Houston Independent School District
Effective Practices Effective Practices
Professional Support and Development
Table of Contents Matrix of Effective Practices
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Planning Effective Practices ff Adjust Plan Determine and Track Student Progress Develop Annual Goals Develop Annual Plan Develop Effective Lesson Plans Develop Effective Unit Plans Invest Students
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Instructional Effective Practices Academic Language Academic Posture Assess Mastery Begin With the End Call and Response Checkpoints Chunking Text Closure Cold Call Cold Call Community Circle Do Now Double Plan Engage/Connect Entry Routines Exit Routines Exit Ticket Exit Ticket Flexible Grouping Graphic Organizers Grappling Guided Practice Hallway Work HOT Question I d Independent Practice d t P ti Introduce New Learning J Factor Job Assignments Leveled Texts Material Organization Multimedia Non‐Verbal Interventions Non‐Verbal Signals No Opt Out
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Open‐Ended Responses Open‐Ended Tasks p Pacing Tools Post It Precise Praise Product Menus Randomizing Responses Real World Connections Reinforcers Response Signals Right is Right Running Roster Small Group Expectations Station Rotation Stretch It Strong Voice Strong Voice Structured Peer Conversations Student Conference Student Generated Questions Take a Stand Teach Back Tech Checks Th h ld Threshold Tiered Assignments Tight Transitions Tracking Growth Using the District Curriculum What To Do Work Hard, Get Smart Workstation Management Workstations Work the Clock 100 Percent
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Matrix of Matrix of Effective Practices
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Develop Effective Unit Plans Develop Effective Lesson Plans Adjust Plans Engage/Connect Introduce New Learning Guided Practice Independent Practice Assess Mastery Closure Cold Call Exit Ticket Graphic Organizer Response Signals Checkpoints Randomizing Response Running Rosters Tech Checks Flexible Grouping Multimedia Open-Ended Responses Product Menus Workstations Leveled Text Tiered Assignments HOT Question Open-Ended Task Stretch It Student Generated Questions Take a Stand Chunking Text Right is Right
Effective Practice Develop Annual Goals Develop Annual Plans Invest Students Determine and Track Student Progress
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PL 1-3 I-1 E I-1 S I-2 E I-2 S I-3 E I-3 S I-4 E I-4 S I-5 E I-5 S I-6 E I-6 S I-7 E I-7 S I-8 E I-8 S I-9 E I-9 S I-10 E I-10 S
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Grappling Hallway Work Job Assignments Material Organization Pacing Tools Tight Transitions Work the Clock Do Now Teach Back No Opt Out Real World Connections Structured Peer Conversation Academic Language Using the District Curriculum Begin with the End Post It Reinforcers Threshold Tracking Growth Work Hard, Get Smart Call and Response J Factor Station Rotation 100% Double Plan Entry Routine Non Verbal Interventions Small Group Expectations Strong Voice What to Do Academic Posture Exit Routine Non Verbal Signals Precise Praise Student Conference Community Circle Workstation Management
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Planning Effective Planning Effective Practices
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PL‐2, PL‐3
Adjust Plan is the teacher’s informed reaction to students’ actions and learning. It is a process where a teacher reflects on student mastery data and responds by modifying annual, unit or lesson plans. This process maximizes instructional time because it ensures that the teacher spends class time on content and skills that students have not yet mastered and strategically distributes his/her time with students. Reflecting on how to adjust course does not mean that the learning destination changes; it simply means that the route to the destination might. A plan for adjustments in a unit or lesson increases the likelihood of a fluid learning environment that meets the needs of all students in the classroom.
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Click the icon for burning questions.
How will I adjust to ensure students demonstrate mastery?
Step 1: Prep Work
Review the example below and the checklist at the end of the document to provide direction for adjusting plans.
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Click the icon for links to other resources.
ELA 7th Grade Writing Recommendations for Intervention
Review the Annual Plan, Unit Plan, and/or Lesson Plan to identify the global and specific curriculum standards and the timeframe in which the objectives are taught.
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In order to adjust course the teacher must know the path originally planned, and depending upon the results of student data, regroup students and adjust the annual, unit, or lesson plans.
Check for student understanding and/or Assess Mastery and track growth. This is where updated data will help determine when and where adjustments will be made.
Analyze data received from informal and formal assessments to Determine and Track Student Progress.
Step 2: Draft the Plan
Identify any teacher actions/mindsets that might cause achievement gaps. Reflect on teacher actions/mindsets and student actions/understandings to determine why the gaps exist.
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Take time to reflect on planning and execution/delivery of lessons. Reflect using the Appraisal and Development Rubric and enlist colleagues, mentor, appraiser or principals.
Adjust plan to enhance student outcomes. Revise plans for students who are achieving with enrichment opportunities and provide remediation opportunities for students who are experiencing difficulty. o Questions to consider include: What objectives does the teacher need to teach for the first time? What objectives will the teacher need to review at a later point in the year/course?
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What objectives can the teacher de‐prioritize (i.e. most students have mastered)? What objectives does the teacher need to re‐teach to the whole group (i.e. the majority of students have not mastered)? What objectives does the teacher need to re‐teach in a smaller group/individual setting (i.e. specific students/groups of students did not master)? If an instructional activity was not effective, what other options/approaches/strategies can be utilized to support students in achieving mastery?
Once the responses to the questions have been determined, use the information to group students according to their needs. Compile a list of possible intervention and enrichment strategies based on specific campus resources and collaboration with colleagues. Refer to the example under prep work.
Incorporate the chosen intervention and enrichment strategies into annual, unit, or lesson plans.
Step 3: Evaluate the Plan
Ensure that the components of the checklist are used when adjusting plans.
Checklist
Groups of students identified for a specific need
A list of intervention or enrichment opportunities for groups of students identified for a specific need
Revised Annual, Unit or Lesson Plan
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PL‐2, PL‐3
Determining student progress is a process in which teachers gather evidence to evaluate how students are progressing on the continuum of their annual learning goals. Planning ways to gather evidence of student learning is vital to determining the effectiveness of past instruction and a teacher’s ability to modify upcoming lessons that better support student needs. Teachers should use formative and summative progress checks to help ensure they are creating and delivering lessons that lead students toward mastery and ultimately meet their annual learning goals.
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As teachers collect data on student performance, it is useful to organize that information for easy analysis. Tracking student progress is not an end in itself, but a means of monitoring and promoting positive student outcomes. It propels student academic growth by helping the teacher accurately identify students’ strengths and areas for development, make more strategic decisions about future lessons, and plan for differentiated instruction that leads to student mastery.
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How will I know if students are progressing toward their goals?
Step 1: Prep Work
Click the icon for links to other resources.
Review the checklist at the end of the document to provide direction for determining and tracking student progress.
Plan for how students will demonstrate mastery of the required content and skills. Consult the Annual Plan or Unit Plan to reflect on the measures and data that are relevant and important to track, as well as the timing of formative assessments that would afford data to track.
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Consider whether tracking will take place at the course, unit, and/or lesson level. Also, consider whether tracking will be done at the class level and/or for individual students.
Step 2: Draft Plan
Select or develop a system for tracking.
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A tracking system can exist in hard‐copy or soft‐copy format.
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It should be broken by objective, concept, skill, unit, strand, or student expectation to show progress toward the larger annual goal.
Tailor the tracking system to reflect your style and students’ interests.
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Make it convenient ‐ How will the teacher remember to update the tracker? How can it be organized so that it is comprehensible to both the teacher and the students?
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Make it visible ‐ Will students be able to see their progress on a tracking sheet at their desk or an anonymous wall tracker?
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Make it meaningful ‐ Could the teacher incorporate the tracker into an existing classroom theme? How will tracking be introduced to students? How will the teacher Invest Students?
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Determine student progress by collecting data.
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Some examples of ways to determine student progress include:
Formative assessments: Checkpoints, teacher observations of students, Exit Tickets, Graphic Organizers
Summative assessments: projects, essays, Student Conferences, end of unit assessments, EOC/EOY assessments or Performance Tasks
Organize data into the tracking tool or system.
Analyze the data and reflect on trends using the following questions:
o o o o o o o o o
Were there items on the assessment that refer to content the teacher has not yet covered? Which standards covered on the assessment have students mastered? Are there content and/or skills included on the assessment that the majority of students did not master? Are there content and/or skills included on the assessment that a distinct group of students did not master? Are there specific students who did not show mastery of the majority of the content and/skills on the assessment as a whole? Are there specific students who showed clear mastery of the majority of the content and/or skills? What is the level of rigor for commonly missed items on the assessment? Were there specific items that were missed by many students in the class? When items were commonly missed, was there a trend in the incorrect responses (i.e. 70% of students chose “B” when the correct answer was “D”)?
Take strategic action by modifying future lessons based on data analysis. Consider whether students mastered the objective and Adjust Plans accordingly.
Step 3: Evaluate the Plan
Ensure the components of the checklist are used in determining and tracking student progress.
Step 4: Repeat all steps as needed
Checklist
Tracking system
Data collected using formative or summative assessments
Self‐analysis
Revised plans
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PL‐1
As the emphasis on goal setting for teachers and students increases, it is important to understand why this process is valuable. A goal gives both teachers and students a target at which to aim. Goal setting correlates positively with students’ persistence, academic results, and deeper processing of materials. Instructional goals focus students to the extent that they generally score higher on assessments when content and skills on the measure are directly related to their goal (Stronge & Grant, 2009). In addition to the benefits for students, setting goals, and tracking progress towards them, have clear benefits for teachers. Goal setting focuses teacher planning, and allows them to make decisions about instructional priorities.
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Instructional goals need to be aligned to the required standards/curricula and appropriate for students at the correct level of rigor in order to master the content. In addition to being aligned, goals should be made with the students’ starting points in mind. Once teachers have determined their students’ current levels, they can assign goals that are based on growth. Students respond best to goals that are demanding but achievable; a goal that is too difficult manifests frustration but a goal that is not difficult enough correlates with underperformance (Marzano, 2009).
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How do I know how much my students should grow this year?
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Step 1: Prep Work
Review the checklist at the end of the document to provide direction for creating annual goals.
Review the assigned Student Performance Measures and end of year assessment/performance task for the current course to determine by what student growth will be measured.
Self‐reflect on past instructional success using the EVAAS Teacher Report or Comparative Growth Report (if applicable) to identify strengths and growth areas in working with students considered low, medium, and high.
Reflect on student levels from the previous year and projections for the current year (if applicable).
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SAS‐EVAAS Student Projection Reports
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Stanford or Aprenda NCE (found in individual student reports)
Gather data for students’ starting points.
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Give students a diagnostic assessment or performance task that is directly aligned to how they will be assessed at the end of the year.
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Access Chancery or individual student reports to find students’ raw scores for the previous year STAAR or Stanford/Aprenda.
Step 2: Draft Plan
Decide growth that is ambitious yet feasible for each student. Goals should be based on growth rather than blanket achievement. (Use historical data about student achievement in combination with conversations with colleagues to determine goals from baseline data.)
Apply the growth goal to students’ starting points to find the target for each student. In departmentalized or secondary classrooms, this may be done with groups of students.
Adjust goals that are unreasonable for some students.
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If applying the growth goal produces an individual student goal of 100% or above, change the goal to be more reasonable.
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If teaching a class in which students are taking assessments in English for the first time, take into account their English proficiency levels when creating individual student goals.
Break the annual student goals into smaller benchmark goals by objective, concept, skill, strand, or student expectation so that students can see how they are progressing toward their larger goal throughout the year.
Prepare to introduce and communicate goals to students.
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Plan an introduction to goal setting as part of a lesson with a focus on the importance of goals to student success.
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Meet with students individually to deliver the message of their goals for the year. Departmentalized or secondary classrooms may have annual goals for groups of students.
Plan strategies to Invest Students in the process of goal setting and their individual goals
Step 3: Evaluate the Plan
Ensure the components of the checklist are used in developing the annual goals.
Checklist
Goals based on growth from previous year or beginning of year student data
Smaller benchmark goals
Way to communicate goals to students
Strategies to invest students in goals
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PL‐1
Annual plans are organizational tools that effective teachers use to group and sequence content/skills into instructional units, prioritize content/skills that are required for success in current and future courses, and include options for enrichment and remediation as needed. They are an important component of student success because they not only set the trajectory for the current school year, but they also bridge the gap between any previous and future courses. When creating annual plans, teachers should take into account what needs to be taught and in what order for efficient use of class time and optimal scaffolding. The scaffolding of knowledge and skills helps students move from rote knowledge to depth of understanding (Childre, Sands & Pope, 2009). Annual plans help teachers strategically think through instructional decisions and lead to greater student achievement. Fortunately, HISD provides many resources that lay out a framework for the essential components of an annual plan to support teachers through the process.
