Pair-Share • Start by simply identifying a discussion topic • Pose a comprehension question • Use a response starter (sentence frame) • Try to include targeted academic language in prompt • Connect it to the “stated, visible, standards based, measurable, student friendly, revisited… learning objective. (How did you like that?) Continued

  21. Checks

  22. Content CFU: Checks • Individually or w/ a partner • Quick way to survey the class • Single-word or short phrase response • Math problems or formulas • Images * Teach White Board Etiquette Strategy: White Boards Norms - CFU

  23. White Board Etiquette • Do not use the white boards unless instructed • Write legibly in large print • When finished writing your answer, cap your pen & turn white board face down in front of you. • When requested, hold your answer up, hold it still, facing teacher. • When instructed, erase white board. Norms - CFU

  24. Content CFU: Checks Strategy: Beyond Question Remotes Able to question frequently Offers immediate feedback Effective way to assess correct/incorrect throughout the lesson Organize check in and check out system Norms - CFU

  25. Content CFU: Checks Strategy: Random Call • Use most often – structured accountability • Shows value for all students’ ideas • Participation is expected • Use cards w/ names, seating chart checklist, techno randomizer • May select a jump starter for discussion • Authentic volunteers and/or nominees may be selected after random call

  26. Seating Chart Checklist

  27. Content CFU: Checks Strategy: Choral Response • Entire class responds to questions • Quick check, not most reliable • Teacher monitors participation • Increase participation through repetition • “Everybody, please”

  28. Content CFU: Checks Strategy: Quarter-sheet Response • Reflect on the learning - many ways • Explain a process • Summarize all that was learned • Predict what may be next, justify prediction • Connect the day’s learning to previous lessons (Categorize, classify) • Could be used as an exit slip or ticket into the show

  29. Content CFU: Checks Strategy: Hand Rubric • Use scale of 1 to 5 • Great rating system for students • Instant feedback

  30. Content CFU: Checks Strategy: Hand Rubric Rate: Grade on assignment Effort on assignment Level of understanding of content As pre-test and post-test How well students enjoyed the lesson, lab, experiment, literature, or strategy Continued

  31. Content CFU: Checks Strategy: Thumbs up/Thumbs down • Easy full-class response • Perfect for True/False – Correct/Incorrect • Use after independent practice • Read questions aloud (auditory) or • Post questions of on overhead or Smart Board one at a time. (Visual) Teacher reveals answer after seeing all responses. • Able to effectively ask many questions in a short period on time.

  32. Content CFU: Follow-up • Encourages students to think for themselves • “What makes you think that?” • “What made you select that response?” • “Please explain why your answer is correct.” • Discourages copy cat responses Justifying/Explaining Responses

  33. Content CFU: Follow-up • Check for understanding frequently • Every 7 to 15 minutes • After logical chunks of content • Checking often will help avoid wasting time • When students are unable to respond correctly, re-teach. Re-teach

  34. Professional Development Outcome • Participants will identify target areas for growth focused on checking for understanding. Areas to consider: • Frequency of CFU • Variety of strategies used for CFU • Planning/embedding CFU

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