Protocols and Resources
EXPEDITIONARY LEARNING: Appendix: Protocols and Resources
(scroll down to "Downloads: Appendix 1)
|
Protocols
|
Checking for Understanding and Ongoing Assessment Strategies
|
|
Admit and Exit Tickets
Building Background Knowledge Carousel Brainstorm Chalk Talk Discussion Appointments Fishbowl Gallery Walk Give One, Get One, Move On Jigsaw Popcorn Read Praise, Question, Suggest Rank-Talk-Write Socratic Seminar Tea Party Think-Pair-Share Written Conversations |
Cold Call
Fist-to-Five Four Corners Glass, Bugs, Mud Hot Seat Human Bar Graph No Opt Out Red Light, Green Light Cathc and Release Table Tags Thumb-Ometer Turn and Talk Whip-Around White Boards |
|
Strategies for Building Academic Vocabulary
|
Additional Resources
|
|
Components of Vocabulary Instruction
Elaboration Techniques Frayer Model List/Group/Label Semantic Webbing SVES (Stephens Voc. Elaboration Strategy) Word Sort Vocabulary Squares "Vocabulary Strategies" Anchor Chart (starter kit) |
Anchor Charts: Making Thinking Visible
Annotating Text "Close Readers Do These Things" Anchor Chart (starter kit) Helping Students Read Closely Meeting Students' Needs through Scaffolding Rubric Basics |
Analyzing Student Work
Gradual Release of Responsibility
Differentiation Vs. Scaffolding Vs. Strategy Vs. Tools
Differentiation--I am short but need to get over the wall. I will use a ladder.
Tailoring to meet styles and needs in terms of
*Content
*Process
*Product
Scaffolding (Tier 1)--Training wheels, we all needed them to start, but eventually they must come off. Short term to help them access grade level material--used to build upon what students already know to arrive at something they don't know, to accomplish a task not otherwise possible.
Temporary support and steps towards learning the objective by giving guidance and feedback on smaller tasks.
Strategy--What the student uses to help themselves learn and understand.
Tools--Teachers have a wide variety of tools to help students. They become a strategy when students use these to help themselves learn.
The tools are many and various--
Front load voc., graphic resources, show and tell (done by the teacher), think aloud, activate prior knowledge, think-pair-share, visual aides (graphic organizers, pictures, charts), mini lessons, illustrations, exemplar or model of an assignment, error detection-correction, use of metaphors-analogies-word images.
Teach them how to do it when there is no teacher there to help them.
Teach them how to learn and how to be independent.
Iowa Core: With prompting and support...
We can help all students to be successful.
|
Content:
(The information and ideas students grapple with) 1. Use pictures to support vocabulary 2. Activate prior knowledge 3. Build new knowledge 4. Pre-teach necessary concepts |
Process:
(How stuents take in make sense of the content) Instructional Methods: 1. Whole group 2. Small group 3. Centers 4. Organizers 5. Video 6. Manipulatives |
Products:
(How students show what they know, understand, and can do) 1. Oral response 2. Written response 3. Creative (poster, video, poem, song) 4. Timeline when due 5. Length of 6. Group or independent |
Affect/Environment:
(The climate or tone of the classroom) 1. Seating placement (where in the room) 2. Seating (standing, on floor, specialized chair) 3. Lighting 4. Noise level distractions |
Individual Differences:
(What makes them unique) 1. Cultural 2.Linguistic 5. Metacognitive (perservence, problem solve, organize, etc.) |
Key ideas to remember:
https://www.teachingchannel.org/videos/differentiating-instruction
- Change the practice to what children need--(hitting, pitching, sliding, throwing, etc.)
- Stay sensitive to "Is it working or not?" and if kids are not learning to the level you want, what do I need adjust?
- Accuractly assess where your students are at.
- Resond to the needs of your students.
- Assessment should be continuous, tracking student's progress towards mastery
- Tiering is teaching the same concept to all students, but varies the level of intensity to keep students engaged
- What is the basic thing a child must know and be able to do at the end of the lesson
https://www.teachingchannel.org/videos/differentiating-instruction
John Hattie
|
High-Impact, Evidence-Based Teaching Strategies
|
What Should Teachers Do?
Curriculum Instruction Matters, Too
|