How do I know which skills and concepts are important to my students’ success?
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Click the icon for burning questions.
Click the icon for links to other resources.
Step 1: Prep Work
Review the checklist at the end of the document to provide direction for developing the annual plan.
Revisit how to Begin with the End for guidance on how to approach planning at all levels.
Review the Annual Goal and the end of year assessment or performance task.
For classes that have HISD Curriculum Resources available for the appropriate level and content, the curriculum documents should be used primarily as the annual plan.
Step 2: Draft Plan
Use the Vertical Alignment Matrix provided by the district or create a similar document to note the content/skills that should have been covered prior to the course and identify content/skills students must master to move forward in future courses
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Reflect on what general content and skills students of this age and level should have acquired.
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Utilize diagnostic measures to give a snapshot of students’ prior knowledge and skills.
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Consider what lasting impression the students should have upon the completion of the current course, which should be reflected in the goals set for the course.
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Employ the Scope and Sequence provided by HISD or create a similar document to separate the year into grading cycles and then break the grading cycles into units.
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Separate the skills and content deemed important to the course into logical units.
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Count how many instructional days are available, and assign a set number of days to cover each unit based on the level of rigor and the quantity of material to be covered.
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Be sure to leave time for re‐teaching when considering how many days to devote to each unit.
Make use of the HISD Pacing Calendars or create a similar document to tentatively schedule units.
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Download or print a calendar for the months of the school year.
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Mark off any holidays or school specific events which would interfere with instructional time.
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Using guidance from the district‐provided or self‐made Scope and Sequence, assign specific blocks of time on the calendar for each unit.
Tailor the district resources to meet the specific needs of students.
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The district‐provided Pacing Calendars only account for 80% of instructional time. If there are any prerequisite skills or concepts that students either did not master previously or struggled to retain and apply, the teacher should reserve time in his/her annual plan to revisit this content.
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Plan ahead of time for enrichment opportunities and forms of interventions for when students struggle (tutorials, small group instruction during workstations, etc.). Take into account modifications for English Language Learners, Gifted and Talented, and Special Education students. Refer to Adjust Plan for further ideas.
Step 3: Evaluate the Plan
Ensure the components of the checklist are used in developing the annual plan.
Revisit the plan weekly to see if any adjustments need to be made based on interruptions to instructional time or the need for enrichment/remediation.
Checklist
Vertical Alignment
Scope and Sequence
Pacing Calendar
Modifications to the annual plan based on student needs
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PL‐3
Lesson plans serve as a framework for the learning activities that will occur in the classroom each day. They focus the class on specific learning objectives and maximize instructional time. The lesson plan is the tool effective teachers use to ensure that each part of a lesson supports a specified learning objective and to ensure that the activities and time spent will lead students to master content and skills.
Lesson planning provides time for the teacher to think though resources that will best capture the attention of students and choose learning activities that will clearly convey content required for students to meet the lesson objectives. Effective teachers use lesson plans as a reflective opportunity to make decisions on what activities will best meet the needs of students and to predict/plan reactions to student challenges. When teachers take the time to create detailed plans they are more likely to present content and skills to students that are objective driven, well‐paced, clear, and lead students to mastery. Effective lesson planners plan backwards. This best practice is reflected in the backwards approach in the steps below.
How do I present objectives, concepts and skills to maximize student learning?
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Step 1: Prep Work
Click the icon for links to other resources.
Review the examples below and the checklist at the end of the document to provide direction for creating lesson plans.
Elementary Science Example
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Elementary ELA Example
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Middle School Texas History Example
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o High School Algebra II Example
Review the unit planning guides provided by HISD Curriculum Documents and review the Annual Plan.
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The annual plan will provide the teacher with a yearlong look at the curriculum standards and the timeframe in which the standards are taught.
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Review the Unit Plan to provide an idea of how the lessons should be structured and ordered, as well as the timing of assessments.
Step 2: Draft Plan
Identify the curriculum standard(s). Determine what students should be able to know and do by the end of the lesson.
Develop or select a tool to Assess Mastery of the lesson that accurately measures the curriculum standards for the lesson.
Select a teaching method for Introducing New Learning.
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Plan learning experiences that will allow students to interact with the curriculum standards and engage with the instruction. These experiences can be focused on processing new information or reviewing previously learned information.
Determine how students will practice new learning in the Guided Practice and Independent Practice portion of the lesson.
Plan for a variety of Checkpoints throughout the lesson cycle and plan for adjustments based on student responses to checkpoints (i.e. scaffold or accelerate).
Prepare a list of key vocabulary terms students need to know in order to master the learning objective.
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The HISD Unit Planning Guide provides academic vocabulary and content specific vocabulary for each unit.
Identify ways to differentiate lesson.
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Identify any accommodations needed by students in special populations. Plan for Flexible Groups that need acceleration or scaffolding and take time to provide different ways for students to interact with or process content to aid in remediation or intervention.
Determine what will be used for the Engage/Connect portion of the lesson cycle. This comes first in the lesson cycle, however it is last in backward design planning to ensure it is aligned with lesson’s curriculum standards.
Decide how the lesson will Close.
Create a list of materials that are needed for the lesson.
Step 3: Evaluate the Plan
Ensure the components of the checklist are included in the lesson plans.
At the end of the lesson reflect on whether students mastered the lesson’s curriculum standards, if not determine cause and adjust future lessons utilizing small group instruction or flexible grouping.
Step 4: Repeat this process for each lesson in the lesson plan
Checklist
An assessment aligned to selected curriculum standards
List of teaching strategies to engage students in the concept/topic
Various opportunities for students to practice/interact with content and skills using “I Do, We Do, You Do” approach within the lesson cycle
Checks for understanding planned during the lesson
An activity to introduce lesson
An activity to close lesson
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PL‐3
An effective unit is comprised of carefully designed, interrelated lessons that collectively support and guide students in reaching specific learning objectives. A unit can range from a few to several lessons and can span days or weeks. Unit planning allows the teacher to strategically think through how lessons should progress throughout a year/course. When teachers effectively plan units, it provides students with opportunities to discover relationships and focus on the interdependence of concepts being taught. The power of an effective unit plan lies in its ability to enhance student learning and build competence and understanding.
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Unit planning is an organizational approach that helps teachers reflect upon what students need to accomplish in each unit, and how and when they will accomplish it. A unit plan is a “roadmap” that provides direction on how to reach the curriculum standards of the unit and contains “mile markers” (checks for understanding, quizzes or assessments) that keep the teacher informed on what students need to be successful. The district has some supports in place on the HISD Curriculum website that will assist teachers with creating a unit plan. Effective unit planners plan backwards. This best practice is reflected in the backwards approach in the steps below.
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How do I organize objectives to maximize student learning?
Click the icon for links to other resources.
Step 1: Prep Work
Review the HISD Unit Plans below and the checklist at the end of the document to provide direction for creating unit plans.
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HISD Unit Plans
Use the Annual Plan and select a unit to plan in detail.
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If a unit plan is available through the HISD Curriculum Department for the subject area taught, tailor the unit plan using the guidance below and considering the interests and skill levels of students.
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If a unit plan is not available for the subject area taught, there is a Unit Planning Guide Template available for use.
Determine the curriculum standards and the timeframe allotted for the unit.
Step 2: Draft Plan
Craft essential questions that guide students to understanding the crucial ideas of the content.
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McTighe and Wiggins identify four overlapping connotations for essential questions: questions that reappear throughout life, questions that relate to core ideas and inquiries of a topic, questions that help the student make inquiries and make sense of a topic, and questions that will engage the majority and/or a specific set of students.
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Identify the key concepts and skills students will need to master the curriculum standards and prepare a list of key vocabulary terms. The HISD Unit Planning Guide provides key concepts, skills, and vocabulary for each unit.
Determine and Track Student Progress throughout the unit.
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Select or develop a unit assessment to accurately measure student mastery. These assessments serve as a target of what students should be able to master after the unit is taught.
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Choose a variety of formative assessments that will give data during the unit to gauge student understanding. Assess Mastery and Checkpoints are examples of effective practices that can be used to assess students. Identify points within the unit to use these formative assessments.
Design a sequence of Effective Lessons that lead students to mastery of unit level content and skills and ultimately success on the unit assessment. It is sometimes helpful to use a calendar to assign lessons to specific days.
Consider what resources and materials will be needed for students to successfully engage with the key concepts and skills.
Step 3: Evaluate the Plan
Ensure the components of the checklist are included in developing unit plans.
Plan to adjust according to student needs. Anticipate when and where students will have challenges and plan extra time for remediation.
Step 4: Repeat this process for each unit in the annual plan
Checklist
Essential questions to guide instruction
A list of key skills, concepts, and vocabulary
An assessment aligned to selected curriculum standards
Checkpoints planned throughout the unit
A calendar with sequenced lesson progression
A list of needed resources and materials
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PL‐1, PL‐2
At the beginning of a course or school year it is important for teachers to invest students in individual and broader class goals. Goals ensure that students are striving for ambitious and focused academic achievement, but if students are not invested, they become much less meaningful. Each group of students comes to the classroom with varying performance levels, confidence levels, and interests, making student investment a dynamic and ongoing process.
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Plans to invest students may look different from one year to the next or one class period to the next. Investment cannot be done just at the beginning weeks of school, but it needs to be revisited on a regular basis and integrated into the classroom culture to be truly effective. If students are committed to achieving their goals, teachers will meet less resistance when presenting challenging content or when student interventions are needed to review material. Additionally, when students feel a responsibility for meeting goals, undesirable and negative behaviors tend to decrease (Childre, Pope & Sands, 2009).
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How do I motivate students to work toward their goals?
Click the icon for links to other resources.
Step 1: Prep Work
Review the checklist at the end of the document to provide direction for investing students.
Create a culture of trust and respect in the classroom.
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Develop relationships with students by discovering student interests and connecting to students on a personal level.
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Consider having a theme for the classroom and/or investing students in classroom values.
Step 2: Draft Plan
Brainstorm motivational and investments strategies that speak to student learning styles.
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Auditory strategies – Reach auditory learners through chants, songs, and sayings.
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Visual strategies – Catch the eye of visual learners with posters, charts, and pictures.
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Kinesthetic strategies – Motivate kinesthetic learners with movement, gestures, and signals.
Plan a way to introduce goals to students at the beginning of the year.
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Goal Setting Lesson – Devote a lesson to explain why goal setting is important, how students can set and work toward goals, and what are the annual goals.
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Student Conferences – Meet with students to discuss initial goals and meet periodically to speak about progress toward their Annual Goal.
Build opportunities for measuring progress toward annual goals into long‐term, unit, and lesson plans.
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Personal Tracking – Provide students with a folder or a page in their journal dedicated to tracking growth towards goals. The act of marking progress on a tracker makes students more aware and responsible for their own progress.
Grade 4 Math Measuring My Growth By TEKS
Grade 7 ELA Student Self‐Analysis
Grade 9 Algebra Student Mastery Tracker
Communicate to students their current progress toward goals and methods to continue or improve their own learning.
Celebrate student success.
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Verbal and Written Praise – Be sure to recognize those students who are making progress toward their goals.
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Community Circle – Meet as a class to discuss class goals and celebrate individual student progress.
Step 3: Evaluate the Plan
Ensure the components of the checklist are used for investing students.
Elicit student responses to see if students can articulate their goals and progress.
Revisit plans to invest students periodically. Reflect on initial investment strategies, current student levels, and consider potential changes that would strengthen or renew student motivation toward achieving goals.
Checklist
Motivational and investment strategies
Introduction to annual goals
Opportunities to measure progress toward annual goals
Ways to communicate progress to students
Methods to celebrate student success
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Planning Effective Planning Effective Practices
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PL-3, I-4, I-6 Academic Language refers to the vocabulary used within a discipline. Effective teachers use this vocabulary regularly when introducing new content and throughout the learning time. Academic language is what students will see on assessments and in textbooks, but is also the vocabulary they will likely see and hear in college and in their careers. When teachers encourage this specific vocabulary, it gives students the correct and sophisticated language to accurately describe the content, relationships, and their ideas at a high level. Teaching students academic language will enable them to better understand teacher explanations, participate in student discussions, and produce quality student work products. Prep Work: Identify words that are pertinent for acquiring content knowledge. Choose 1-3 words per week, per subject area to focus on. These words should reoccur in current content and possibly occur in other content areas. Plan to provide students with decoding and context for each word. Explain the terms and why they are important to learn. Share how experts in the discipline use the terms. Teach word learning strategies, such as context clues, using the dictionary or word deconstruction (affixes and root words) by using the plan from the prep-work. Ask students to restate the meaning of each word in their own words and create a picture or symbol to represent the term. Once each word has been introduced, use the academic vocabulary in whole class and small group discussions. Provide opportunities for students to use academic vocabulary in real world situations such as in discussions and work products. Allow time for students to refine and reflect their meaning of the terms. Involve students in games to practice the vocabulary terms. Re-teach and scaffold for struggling learners.
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Teachers can use a story, examples, or pictures to explain the term and assist in activating background knowledge. Mix it up by using videos or current events to connect students with the meaning of each term.
It would be beneficial for students to keep an academic vocabulary notebook to keep track of new words to record and refine their meanings.
There are many words to choose from for each subject area. Choose the essential vocabulary that student will see often and the words that are crucial for successful interaction with the content.
Variations Think Like a Disciplinarian In this variation, students approach the content or task through the perspective of a disciplinarian. The teacher defines and teaches the specialized language, tools and methods of the specific discipline. The students take on the role of the disciplinarian and apply these to the content they are studying by relating and sharing information as the disciplinarian with others. Students can role play using interviews, public service announcements or short talk show skits.
Links To Other Resources Practice Examples of Teaching Academic Language Marzano’s 6 Step Process for teaching Vocabulary Visual Thesaurus Disciplinarian Task Cards Research
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I-5, I-8, I-9, I-10 Academic Posture describes the observable student behaviors that remind students to be attentive and ready learners. When students are employing the academic posture behaviors, it communicates to the teacher that the students are actively listening and alert, which maximizes students’ ability to pay attention. Teachers set expectations with students in advance about a small number of behaviors they will be looking for and refer to. Acronyms are often used to help remind students the behaviors that need to be exhibited for academic posture.
Prep Work Determine 3 – 5 specific behaviors that students will be expected to follow. Create a concise but clear description of what each behavior looks like and what the teacher will be looking for students to do.
Explain to students the expected behaviors they are to follow.
Model the expected behaviors for students. For example: Sit up- demonstrate having back straight against the back of the chair and both feet on the floor under the desk. Listen-demonstrate having eyes forward on the speaker, mouths closed, and nothing in their hands.
Have students practice the expected behaviors and reteach until each student successfully demonstrates it.
Provide frequent verbal reminders and post the behaviors in the classroom so that they can easily be referred to.
Consider assigning each behavior a nonverbal signal to help reinforce or correct any aspect of the academic posture without interruptions. For example, point to the eyes to remind a student to track the speaker.
When a student is not following a particular behavior, pause briefly to remind the student or the entire class what the behavior is and why it’s important, then ask the students to model the behaviors before moving on.
Variations S.L.A.N.T. SLANT is an acronym to remind students to focus: Sit up, Listen, Ask and answer questions, Nod your head, and Track the speaker. It’s shorthand to remind students either about the “S” in SLANT or about the whole thing (“Make sure you are SLANTing”). S.T.A.R. STAR is an acronym to get students’ attention and remind them to focus: Sit up, Track the speaker, Ask and answer questions like a scholar, and Respect those around you.
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Links To Other Resources Whole Body Listening Research
PL-2, PL-3, I-1, I-2 Assessing student mastery is the final stage of the lesson cycle. It is when the teacher evaluates the learning outcome(s) of the lesson by measuring each student’s level of understanding. The teacher may use different assessment tools which can include (but are not limited to), short quizzes, tests, class discussions, hands-on experiments, cooperative learning activities, and/or graphic organizers. With the results, the teacher can identify causes for success or failures; make better decisions about what each student knows and what he/she still needs to learn; and devise appropriate solutions to help them achieve mastery. Once causes have been identified, then the teacher should provide students with focused, descriptive and timely feedback to ensure that the assessment informs the learning (Stiggins, 2008).
Prep Work: Prior to teaching the lesson, identify the learning targets. Determine an outcome students will be expected to meet that will show evidence of having achieved the goal. If materials are needed, prepare them beforehand.
Communicate explicitly how students are going to be evaluated during the lesson. Provide a scoring guide or a rubric that reflects how the work will be assessed.
Explain the steps of the assessment process to students and demonstrate if needed. If using performance or product based assessments, use examples and models of strong and weak work.
Administer the assessment.
Score the assessment.
Record assessment data.
Analyze and interpret the results.
Use results data to direct future instruction. If the student demonstrates mastery, celebrate and plan for the next lesson. If the student does not demonstrate mastery, use corrective strategies until mastery is achieved.
Provide student(s) with descriptive and precise feedback.
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The data can be organized to show frequency distributions for each item in the assessment. Tracking responses in detail (e.g. wrong-answer options) reveal specific misunderstandings; what are students successful or struggling with? Are all of the students making the same kind of error?
It is often challenging to ensure that the assessment is a true reflection of the learning targets. To check for alignment between your objective and assessment questions, compare the verbs in the objective with the verbs used in the assessment questions.
Variations
Links To Other Resources
Performance Based Assessments These are tools for measuring mastery that are made up real world questions or problems which students have to solve. It requires a student to create a product that demonstrates his or her knowledge or skills.
Classroom Assessment Techniques
Performance Based Assessments are applicable in all subject areas. Some examples include (but are not limited to )essays, presentations, writing an essay, recipes, original stories, dances, oral reports, maps and cartoons.
Assessment Methods Assessment Through the Student’s Eyes Assessment Manifesto Research
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PL-1, PL-3, I-1, I-2, I-7 "Great lessons begin with planning, and specifically with effective unit planning: planning a sequence of objectives, one or possibly two for each lesson, over an extended period of time" (Lemov, 2010, p.59). To Begin With the End, the teacher identifies standards for a unit, breaks them down into smaller objectives, develops an assessment plan, and then creates lessons with aligned activities. Backwards planning, as this practice is also known, generates higher quality lessons because teachers are focused on the intended outcome throughout the planning process. With so much content to cover in a single class or subject area, it is easy to unintentionally craft lessons that are not in line with the ultimate goal. By working backwards, or beginning with the end, teachers can plan each step (the unit goals, the assessments, the lessons, and the activities) so they stay focused on the finish line.
Backwards planning requires a teacher to “think about a unit or course in terms of the collected assessment evidence” (Wiggins & McTighe, 2006, p. 18). Teachers should “think like an assessor” so as not to lose sight of the end result.
Identify the standards students need to master for the upcoming unit, referencing the HISD Scope and Sequence and HISD Unit Planning Guides. Determine how you will assess students’ mastery of those standards. As you plan your assessment, ask yourself, “How will I know if my students have achieved the intended learning? What will be acceptable as evidence of mastery?” Plan meaningful lessons and learning experiences that together build toward mastery of understanding, knowledge, and skills. Break down the unit standards into smaller objectives and sequence them logically. Plan lessons and learning experiences that align with each objective. Consider the following at this stage: What knowledge and skills will students need if they are to master each objective? What learning experiences will help students develop requisite knowledge and skills? What materials and resources are needed?
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You can collect assessment evidence from a variety of formal and informal assessments, including tests, quizzes, performance tasks, observations, and/or projects. . Beginning with the End in Mind takes time on the front end but will save time in the long run. A strong plan allows you time to focus on the many instructional decisions that occur daily. .
NOTE: You may wish to use the HISD Lesson Planning Guide
Links To Other Resources
Goals
Plan lessons / learning experiences
Assessment
Teach Like a Champion Techniques Summary Understanding by Design Exchange ` Research
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I-5, I-8 Call and Response is a strategy that can be used when the teacher asks a question and wants the whole class to call out the answer in unison. The primary goal is to review and reinforce academic content and/or to engage students in active and high-energy participation. The call and response practice lets students support and encourage the academic success of their peers with close direction from the teacher.
Prep Work: Determine the lesson objective and the goal for using call and response in the lesson. Select the type of call (repeat, report, reinforce, review or solve) to use in the lesson. See variations below for more details on each type. Model and practice the call with students.
“Repeat” is good for introducing new procedures and vocabulary. “Solve” can be implemented with the use of individual dry erase boards, laminated card stock or electronic student response systems.
Implement the call in the lesson and allow the class to respond. Consistently implement the call in the current lesson or in future lessons (if applicable) to reinforce important content.
Variations Repeat Students repeat what the teacher says or complete a familiar phrase that the teacher starts (teacher: In 1492…; students: Columbus sailed the ocean blue).
For call and response to succeed, use a consistent signal like “ready, set…” or a nonverbal gesture like a point or a hand motion, and make 100% participation a rule.
Report Students who have already completed problems or questions on their own are asked to report their answers back (“On three, tell me your answer to the question”). Reinforce The teacher reinforces important information or a correct answer by asking the class to repeat it: “Can anyone tell me what year the Declaration of Independence was adopted? Yes, Paul, it was 1776. Class, what year was it adopted?” The call (repeating the question) and response (“the Declaration of Independence was adopted in 1776”) in this variation reinforces the importance of the answer.
Links To Other Resources Sample Attention Signals/Call and Response Research
Review Students review answers or information from earlier in the class or unit (“What is the first stage of the life cycle of the butterfly? The second?”) and so on.
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Solve The teacher asks students to solve a problem and call out the answer in unison: “If the length of the side of the square is 4 inches, the area must be how many inches, class?� This works well when there is a single clear answer and a strong likelihood that all students will know how to solve it.
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PL-3, I-2, I-6 Checkpoints are planned, informal pauses in the lesson when the teacher assesses all students’ understanding through an oral, physical or written response. Checkpoints allow the teacher to clarify any misunderstandings students may have about the objective and provide an opportunity for the teacher to gauge when adjustments need to be made in the lesson to ensure student mastery.
Look at the lesson and anticipate where and when misunderstandings may occur for students. Determine how to check for understanding for all students (oral, physical, or written response). Plan for Checkpoints at various times within the lesson. Some might include:
When giving feedback to students during checkpoints, affirm positive responses and clarify student misunderstandings for the whole group or pull students who need additional clarification into a small group.
After the Warm-Up/Do Now of the lesson During the introduction of new learning Throughout the guided and independent practice Script out potential questions to use during the Checkpoint or build Checkpoint questions into independent or group work students are completing.
Implement the checkpoints. Variations Reverse Checkpoint Consider having a signal or plan in place for students to take ownership of learning by initiating interaction with the teacher. The signal or plan would allow students to indicate when teacher assistance is needed without interrupting the flow of the lesson. Do I Really Get It Teach students to monitor their comprehension and check for understanding frequently through structured questions. For details on how to implement this Everyday ExcELLence routine, go to the Literacy Routine tab at the top of the website page.
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Links To Other Resources Video from Research for Better Teaching Research
I-2, I-3, I-4, I-7 The ability for students to comprehend challenging text is an important skill for their overall success. Chunking Text is a practice that allows students to breakdown difficult passages into more comprehensible pieces or smaller parts. By doing this, students are able to identify key ideas and words, increase their ability to paraphrase, organize their thinking and synthesize information.
Prep Work: Consider the reading level of the students and determine the appropriate length of chunked text to use with each student. Depending on students’ reading level, the lengths of chunks can vary. A struggling reader may work with phrases, rather than sentences. A stronger reader can often work with longer chunks. Students can rewrite “chunks” in their own words. Identify the text that aligns with the lesson objectives/standards. Determine the appropriate length of chunks for each group of students. Model how to chunk text using a simple text. Guide students through the practice and evaluate their level of understanding prior to allowing them to chunk text on their own. Allow time (3-5 minutes) for students to chunk the text (if it is not already done for them). Students can work alone or with a partner and scaffolding teacher support when necessary. Provide students ample time to read their chunks (using the reading/decoding strategies) and paraphrase and rewrite the chunks in their own words. Assess students using the paraphrased text to determine students’ understanding and reading ability.
Try chunking the text for students the first few times. This practice is used until students are familiar with the concept. Review reading/decoding strategies with students prior to having them paraphrasing the text. Circle words that are unfamiliar Use context clues to help define. Look up the meaning of unknown words. Write synonyms for these new words in the text. Underline important places and people and identify. Read aloud. Read multiple times.
This is a means to an end (understanding the text) not the objective itself.
Variations Links To Other Resources Create a Visual When students are able to use imagery, teachers will see an improvement with comprehension and retention of ideas. Have students visually represent the selected chunk as a picture or symbol. The use of non-linguistic representation (Marzano) is an example of this variation. 31
Chunking Text Sample Lesson- Teacher Think Aloud [Chunking Text] Research
Paragraph Shrinking Have students clarify main ideas by summarizing the meaning of a paragraph using ten words or less. Identifying significance and connections After students summarize a portion of the text, ask them to respond to a few questions that will help them make connections and understand the significance of the text.
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PL-3, I-1, I-2, I-8 Closure is the wrap up at the end of the lesson that helps students synthesize and summarize new knowledge. Students reflect on the objective(s) as they engage in a quick discussion or a closing activity to review what they have learned. It is meant to recap the learning, close out the conversation, and address any outstanding questions the students may still have. This process helps the teacher decide if additional practice is needed or whether it is sensible to move on to the next lesson.
Prep Work: Plan and prepare a closing activity that usually lasts 5-10 minutes and aligns to the instructional objective of the lesson. Make sure materials are ready for use if necessary.
Consider asking students to write down one potential test question from that day's lesson as an Exit Ticket. Have them exchange their paper with a classmate to answer.
Set enough time (about 5-10 minutes) to introduce and go over the closing activity. Close the lesson by reviewing the learning target(s). Have students discuss in pairs or small groups what they learned in relation to the learning target(s). Use any of the techniques below: Ask questions like: What "aha moments" did you have? What was the most important thing you learned today? How does today's lesson influence your thinking? What was the most challenging concept in today’s lesson? Give another example of the concept by applying information to previous learning (from a past lesson) or a new situation (link to content for the next day’s lesson). Have students summarize the lesson by accounting the beginning, middle, and end of the lesson. “Today we started by ___, then we ___, and we pulled it all together when we ___.” The students can present the summary with or without prompts from the teacher. Use nonverbal closures like writing a journal entry, a chalk talk, or creating graphic representations of their learning through a gallery walk. Make the closures into a game by playing Jeopardy, Pictionary of key concepts, or by constructing riddles about terms introduced. Walk around the room to take mental or written notes about students who are having difficulty. Preview future lessons to build interest (if applicable). Collect students’ reflection as they walk out the door (if applicable).
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Closure should come from the students stating what they learned during the class. The intellectual work should be done by the students and not by the teacher.
Oftentimes, teachers leave off the closure. It is the first thing to get cut off if time is running out at the end of the lesson. Use a timer or an online stopwatch to pace the lesson or have a student be responsible for reminding the teacher.
Variations Exit Ticket An exit ticket is a feedback system that prompts students to answer a question targeting the big idea of the lesson. Teachers use this system to assess the level of student understanding, which helps them make adjustments to their lesson. 3-2-1 Summary 3-2-1 Summary is an oral or written activity that asks students to share 3 key ideas from the lesson, 2 interesting things that caught their attention and 1 question they may still have. This is an effective way to culminate a lesson because students make their own personal connections to what they are learning through meaningful discussions based on their ideas and questions. Chalktalk Chalktalk is a silent way to check for understanding or reflect on the day’s lesson. The teacher writes a question in a circle on the board (e.g. What did you learn today?) and places many pieces of chalk (or markers) at the board. The students are invited to cluster around the board and encouraged to randomly step forward to write their thoughts. The teacher may respond to a student’s comment by writing a follow-up question or circling other interesting ideas to invite more discussion. If a student wishes to respond to a classmate’s idea, a connecting line is drawn to the comment. This is a productive strategy because it gives groups a change of pace and promotes thoughtful contemplation.
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Links To Other Resources HISD Lesson Planning Guide Closure Activities: Making the Last Impression 40 Ways to Leave a Lesson Research
I-2, I-5, I-7, I-8 Cold calling is a practice that keeps everyone on their toes because students expect the teacher to call on them whether they have their hands raised or not. If done consistently, students feel responsibility for the material, pay closer attention to the teacher at each point in the lesson, and are compelled to prepare and respond at any time. Cold calling is even more effective when executed simultaneously with the No Opt Out, a practice that encourages all students to arrive at the right answer, as often as possible, even if only to repeat the correct answer (check out the No Opt Out page for more details). With these practices, students will adopt the expectation that not trying is not okay.
Prep Work: Review the lesson plan and determine sections where cold calling could be used strategically. Consider the range of abilities in the class and think about whom to call on for specific questions. Prepare exact questions in advance (whenever possible) to ensure that they are clear and accessible to students using various levels of rigor. Introduce Cold Call to the class (preferably at the beginning of the school year) by presenting details of the process, such as how students will be called on, how they should respond, how important it is to listen to their peers, and when to expect a Cold Call. Explain the reasoning behind the routine and how it will improve student learning (better checks for student understanding, more efficient pacing of material, more equitable participation). Question the class using one of the previously prepared questions, pause to give think time and then call on the name of a student to answer the question posed. Allow time for students to practice the routine. Scaffold for different types of learners by initially asking a simple question as a warm up and progressing to a series of more difficult probing questions.
Variations Pepper A fast paced game to reinforce skills (not teach new skills). The teacher asks an individual student a question. If the student gets the answer right, the teacher moves to the next question with a new student. If the student gets the answer wrong, the teacher calls on 35 someone else to answer. The teacher can choose to return back to the original student
Try pulling students in and promoting success by emphasizing basic knowledge before challenging them with more rigorous questions. Instead of calling the student and then asking the question, consider asking the question first, pausing, and then calling the student‘s name to guarantee that everyone hears the question and has ample time to prepare for an answer during the pause provided.
Remember that Cold Call is an engagement practice, not a discplinary system. The purpose is to make students feel successful, engaged, and motivated, not a “gotcha” designed to teach a lesson. Remember that cold call is an engagement technique, not a discplinary system. The Links To Other Resources purpose is to make students feel successful, Teach Like aand Champion: engaged, motivated, not a “gotcha” Technique 22 designed to teach a lesson.
Research n.
to repeat the correct answer but there is no discussion of the incorrect answer because this is a fast-paced review. Baseball The teacher asks a question of the whole class and then tosses a ball to a batter. The batter taps it back toward the group using a bat or stick. The student nearest the ball catches it and tosses it back to the teacher while sharing the answer.
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PL-1, I-1, I-2, I-10 Community Circle is a way to build a team culture within your classroom. Students gather in a circle to have a structured, student-centered discussion with each other and the teacher. This practice builds a sense of community, develops problem solving skills, strengthens bonds between student and teacher, and provides an opportunity for students to practice their listening, speaking, and interpersonal skills. The outcome of using community circle is that students have a mutual respect for their classmates and teacher. Students develop a social awareness and exhibit a responsible, caring and cooperative attitude. Prep Work: Determine how often your class will meet and for how long. Keep the time dedicated for the community circle frequent and consistent based on the classroom needs. Meetings can be once a week for 15 minutes or twice a month for 30 minutes. Create an agenda using student suggestions. Incorporate non-verbal intervention signals to keep order. Teach the signals and practice it with students. Discuss expectations for behavior before each meeting. Teacher models the expectations for students while in the circle. Form a circle in the classroom.
Incorporate time for students to share compliments, appreciation and apologies. This builds a positive class culture.
Teachers often take on many roles in the classroom. Involve students in planning the community circle so they have opportunities for input regarding the classroom culture. Try giving students a choice of discussion topics or inviting a student to determine the question prompts for the next meeting.
Variations Interview Circle One student sits in the middle of the circle, and the other students ask questions that allow them to get to know the student being interviewed. Conflict Resolution Use the community circle to resolve problems that arise in the classroom.
Links To Other Resources More information about Community Circle Community Circle Strategies Various prompts for Community Circle Community Circles Research
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I-1, I-5, I-6, I-8 A Do Now (also referred to as a Warm Up) is a short activity that is posted in the classroom before students enter and is completed in the first 3-5 minutes of class. This practice engages students in meaningful learning even before the teacher has formally started the lesson. It provides a focused activity that typically serves as a review of previous content or triggers students to begin thinking about the new learning for the day. While students are working on a Do Now, it is an ideal time for the teacher to check homework, send attendance, or provide support to specific students with the assurance that students are engaged in self-directed and purposeful work.
Prep Work: Determine what content students need to review or activate during the Do Now. Design a quick assignment that engages students with the content and that can be completed within 3-5 minutes. Ensure that the proposed Do Now activity is rigorous and engaging and that students can complete the activity without any guidance from the teacher.
Hold students accountable by using a general rubric that students can use to review the work before submitting. Be explicit and consistent with the Do Now routine to foster independence. A good idea is to post a series of rules or expectations on how to complete the Do Now.
Post the assignment on the board or in a place where all students can see and provide clear directions/ expectation for the activity. Provide students with 3-5 minutes to complete the Do Now. Provide feedback to students based on the results of the Do Now.
Students will try to work with their classmates while completing the Do Now. Explain that this is an activity they have to do independently to check their understanding or review previously taught content.
Be careful that the Do Now does not become the lesson. When Do Nows are too long, the teacher has to cut time from other valuable parts of the lesson. Keep the Do Now short.
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Variations Icebreakers or Energizers These are activities that can be completed at the beginning of the day to promote a positive group atmosphere, help students relax, energize and motivate, or help students to get to know each other. Engage/Connect A short introductory moment that captures what is interesting and engaging about the lesson.
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Links To Other Resources Examples of Icebreakers, Warm-ups The Anatomy of a Do Now Research
PL-3, I-1, I-9 Double Plan is an effective lesson planning practice where teachers think about and plan for what students will do during the course of a lesson. Often times when planning, teachers will focus on what they will be saying, doing, and modeling during the lesson. The Double Plan practice reminds teachers to plan for their students’ actions as well. The practice helps teachers see the lesson through the eyes of the student in order to make sure students stay actively engaged in all aspects of the lesson. Double Plan is something teachers may not do for every lesson – but after doing this for several lesson cycles, this practice helps teachers consider more thoroughly what students need to do and begin to incorporate this information into their regular lesson plans.
Create an objective driven lesson.
Create a T-chart with “You” on one side and “Them” on the other.
On the “You” side, write down all the things the teacher will be doing during the course of the lesson. On the “Them” side, write down the corresponding things the students will be doing.
Implement the lesson plan.
Double Planning helps teachers change the pace of a lesson by reminding them to do a variety of things during class time students might write, reflect, discuss, or draw. Review the lesson to see where students were successful and unsuccessful and what revisions need to be made to the “You” side of the chart to help build greater success.
Links To Other Resources Teach Like a Champion Technique Summary Research
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PL-3, I-1, I-6, I-8 Engage/Connect comes at the beginning of the lesson cycle and is when the teacher piques student interest, and begins to focus their thinking. This interest may stem from the teacher’s introduction with visual stimuli, problems, questions or personal experiences. Making connections between new and prior learning is embedded in the Engage/Connect practice. Studies show that students who make connections command a deeper understanding of concepts learned and they are better able to transfer those skills in other areas. There are three kinds of connections students can make: self, text, and world. Students can relate materials to themselves, items they have read, and the world around them. Prep Work: Identify the learning objectives. Choose an engage activity that compliments the learning objective and will spark the interest of students. Embed opportunities to assess students’ prior knowledge into the engage activity. Present the engage activity selected in the prep work to elicit student interest, curiosity or prior knowledge at the beginning of the lesson. Instruct students to respond to presented material by discussing whole groups, with a partner, or individually in written form. Encourage students to make connections with the world, other text, and with their personal experiences.
When students are making connections, consider asking how the connections they make deepen their understanding of the content.
Teachers may spend too much time on Engage/Connect. This practice is quick and is not content heavy.
Variations
Links To Other Resources
Do Now A short independent activity that connects prior knowledge to the day’s lesson.
Madelyn Hunter Hook
Hook A short introductory moment that captures what is interesting and important about the learning to come.
Mystery Bag Lesson Sample
Advanced Organizers This Marzano High Yield strategy focuses on a visual representation of essential information. It can be used to assist in the recall of details or to process information later in the lesson or school year. Mystery Bag A bag or box containing items related to the learning objectives. It is used to solicit inferences, connections and questions from students, in addition to heightening student engagement.
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Advanced Organizer
J- Factor HISD Lesson Planning Guide Research
I-5, I-9, I-10 Entry Routines are procedures that students complete daily as they enter the classroom in the morning or transition to a new class period. It may be as simple as students knowing where to store their backpacks, place completed homework assignments, or where to sit. It is an important management technique for a teacher to establish in a classroom. According to Doug Lemov’s definition,” it is about making a habit out of what’s efficient, productive, and scholarly after the greeting and as the students take their seats and class begins.” Entry routines ensure that a class kicks off on a positive note and focuses students’ attention on the day’s agenda. When entry routines are effectively established, they can bolster classroom community, students’ selfesteem, productive social collaboration, and student attitudes and behavior toward school.
Use predictable and consistent routines as this practice helps students understand the expectations and reduces behavioral problems in the classroom.
Start the day or class by greeting students at the door with a smile. Set the rules and behavioral expectations for each entry routine prior to engaging in the activity. When communicating the routine to students, provide specific expectations about their behavior: Where to get materials for class on their way in Where to sit How to walk quietly to their seats What to do with homework from the previous day if applicable (e.g. put in basket, give to proctor, leave on teacher’s desk). Where to find the “Do Now” or board work and other review problem(s) for the morning. Details of any other basic tasks students are to complete upon entry to the classroom. How much time will be given to complete the task? Model the routine(s) properly so that students can see what it looks like. Practice the routine(s) to clarify the procedure and to help students understand the expectations.
Take 3-5 minutes in the morning to complete a “Do Now,”’ a daily warm up at the beginning of a lesson to get students into the learning mode.
If an entry routine is too simple or too difficult for students, they may find themselves getting off task. Consider revisiting the steps to complete it so that all students are able to meet the desired outcomes.
Redirect if necessary. Reinforce the routine(s) and make them habit for the students.
Links To Other Resources Morning Routines
Variations Threshold A Teach Like a Champion technique that establishes a personal bond between the teacher and the student through a brief personal check-in as the student comes through the door. The routine reinforces the classroom expectation and makes the practice customary (e.g. “Loved your homework, Pam!” ; “We have a quiz today so be sure to begin the Do Now - it will help you review.”) 42
Special Education Strategies and More… Creating a Strong Classroom Culture Research
I-5, I-9, I-10 An Exit Routine establishes an end-of-period or class routine which allows students adequate time to prepare to exit the classroom in an orderly manner. It may be as simple as students knowing where to place completed assignments, pick up homework, or where to put away materials. It is an important management technique for a teacher to establish in a classroom. When teachers plan exit routines that are purposefully and implement them consistently, potential problems such as wasted time can be avoided. Exit routines can also be used as a part of the instructional time by having the students state what they have learned. Teacher can also use the exit routine to bolster the classroom community by providing individualized praise or feedback as the students exit.
Prep Work: Have teachers outline no more than 3 or 4 tasks students need to complete at the end of the class. Tidy desks – no papers on desk Put chairs away- chairs on top of desk Pick up homework- homework picked up in orderly fashion Explain the routine for dismissal. Show and demonstrate the exit routine. Have several students demonstrate the routine. Acknowledge when each student completes the routine correctly. Anticipate making immediate corrections if the exit routine is not followed. If needed, ask the students to start again.
Remind students that the bell does not dismiss the class. The teacher dismisses the class. Exit routines can also involve having students share what they learned through oral or written exit tickets.
If students are leaving items out of place upon dismissal, briefly prompt students a few minutes before dismissal time the next day. Teachers who dismiss in shifts should consider modifying and adjusting steps.
When correcting, remind the class of the guidelines and allow rehearsal time.
Variations Links To Other Resources: Early Pick Up Parents may pick students up for appointments or other necessary activities. Parents must sign students out, and get a note from the office for the teacher. Students are not allowed to come down to wait for early pick-up in the office or anywhere else, even with a note from the parent to the teacher. Emergency Exit Teachers should establish specific expectations for students to exit the classroom when emergencies arise, such as a fire drill. Be sure to consult district and school-wide procedures when determining these expectations. Consider setting a specific exiting order for students – for example, have students exit by tables or rows. Teach specific rules for these situations to encourage safety (e.g. “no talking” and “push in chairs”) and practice this routine with students before emergencies arise. 43
Classroom Management Door Entry and Exit Procedures Arrival to and exit from classroom: Routine Research
PL-2, I-1, I-2, I-3, I-4, I-6, I-9 Exit Tickets check students’ understanding of content and help teachers determine if an extension of the lesson or additional student support is needed. Teachers should design Exit Tickets to be quick, and they are typically 1-5 questions in length. Using an Exit Ticket is a great way for students to self-assess and give feedback to the teacher. Many teachers choose to utilize Exit Tickets after the closing of the lesson, but a variation of this strategy could be used in the opening as well. Exit Tickets can be pre-printed, but also consider asking students to write on an index card, sticky note, or a blank sheet of paper.
Prep Work: Before generating the Exit Ticket, be sure to have a clear and measurable learning standard. Determine what question(s) you will ask your students. (Questions should be aligned to the learning standard.) Give students 5-10 minutes at the end of class to complete their Exit Ticket. Have students line up at the end of the period or lesson and turn in their Exit Ticket on the way out.
Try using open-ended questions that ask students to draw on their experiences, as well as use new and previous learning in their responses.
Plan the Exit Ticket in advance. Make sure the Exit Ticket assesses the skills from the learning standard.
Review student responses from the tickets and allow the data to inform future instruction and student intervention.
Variations
Links To Other Resources
Verbal Exit Ticket At the end of class, have students line up at the door and as they leave have them answer a question that is aligned to the learning standard for the day.
Why I Switched to Exit Tickets
Admission Ticket As students enter the class/period, have them hand in a recorded fact, concept, or question related to their assigned reading or homework. Also try sharing a question that relates to the next day’s learning standard at the end of a lesson. For homework, students respond and share their responses with the teacher the next day when they enter the class. Admission Tickets allow students to demonstrate previous knowledge, assess retention on knowledge from a previous lesson, or serve as a baseline for the current day’s lesson.
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Writing Across the Curriculum: Exit Tickets Research
PL-1, I-3, I-10 Flexible Grouping is a short-term grouping and regrouping practice that responds to student needs in alignment with the instructional objectives. It differs from the more common grouping practice in which students are placed in the same group or given whole-group instruction for all or most of the school year. Flexible groups are fluid. In a given week, students may work independently, be in one group for a specific purpose, and then participate in other groups to accomplish different objectives (Kingore, 2004). Students can be grouped by skill, readiness, ability, interest, or learning style, as well as for socialization or production tasks. Flexible grouping is an effective practice because it prevents the stigma of labeling children by their ability levels and recognizes that there is no single group placement that matches all of a child’s needs as they grow and learn. In addition to being efficient and effective, flexible grouping enables students to help each other as well as build critical communication skills needed to succeed. Prep Work: Planning for flexible grouping is essential to the success of the groups. Before grouping students, it is important to reflect on the learning outcome and think about the best way to group students to meet the identified outcome. Using various types of assessment data, form the groups based on readiness, learning styles, and/or interest to meet the desired outcomes. Create the groups based on ability, similar needs, interests, work habits, and/or background knowledge of topic. Review grade-level curriculum and determine the specific learning goals and expectations. Determine the instructional practices that will support the lowest performers and challenge the highest performers. Determine the materials needed to support the tasks for each group. Determine the length of time in each group. Don't give students too long on any given task. The time provided in each group is dependent on the age/grade level of students. Establish group rules and procedures/routines: Rules should be written, posted and understood by all. Clear procedures and routines used during group work should be established, modeled and practiced. Some examples of procedures include: distributing, collecting and storing materials, moving chairs and/or desks for group work, getting help from the teacher, monitoring/dealing with the noise level in the classroom, and stopping group work to return to a whole class setting.
Grouping is most effective when it targets a specific skill; teachers vary instruction according to students’ needs, and when groups are reviewed frequently. It can be helpful for students to have Learning Logs to record what they did in the group on a particular day. When planning for group instruction, teachers can use the acronym TAPS (Total Group, Alone, Partner, Small Group) to consider the variety of ways students can be flexibly grouped.
Make sure the data used to form current groups is applicable to the current task/learning objective.
Give explicit instructions about the task to each group before they begin working.
Links To Other Resources
Use a record-keeper/tracker to reference at a glance who is in each group for a particular activity. Color coding, numbers, clothespins, index cards, checklists, and charts are all examples of effective tracking strategies.
Flexible Grouping and Student Learning in a HighNeeds School
Assess frequently and reorder/regroup students based on the updated 45 assessment data.
Research
I-3, I-4, I-6, I-8 Graphic Organizers or thinking maps are structured, visual representations that are used to organize information and provide students with a template for capturing ideas during an activity. They allow students to discover patterns and relationships they may have otherwise missed. Graphic Organizers can be teacher or student created. There are a variety of templates available, and they can be used across content areas, as a pre-writing tool, for note taking, as a support for problem solving, as a study aid, and in many other capacities.
Identify the classroom objective/concept to be taught. Identify the key relationships or ideas that should be emphasized within the concept or learning task, such as: Compare/Contrast Cause and effect Generating unique ideas for a project Linking background knowledge to a new concept
Graphic Organizers are most commonly used to organize text and ideas in reading. They may also be used for math in the form of Problem Solving Boards (see link below for more details). Consider using two or three tiered graphic organizers to further differentiate for students.
Organizing ideas with supporting details Select an appropriate graphic organizer to support the learning. See links below for additional examples, but some options include: Venn Diagram for compare/contrast Fish Bone for main idea and details KWL Chart for linking background knowledge Model and practice use of selected graphic organizer with students.
Completing a graphic organizer should never be the primary objective of the lesson as this is simply a tool to help students understand the objective better.
Provide opportunities for students to practice and utilize the graphic organizer to support their thinking during the lesson.
Links To Other Resources Sample Graphic Organizers from Education Oasis Sample Graphic Organizers from Worksheet Library Research
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I-1, I-3, I-4, I-6, I-7 When students use new information, prior knowledge and their own experiences to debate a topic, generate a solution to a problem, or generate an opinion, we call this grappling. This practice asks the teacher to facilitate a higher level of thinking from students by posing a problem or question and presenting resources that challenge students to explore more than one solution or answer. The intended outcome of grappling is that students learn about the topic from a variety of perspectives, ask questions, generate their own opinions, and are able to defend their responses. Prep Work: Determine the bigger problem or question you want students to study and grapple with (using the state standards as your starting place) Research the topic and think about the possible solutions/answers to your problem or question. Gather resources that will give students background knowledge. Ask yourself: What information/resources would a student need to effectively grapple with the topic, question, or problem? Present the problem or question to students. Communicate expectations to students by sharing how they will be assessed. Guide student exploration by providing focused research, guiding questions, learning activities, and/or experiences. Be sure you present opportunities for students to arrive at more than one solution or answer. (See learning activity suggestions to the right) Assess student learning. Types of assessment can include: • • • • • • • •
Written responses Models Generate a movie/documentary Craft an editorial Test the solution Write a letter to share opinions/ideas Start a campaign Role play
Variations Project Based Learning Project Based Learning (PBL) is a student-centered approach that engages and challenges students by using authentic problem solving and real problems. 47
Consider having students work in pairs or groups. Exploring with peers encourages students to grapple with additional perspectives. Suggested Learning Activities: Field trips Read a book, news report/article Research online Conduct an interview Bring in a guest speaker Watch a video Complete a graphic organizer Test possible solutions Generate questions Gather evidence Conduct a survey.
Presenting problems and/or questions that are either too general or too focused can pose a real challenge for students. Making either of these mistakes will mean that your students may not have the time or resources to complete the “grappling process” successfully.
Classroom Debate Students take opposing positions on a topic or issue. Teacher provides opportunities for students to research and learn about the topic/issue. Students then take a stand for one side or the other in a structured discussion over the topic where both sides have an equal opportunity to defend their position. Classroom debates provide students with opportunities to build their skills in leadership, team building, group problem solving, and oral presentation. Embedding debate skills into the curriculum increases student engagement and rigor.
Links To Other Resources Sample lessons-Debate Using Fairy Tales K-8 Perceptions of Students’ Learning Critical Thinking through Debate Project Based Learning PBLVideos Research
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PL-2, I-1, I-2 Guided practice is interactive instruction between teacher and students. After the teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. Students and teacher collaboratively complete the task as a model. The teacher leads the activity but solicits help from students at predetermined points along the way. Through the completion of the guided practice task, the teacher gradually releases more and more responsibility of the thinking to students, and offers less assistance from the teacher. Teachers should be using this time to recognize any need to re-teach portions from the introduction to new learning and to determine when/if students are ready to work independently.
Prep work: Plan and prepare guided practice activities that require interaction between teacher and students and will continue to build students’ understanding of the content. Give clear directions for how students should engage with the teacher to complete the guided practice task. Circulate around the classroom and monitor student progress. This is a time for the teacher to assist students who may need more guidance and support. Address misconceptions and praise success by giving direct and specific feedback to students.
Variations:
Consider using guided practice activities that will allow students to share their thinking with the whole class. Students develop their own thinking by hearing the thought process of their peers.
Be sure to check for understanding from ALL students before moving on from guided practice. Ensure that all students have an opportunity to respond to questions, receive feedback and practice alongside the teacher until they are fluent in the content/task.
Links To Other Resources
Break it Down Address errors by breaking content into smaller pieces.
HISD Lesson Planning Guide
Ratio Increase student thinking by asking more open ended questions. Have students explain the “why” and “how” questions surrounding their understanding regarding a concept. Games Make guided practice a game. Games increase focus, allows opportunity for practice and are fun for students. See the game template link for examples of games that make for great guided practice.
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Sample Guided Practice Activities Game Templates Lesson Plan Tips for Guided Practice Research
I-5, I-9 Hallway Work is a practice that engages students in an objective aligned activity outside of the classroom, usually while students are in transition. When transitions are utilized in this way, the learning process can be extended and continued. Hallway Work provides structure and engagement in less restrictive environments causing decreased undesirable behavior and redirection from the teacher. Practicing with flash cards, reading books and/or reviewing vocabulary questions are some of the activities that can be done while students are waiting in line or have down time during out of class transitions (see Links To Other Resources for more ideas). Prep Work: Reflect on points during the school day when students might be able to use out of class transition time to continue their learning. Determine parts from the in-class lesson/activities that would be appropriate for students to review or continue while in transition or waiting in the hallway. Anticipate challenges or problems that may arise for students as they work outside the classroom (i.e. distractions, materials needed, noise level, etc) and plan how students should address these. Share the procedures for the activity and desired behavior during Hallway Work time before students leave the room. Allow students time to practice procedures and behavior in-class before leaving the room.
Think about different ways to structure Hallway Work. The teacher can quiz one student at a time or use hand signals and quiz the entire class. Students could also be arranged in quizzing pairs.
There are instances when it is necessary for the hallway to be quiet. Design your Hallway Work so that students can respond nonverbally whenever possible.
During transitions, the teacher monitors and addresses any difficulty students may have with the concepts, activity, distractions, or behavior, keeping the class on-track and focused on their learning.
Variations
Links To Other Resources
Snow Ball All students are quiet unless pointed to. The first student is presented with a math problem. Once they give the correct answer, the next student is call upon to add onto the answer. More detailed information is provided in the link above. Do It Again Students practice a routine until it meets the expectations set out by the teacher. The link above provides more information. Every Minute Matters Make it a game to quiz students on vocabulary and making connections to learning topics. 50
Recite Rhymes and Poems Ideas for Hallway Transitions Transition Ideas Research
I-3, I-4, I-8 An easy way to motivate students and encourage engagement is to capture their attention by posting a HOT (High Order Thinking) question for the class to discuss. HOT questions require students to apply, analyze, synthesize, and evaluate information instead of simply recalling facts. Margaret Allen, director of professional development in Montgomery County Public Schools in Alabama, believes that “good questions can be the fuel for the learning process� (Walsh & Sattes, 2005, p. 22). Teachers can use a HOT question as a focus for the unit and engage students in multiple activities that will help them answer effectively. One question can be the driving force of multiple activities throughout the course of many days or weeks. Create a question that will get students engaged with the lesson after the main objective has been selected. Quality questions: Focus on important content Promote one or more carefully defined instructional purposes Facilitate thinking at a stipulated cognitive level Communicate clearly what is being asked Post the question at the beginning of your lesson/unit and let students know they will need an answer to it by the end of the lesson/unit. This HOT question will be the focus of the lesson/unit. Require students to complete a performance task that demonstrates their understanding of the lesson content and that answers the HOT question. Examples of performance tasks include (but are not limited to): Writing an essay in response to the question Designing a project that highlights the key goals of the lesson Developing a model that represents the solution Designing an experiment to test a hypothesis Creating an advance organizer
Try asking questions that require students to explain how components work together or affect one another. Allow students opportunities to interact and listen to their peers as they share their thinking in small groups. Good questioning requires planning since you want the class to engage in multiple activities or performance tasks before they can come up with an answer.
Variations Socratic Seminar The purpose of a Socratic Seminar is to reach a deeper understanding of the concepts in a text. Participants systematically question and examine issues and principles related to a particular topic covering different points-of-view. Seminars are conducted as a group conversation and this format supports students in constructing meaning through disciplined analysis, interpretation, listening, and participation (The National Paideia Center, n.d.).
Links To Other Resources Higher Order Thinking Skills Question Templates HOT Presentation Socratic Seminar Summary Quality Questioning Research Based Practice to Engage Every Learner
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Research
PL-3, I-1, I-3, I-8 Independent Practice is the part of the lesson cycle where students are given the opportunity to practice the concept presented during the Introduction to New Learning and is a time for students to work towards mastery of the knowledge/skills presented in the lesson before an assessment is given. In the lesson cycle, Independent Practice typically comes after the Guided Practice. It is usually an activity that the students accomplish individually, with a partner, or in small groups while the teacher monitors the work. Activities during this part of the lesson cycle can take many forms but are always aligned with the learning goal and continue to push students towards mastery of the content.
Prep Work: Plan and prepare practice activities that reflect the instructional purpose of the lesson. Differentiated activities are recommended. Make sure materials are ready for use. If students are intended to work together, establish grouping arrangements. Give complete and specific instructions. Include examples and models of products and/or work samples if necessary. Inform the class how much time they have to work on the task.
Try to make Independent Practice authentic to the students; the more realworld practice a student has with a new skill, the more likely the student will be to remember the information. Be sure to allow sufficient time (about 15-20 minutes) for students to work, share and expand upon presented materials. Generally students learn better when they are given a chance to bounce ideas off of their classmates.
Communicate how their work will be evaluated. Share the rubric or scoring guide if applicable. Introduce a non-verbal signal that will be used at the end of the Independent Practice to indicate that it is time for everyone to regroup. Allow students to get into working groups if applicable. Provide practice at appropriate levels of difficulty. Circulate the classroom to ensure that students are completing tasks correctly. Provide considerable feedback. Redirect, reteach and extend assistance to those who need it. Offer alternative activities for students who complete assignments ahead of the others. They may also be asked to help and give feedback to other students/groups. Use the non-verbal signal introduced earlier to regroup and debrief the work.
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Students are more likely to do well in the assessment if the lesson includes ample time for Independent Practice. Manage time wisely and determine (in advance) how long an Independent Practice activity will take. Use an online stopwatch so that students are constantly aware of how much time they have left to complete the work.
Variations Workstations Workstations are areas in the classroom where students work alone or with a group, use instructional materials to explore and practice knowledge/skills they have already learned. Students are presented a variety of activities to reinforce new knowledge/skills, often without the assistance of the teacher. In most cases, there are multiple stations around the room and each station contains the materials to complete a different activity.
Links To Other Resources HISD Lesson Planning Guide Maintaining Learner Involvement Lesson Plan Tips for Independent Practice Research
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PL-3, I-1, I-6 Introducing new learning informs students of what to expect and why learning the new material is relevant. This step in the lesson cycle differs from the Engage/Connect in that it is here that the teacher introduces the new content. During Introduce New Learning, vocabulary and the specific topic for learning is presented to students in detail. The teacher selects information and resources that will allow students to interact and understand the lesson objective. The teacher models, explains, and/or demonstrates student expectations for the learning.
Prep Work: Determine the learning goal(s) and vocabulary necessary to achieve the goal. Determine the specific skill or outcome required from students. The teacher should ask him/herself, “What are the key points or main messages I want to get across to students in my lesson?� Choose how you will deliver the content. Present new material in small chunks. Make sure materials are ready for use.
Consider beginning the lesson with a real world problem. It is open-ended and allows students to interact with content in a less intimidating environment. Try using a multimedia approach. Art, text, music, or video are just a few examples the teacher can use to introduce a concept.
Communicate the learning goal(s) to students. Share what students can expect from the lesson. Clearly present the key points/main messages and vocabulary (from the prep work) with students. Explain using visual/oral examples or by modeling skills for students. Check for student understanding using oral or written responses.
Students get bored of experiencing the same structure during introduction of new learning if it is repeated daily. Vary strategies to retain student interest and motivation.
Variations Advanced Organizers This Marzano High Yield strategy focuses on a visual representation of essential information. It can be used to assist in recall of details or to process information later on in the lesson or school year. Try using Advanced Organizers to present new content to students in a more structured and clear way.
Links To Other Resources NBC Learn News Videos Detailed Quick Write Strategy Information Research
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I-7, I-8, I-10 “The finest teachers offer up the work with generous servings of energy, passion, enthusiasm, fun and humor” (Lemov, 2010). The J-Factor (or Joy Factor) is a technique that honors joy in the classroom in the spirit of learning. Joy is not the remedy to ensure students are working hard, but rather a means of getting through the hard work. This practice is an effective driver, not just of a happy classroom, but of a high-achieving classroom. The key is for teachers to find their own, genuine way to ensure students find joy in the work of learning.
Think about your lesson/daily routine and consider the areas where students are less engaged, have more frequent behavior challenges, have trouble completing tasks, or have become bored with the current routine. Determine which of the five suggested categories of J-Factor activities (Lemov, 2010) you will use in your classroom (see variations below for examples of each): Fun and Games- Draw on kids’ love for challenge, competition, and play. Us (and Them)- Develop a sense of community by implementing class traditions, rituals, or student nicknames. Children want to belong to a vibrant and recognizable community. Drama, song, and dance- Use music, dramatic play, and movement to raise spirits and establish community identity. Humor- Use laughter to build an environment of happy and fulfilled students- and teachers, but remember that laughter should never be at the expense of a student. Suspense and surprise- Introduce new content by making it a mystery and/or surprise. The unexpected can be powerful and the brain loves novelty! Teach students how and when to turn it on and off by setting expectations prior to more energetic and active parts of the lesson. Provide each student the opportunity to participate.
Variations Fun and Games Spelling Bees Relay Races Jeopardy
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The J-Factor can be designed to motivate individual students, small groups, or large groups. Try mixing it up!
Some teachers may shy away from this strategy because "joy" is often correlated with being “loud" and "chaotic". This technique can be tailored and is still applicable for quiet and structured activities and classrooms. It's easy for the groups, J-Factor students, small activity to take over the or lesson, but remember, largeJ-Factor groups.is Try mixingto the a means it end (i.e.- mastery of an the learning objective) up! not the objective itself.
Us (and Them) Unique Language Rituals Traditions Nicknames Secret Signals
Links To Other Resources The Rock n Roll Classroom Using a Mystery BoxGrades 6-12
Suspense and Surprise Mystery Box Questions in an envelope
Bringing Suspense and Surprise Into the Classroom
Drama, Song and Dance Role Playing (sample lesson) Songs to remember ideas /concepts Hand/ body movements to remember ideas/concepts
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Creating an Inviting Classroom Environment Research
PL-3, I-5, I-8, I-9 Job Assignments are tasks given to students that provide them with accountability during group activities. Assigning students specific roles while performing group work, clarifies the expectation of participation and gives students responsibility and ownership over their learning. Once these roles are modeled, practiced and established within the classroom, students know what is expected of them and can proceed more efficiently in their learning. Examples of job assignments can include a materials manager (student in charge of materials for the group), time keeper (student in charge of managing the group’s time), recorder (student who writes down the group’s thinking), reporter (student who reports to the class the group’s thinking), and task manager (student who keeps the group working on the specified task). Prep Work: Decide what jobs are going to be necessary for a group work activity. Clarify the roles and specific responsibility for each job. Determine if jobs need to be assigned for that day’s assignment or for a period of time (for longer projects that may last as long as a month or a semester). Introduce the jobs to students by modeling. Try to use the same jobs repeatedly from one assignment to the next whenever possible so students become familiar with them. Provide the materials needed to fulfill each role. Assign the jobs. Give feedback on the jobs if/when students struggle.
For primary students who are still learning to read, consider including pictures with the job title that display the expected behavior.
Students sometimes have a hard time keeping track of who is doing each job. Use a display board or a space on the chalkboard that outlines which students are taking on each role. This helps the teacher and the students keep track.
Variations Classroom Jobs Jobs can also be assigned whole group. These are usually jobs that are necessary for the classroom to run smoothly on a daily or weekly basis (such as door holder, bathroom monitor, or materials monitor) Get students involved and instill ownership of the classroom by assigning students to take on varying classroom jobs. Classroom Jobs can also be content specific. If you are teaching a specific concept, such as the economy, you can design jobs for students that will teach them a specific skill as well as give them responsibility.
Links To Other Resources Why Use Cooperative Jobs Cooperative Groups Job Assignments Cooperative Group Place Cards Research
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I-1, I-3, I-8 Leveled Texts are books that cover similar topics over a variety of reading levels and give every learner access to the content at an appropriate level of challenge. Leveled Texts help teachers respect students' unique learning paths and help students become more proficient readers. Use of Leveled Texts improves comprehension at varying degrees of student ability. It can also help students deal with the frustration of reading difficult material by providing challenging text at a manageable level for the student.
Prep Work: Collect a set of leveled texts (some campuses have purchased sets of these books) or select books from the library that can be leveled. Use an assessment tool to determine students' reading level. Some examples include: Guided Reading Level - At the beginning of the school year, the student sits one-on-one with the teacher and reads from a benchmark book. Teachers may ask students to answer questions about the text or retell the story. Developmental Reading Assessment - At the beginning of the school year, the student will read a benchmark book to the teacher and then retell the story. The teacher then scores the student on a range of skills such as accuracy of reading, comprehension, and fluency. Lexile Measures - The student will take a school-administered Scholastic Reading Inventory (SRI) or a standardized level reading test that will generate a Lexile measure of reading ability. Match students to books that are on or close to their determined reading level. Again, students should not be frustrated while reading the text but challenged at a managable level with some new vocabulary, text structure, and/or content. Assess students’ progress and determine when it is time for advancement to next level. Students need to be re-assessed regularly to ensure they are progressing.
Variations Jigsaw Teacher provides students with leveled texts on a specific topic that are appropriate to their reading proficiency. Students later get into heterogeneous groups to share their findings on the topic. This technique allows teachers to tackle the same subject with all of their students while discreetly providing them the different leveled tools they need to master the content.
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Students at the same reading level can be assigned to the same group and taught specific reading strategies during small group instruction. time. Keep in mind that planning is key, given that one concept is being taught through many story lines. Having enough leveled texts for readers at each level can be difficult. Collaborate with the grade-level to create a leveled texts database.
”Just Right” Book Test This strategy help students evaluate books and select the ones that are at their reading level. Students choose a book and read from a random page. They put one finger up for every word they do not know. If four or five fingers go up while reading they must choose another book, as this one is too challenging. If the student puts up one finger or none at all, then the book is too easy. If only two or three fingers go up, they have found a “just right” book.
Links To Other Resources Houston ISD Digital Resource and Online Databases Reading Level Conversion Chart The Five Finger Rule Research
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I-5, I-10 Material Organization is a systematic approach to storing and retrieving materials. The specific organization is dependent on the arrangement and space in the classroom and on the style and preferences of the teacher(s) and students who work in the room. The purpose of organizing materials is so that both students and teacher(s) have quick access to the correct materials with a minimum amount of disruption to learning. Material Organization is beneficial when “teachers organize materials and environments wisely in the first place, they will save countless hours and great stress as they proceed through the year” (Dellamora, 2003). Prep Work: Take a look at the classroom and determine what materials will be frequently used. Decide on a location where materials will be stored that will be easily accessible to all students with minimal loss of instructional time. Gather storage containers. Examples include, but are not limited to: Clear storage boxes Plastic baskets Plastic tubs
You might consider sorting the materials with the help of the students and allowing them to decide how and where to store the materials, which builds investment and ownership. Save money by repurposing food containers, asking for parent donations, or visiting a local dollar store for storage containers.
Trays Magazine holders Tote bags “Name” the storage container by labeling it with what is inside. Sort and place only the items on the label in the specific container. Teach students where the items will be located and the procedure for how to obtain and return the materials. Model for students.
If materials begin to find themselves out of order, re-set expectations by taking a few minutes to review with the students the procedure for obtaining and storing materials in their proper places.
Have students practice obtaining and returning materials.
Variations Links To Other Resources Library Organization Save time by using round colored label stickers to identify books by genre, author, and/or category. Use one color per category. Place the same color label on the storage container and on each individual book on the top right corner or on the spine. Backpacks Use clear plastic backpacks to store materials that are not used frequently or materials that students can take home for practice. 60
Managing Your Classroom 100 Classroom Organization Tips Research
I-1, I-3, I-6 Multimedia is the integration of text, graphics, animation, sound, and/or video into the content being taught, the teaching process, or student products. Multimedia tools extend students' understanding and provide a multi-sensory approach to mastery of lesson content. Multimedia projects allow students to be creative and problem solve, while promoting student engagement through individual (or group) learning goals. Determine what students will produce that would demonstrate mastery of the learning objective. Choose a multimedia tool that will support the learning objective and differentiate students’ work based on the student’s interest, ability, and/or learning style. Anticipate and troubleshoot any student questions, timing issues, or difficulties in using the multimedia tool by using the tool prior to the activity. Introduce and model using the tool during class, allowing students to become familiar with the tool. Ensure that student expectations are clear and the objective of the activity is understood. Create and provide a lesson structure (timeline, agenda, outline, etc.) to guide student work time which will allow the teacher to facilitate and individualize support. At the end of the lesson, close out the activity or allow students time to save, make changes, and/or come to a stopping place with their project for the day.
Students can be a great technology resource. Be open to learn from them. Outcomes can be measured in a variety of methods which can include rubrics, peer evaluations, or product menu assessments.
Avoid choosing a tool because it is “fun.” Make sure the tool leads toward mastery of the objective. Technology is not always reliable. Have a back-up plan for how students will continue with the learning if there are challenges with technology.
Provide direction for continuing work or new activities for the next day.
Variations
Links To Other Resources
Wikispace An online space on the Web where work, ideas, pictures, links, video and media can be shared to create an electronic portfolio of content learned or creation of original products.
Technology Integration Matrix
VoiceThread A collaborative, multimedia slide show that holds images, documents, and videos that allows people to navigate slides and leave comments in five ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam). Prezi A cloud-based presentation tool with a zoomable canvas that results in a visually captivating way to share content. 61
Tools & Activities for Technical Integration Cool Tools for Schools Research
I-5, I-9 Non-Verbal Intervention is the use of non-verbal communication to redirect undesirable classroom behavior or affirm positive student behavior. Non-verbal communication includes facial expressions, gestures, body posture and position. It is efficient in maximizing instructional time, specifically by directing students without diverting the attention of the entire class. To use non-verbal interventions effectively, the teacher must be aware of what is happening in all parts of the classroom. Additionally, teachers may find some students need distinct cues to address their individual behavioral needs. It is helpful for the teacher to know his/her students well as this will help determine which nonverbal interventions will be most effective. Prep Work: Decide which common cues to use with all students by considering the behaviors that often need correction or encouraged during a daily lesson. For students with individual needs, meet separately with them to determine the distinct cues that will be used to support their behavior. Keep the cues simple, relevant to rules and consistent. Be sure to introduce cues one at a time to ensure students know how to respond. Inform the students the reasons why the signals will be used. Teach the signals to students. Make the gestures simple and discrete. Teach students the expected response to each signal. Allow time for students to practice the cycle of ‘teacher signals, students respond’.
Examples of non-verbal interventions include raising a hand to gain the attention of students in the class or as a reminder for students to raise their hand to speak.
Teachers often want to implement hand signals for a wide variety of rules or procedures. Decide which behaviors are most important to address and use a signal for those. The fewer signals students have to remember, the more they will be able to follow them.
Use the signals discretely, immediately and consistently in response to desired or undesired student behaviors during class. When using signals face the student and gain eye contact.
Variations Signs Teachers can use a printed sign to indicate the behavior expected of students rather than a gesture. Hands-Up Hands-Up is a nonverbal practice to get the class’ attention immediately. The teacher raises his or her hand and mandates that students follow suit. It is a stern expectation for the students to stop talking and pay attention to the teacher as soon as hands go up. As each student sights the cue and quiets down, a wave of hand-raising will cover the room, calling attention to those still talking, eventually leading everyone to pay attention to the teacher.
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Links To Other Resources Manage Behavior with Nonverbal Interventions Body Language in the Classroom Research
I-5, I-9, I-10 Non-Verbal Signals are gestures or hand signals that the teacher expects the students to use in order to maintain lesson momentum in the classroom. The use of these signals prevents unnecessary disruptions or inappropriate off-task behavior from the students. It is an efficient practice that allows the teacher to manage student requests and misbehaviors promptly and permits students to continue working without constant verbal interruptions.
Prep Work: Decide what signals to have in place. Post signals.
Teach the signals to the whole class. Explain that each signal corresponds to a request. For example, placing the left hand on the nose means “I need a tissue.”
Practice with the class.
Have students quiz each other.
Implement immediately.
Establish rules that come with certain signals (e.g. only one person at a time is allowed to use the restroom; books may only be taken out of the backpacks during the first hour in the morning). Be explicit and consistent with the signals. Accept no substitutes.
Examples of this practice include:
Two finger crossed to indicate the desire to use the restroom One finger up rotating in a circular motion to get out of the seat Two finger held together indicates pencil needs to be sharpened Teacher pointing at students then using fingers in a walking motion to line up
Variations
Signals themselves can be attention grabbers and be the cause for disruption. Make sure signals are specific and instantly recognizable but subtle enough not to distract the whole class.
Links To Other Resources
Props Props are objects that can be used in the classroom in lieu of hand signals. Students may raise a red paper to indicate request to get materials from the teacher’s area or a pencil to denote the need to sharpen his or her pencil.
Non-Verbal Cues and Signals Non-verbal Cues for Procedures Research
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I-6, I-7 No Opt Out is a practice to encourage students to answer when they are unable or unwilling to participate. This is one of the most helpful and efficient ways to raise classroom expectations and to create a culture of accountability. “In highperforming classrooms, a verbalized or unspoken I don’t know is cause for action” (Lemov, 2010). Teacher must acknowledge the behavior and communicate the expectation that everybody must participate in the learning process. No Opt Out is a sequence that starts with a student who is incapable or reluctant to respond to a question and ends with the same student answering the question as often as possible (Lemov, 2010). This practice builds confidence since students are supported in their efforts to arrive at the right answer.
When students do not know an answer when called upon during a lesson, support the student in generating a correct response by choosing among four basic reactions: The teacher provides the answer; the student repeats the answer. Another student provides the answer; the initial student repeats the answer. The teacher provides a cue; the student uses it to find the answer. Another student provides a cue; the initial student uses it to find the answer. Increase the rigor of your interaction by requesting another correct answer or an explanation of the “why”. Add several more questions that add rigor in language appropriate to your students and subject. Provide wait time while using this technique, as students need time to process.
Variations
Consider allowing students to use resources such as books, anchor charts, or any material posted in the classroom to help them answer.
This practice needs to be part of the classroom culture. Consistency is key to setting up expectations for students. Balance using No Opt Out against the need to keep lesson momentum going. Focus most on using this technique with questions closest to the learning objective.
Links To Other Resources
Who Wants to be a Millionaire? Make it fun by using the “life line” (phone a friend, poll the audience, or 50/50) format from the show! The most popular version of this is the “phone a friend” option, where the student can ask another student for help. Depending on the question, you could also poll the class (similar to “poll the audience”) or eliminate choices (similar to “50/50”). After the student uses the lifeline, the teacher has the original student share the correct answer. The key is to make the original student restate or rephrase what the other student(s) just shared. Boomerang When students cannot come up with an answer, ask them to “boomerang” the question to another student. When the other student answers, the “boomerang” comes back to the original student and he/she has to restate/rephrase the answer.
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Teach Like a Champion Technique Summary Teach Like a Champion No Opt Out video Research
Ball toss During the lesson, the teacher has a ball ready and tosses it to the student who will answer the question. If a student is unable to answer, they have the option of throwing it to another student. When that student answers he/she must throw it back to the original student to restate or paraphrase. This variation keeps everybody engaged since they do not know when they are getting a question and the ball tossed their way.
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I-3, I-4, I-8 An Open-Ended Response is a meaningful answer to an open-ended question or problem presented to students that has more than one possible answer. It challenges students to provide a unique and personal response. It is the opposite of a closed-ended response, which is a short or single word answer or multiple-choice answer. A quality open-ended response clearly demonstrates an understanding of the content and provides an explanation or opinion that extends beyond basic understanding. Open-Ended Responses can be used to promote curiosity, reasoning ability, creativity, and student independence.
Determine the lesson objective and what students need to master by the end of the lesson or unit. Create prompts/questions that will encourage students to express their ideas, thoughts, and/or feelings based on knowledge of the content. Determine how student responses will be assessed. The teacher may create a rubric, assign a completion grade, or have students complete a self-reflection tool.
Provide sentence stems or discussion starters to initiate thinking if students are having trouble getting started. Because open-ended responses can be challenging, make sure to validate all efforts. Provide the scaffolded support needed towards a quality response.
Plan for open ended responses within the lesson. Allow time to pose the question and for students to generate and share their responses. Model expectations by sharing an exemplar or demonstrating the activity. Tell students how their responses will be assessed. Assess student responses using the chosen assessment tool. Teacher written or verbal feedback is essential in promoting reasoning ability.
Variations Response Journals Response journals can be used as a tool because there are no "right answers" in response journals. Give students blank pages/books that contain questions or sentence stems to help structure student responses. Students write freely to respond to the prompt with little or no guidance on how they must structure their responses. Interactive Notebooks Interactive Notebooks are used for class notes as well as for other activities where the student will be asked to express his/her own ideas and process the information presented in class. Notebooks help students to systematically organize their thoughts as they learn in a visual and linguistic manner. Notebooks become an active process and a portfolio on individual learning.
Links To Other Resources Open-ended questions that reveal student thinking from Assist Beginning Teachers Slideshare on how to create Interactive Notebooks Open-Ended Response Systems-Using Technology Developing Quality Open Response and Multiple Choice Items for the Classroom Research
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I-2, I-3, I-4, I-5, I-7
Open-Ended Tasks are activities, assignments, or problems that have more than one possible product or answer. The National Council of Teachers of Mathematics (NCTM) (1991) recommends that the tasks assigned to students in a classroom permit them to actively “explore, formulate and test out conjectures, prove generalizations and discuss and apply the results of their investigations� (p. 148). When teachers utilize this effective practice, students are given considerable control over the direction of their learning and the nature of their activity. With multiple answers and products possible, students will become engaged in the lesson at a higher level because the learning becomes personal.
Prep Work: Determine the lesson objective and what students need to master by the end of the lesson or unit. Create tasks that will encourage students to express their ideas, thoughts, and/or feelings based on knowledge of the content. Determine how student responses and/or work products will be assessed. The teacher may create a rubric, assign a completion grade, or have students complete a self-reflection tool. Assign students open-ended tasks during and/or after the lesson. Allow time for students to generate and share their answers and products. Share expectations by modeling and/or presenting various answers or products. Tell students how their answers and products will be assessed. Monitor work time and provide written or verbal feedback to promote reasoning ability.
Because open-ended tasks can be challenging, make sure to validate all efforts. Provide the scaffolded support needed so each student feels confident in providing a quality response or product. Consider using open-ended tasks as a way to differentiate for students based on their ability and learning style.
A great way to check for alignment between the lesson objective and openended task is to compare the verb in the objective with the verb in the task.
Assess student answers and products using the chosen assessment tool.
Variations Tiered Assignments Tiered Assignments uses different assignments for different students or groups of students that have the same content and cover the same objectives, but the levels of tasks are varied according to student readiness. Product Menus Product Menus offer students a way to make decisions about what they will do in order to meet class requirements by providing various product options; much like a menu gives a customer many options at a restaurant.
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Links To Other Resources Research
I-5, I-7, I-9, I-10 Pacing Tools are devices or online applications that the teacher uses to time activities and maximize instructional time. These tools help students pace and plan their work-time by knowing how much time they have left to discuss an issue or complete an assignment. Student motivation is heightened by an intrinsic desire, within most students, to beat the clock. Teachers can use pacing tools with students during independent practice, workstations, brainstorming activities, question and answer sessions, timed tests and quizzes, think or wait time, or during group work/discussions.
Create an objective driven lesson with aligned activities. Determine the places in the lesson where urgency will be important, where students might have a hard time staying engaged/on-task, or where racing the clock might bring joy or excitement to students. Decide on the ideal length of time for students to complete places in the lesson identified in the previous step. Use a kitchen timer, stopwatch or online stopwatch to pace student work-time and communicate activity expectations to the students. Explain to students that they need to pace themselves in order to complete the assignment within the allotted time. Ask students to put pencils down and/or stop their work when time is up. Be consistent using the tools so students learn the procedure.
Try having a time keeper or student who manages the clock so the teacher does not have to. Put the clock in a place where everyone can see it, and so that students can self monitor. Keep in mind individual student needs in regards to allowing extended time for assignments.
With the initial use of pacing tools, students may not finish in the allotted time. This may indicate that the teacher needs to provide more time guidance or instruction.
Variations Work the Clock Work the Clock is a practice that emphasizes the importance of class time by announcing an allotted time for an activity and mixing in countdowns to remind students of work-time remaining and encourage on-task and efficient work for long or short durations for the lesson. Songs Songs can be used in lower grades since students still do not know how to read a clock or understand time. The teacher can lower the volume so that students know when the song is about to end and know what they should be finished cleaning up or finish their work when the song is over.
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Links To Other Resources Balloon Timer Countdown Timer Effective Use of Instructional Time Video Research
PL-1, PL-3, I-1, I-2, I-7 Post It is a practice that is simple, yet will have a large impact on the classroom culture of achievement and the overall outcome of any lesson. Once the teacher is clear on the objective for a lesson, he/she should post it in a visible location in the room. A place students, as well as colleagues and administrators, can easily find when they walk into the room is ideal. Posting the objective is important for students because they should know what they are trying accomplish by the end of a lesson and be able to reference it any time along the way (Lemov, 2010). Post It gives students a road map for success. By having clear expectations, your students are better informed about the purpose of the lesson and invested in the learning process. Identify the main lesson objective(s) from the lesson plan. Decide on the wording. Make sure the lesson objective has a clear verb and that it is easy to understand. An example of this would be to start the objective off with “The Learner Will (TLW)… For students in primary grades, rewording might be necessary to make it more ”student-friendly.” Choose a visible location to post the objective. Use the same place every day to ensure consistency when at all possible. Call attention to the Post It and ask the class/student to explain the lesson objective and what they will be doing in their own words.
The easiest way to Post It is to write the objective on the board, given that this is a place that is easy for everyone to see and the text is easily manipulated on a daily basis. . time. Consider using color and/or pictures to draw attention to the objectives. This helps to differentiate if the teacher has multiple objectives in the same place and can address the needs of visual learners.
During class, refer to the objective as a reminder to students throughout the lesson. Before closing the lesson ask students if they feel they have met the objective. Gathering information about what students learned will help with further planning or reteaching efforts. After class, personally reflect on your posted objective and prepare to post the objective for the next lesson/day.
Variations
Posting the objective but not referencing it consistently will not have as much impact. Students need to interact with the objective and have frequent reminders regarding the purpose behind their efforts in class.
Links To Other Resources
Goal Setting Bulletin Boards This practice encourages students to post their own objectives on a bulletin board in the classroom. The goal setting bulletin boards can be created for weekly objectives or monthly goals and provide a visual for students. 69
How to make a vision board Printable Goal Charts Research
Progress Charts These are graphic organizers that students can mark or fill with stickers every time they improve on a specific goal. The teacher can have class or individual charts to motivate students to reach the objective (see link for printable goal charts). Vision Boards This is a tool used to help clarify and maintain focus on a specific objective. Teachers and students can paste images and words on a poster board to display individual goals. They can also be created on Power Point or online in places such as wallwisher.com.
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I-7, I-9, I-10 Precise Praise is a positive reinforcement practice that allows teachers to reinforce the behavior(s) they would like students to consistently use in the classroom. Teachers who use precise praise intentionally differentiate between acknowledgment and praise:
Acknowledge a student when he/she meets an expectation. Praise a student when he/she has exceeded an expectation.
“Precise Praise brings a high degree of strategy and intentionality to positive reinforcement. It is one of the most powerful tools available to teachers in the classroom. Many experts say it should happen three times as often as criticism and correction. However, any powerful tool can be used poorly or for naught. Poorly implemented positive reinforcement is no exception.” (Lemov, 2010)
Differentiate acknowledgement from praise.
Acknowledge a student when he/she meets an expectation by describing simply what a student has done, often with explicit thanks and positivity, but without value judgment and exaggeration. Praise a student when he/she has exceeded an expectation.
Praise and acknowledge students publicly when meeting and/or exceeding the classroom expectations so as to motivate others to strive for a similar behavior while giving the recipient attention.
Correct off task behavior privately. Whisper or even use nonverbal criticisms to remind students of the appropriate classroom behavior and allowing students to self-correct themselves without being “called out” in public.
Praise and acknowledge actions, not traits. Focus on behaviors and actions that students can choose to do and praise it.
Balance praise and acknowledgment with honest, helpful, specific feedback.
Try making eye contact, moving closer to the student if it appears natural, and smile when giving specific praise such as “Johnny, great job bringing your supplies today!” You might consider privately praising students who do not respond well to public praise for fear of being teased.
When a student’s behavior is clearly defiant, quietly approach the student and quickly remind him/her of the appropriate classroom expectation without calling attention to the student.
Links To Other Resources Positive Praise: Short Term Results at the Expense of Long Term Success Using Praise to Enhance Student Resilience and Learning Outcomes 71
Research
PL-3, I-1, I-3, I-4, I-8 A Product Menu is a differentiation tool teachers can use during independent practice to offer students a variety of activities to choose from and allows for the transition from teacher-centered to student-centered classroom practices. This approach provides students with options targeted towards specific learning goals to reinforce, extend or enrich the essential curriculum. Each activity on the product menu can be differentiated by complexity, learning style and/or interests (i.e. music, movement, art). By providing choices for learning, the teacher will increase engagement, participation and the quality of the work products. Product Menus can be used as a follow up activity that extends the lesson; a culminating activity to bring closure to a lesson or unit of study; an anchoring activity used when students finish assigned work (defined by Carol Ann Tomlinson as “meaningful work done individually�); a workstation procedure; or an independent study activity for students who have mastered specific curricular objectives.
Prep Work: Prior to creating the product menu, teachers should consider the number of learning objectives that need to be covered, the style in which the product menu will be developed (i.e. list format, tic-tac-toe, or menu), and the amount of time students will have to complete the product. Use assessment data and student profiles to determine the objectives that should be covered in the product menu. Decide whether to create one menu to meet all student needs or several to meet the needs of groups of students.
Consider including a place on the scoring guide/rubric for parents to acknowledge the menu activities and expectations. If possible, consider sharing examples of completed work products with students so they have an idea about what their own final product could look like.
Checkpoints throughout the process should be established to ensure students stay on track to meet their due dates.
Include higher level thinking tasks by using verbs such as evaluate, defend, create, etc.) as much as possible. Include activities for a variety of learning styles (visual, tactile, kinesthetic, and oral).
Links To Other Resources
Create specific guidelines on the use of the menu for both students and parents. The guidelines should include an aspect of free choice for students to pick the learning activities that interest them.
Dare to Differentiate
Create a scoring guide or rubric that provides the criteria, due date and grading system for the final product(s).
Tic-Tac-Toe BoardsTemplates and Menu Samples
Provide clear and specific expectations, directions, and procedures to students when a menu is introduced (i.e. how many activities need to be completed, how and when students should turn in the final products, and the resources they have for support as they work).
Extend a Menu Higher Order Thinking Questions-Template Research
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I-2, I-8 Randomizing Responses is a practice teachers can use to ensure they are providing opportunities for each student to participate in the lesson. During a lesson, it is easy for teachers to call on the same students for responses to questions or to routinely choose students who volunteer to participate; therefore it is critical to plan out how to randomly call on students. This practice is effective at helping teachers check in with and monitor the learning of a wider variety of students during the lesson. Randomizing ensures student engagement, as everybody is expected to participate at various points in the lesson because the chances of being called upon by the teacher are the same for each student. Randomization can take other forms such as calling on students using physical attributes, student interests, hobbies, etc. “The person wearing the most red today, please come up to the Smartboard.�
Determine the randomizing response strategy(ies) to be used throughout the lesson (see examples below). Prepare the resources (index cards, computer software, name sticks, etc.) necessary to implement the strategy.
Try using a variety of randomizing strategies to keep students actively engaged. Check out the effective practice page for the No Opt Out technique, as it can be used with any randomized response practice.
Introduce and practice the strategy with students to ensure they understand the procedure. Use the strategy within the lesson(s).
Variations
Links To Other Resources
Card Shuffle Index cards can be used to randomize responses by writing students names on them then shuffling and selecting a card for a response. Numbered Heads The numbered heads strategy can be used to randomize as students will be called according to a pre- assigned number the teacher has given them. Spinners, dice, or numbers drawn from a basket [hat or cup] can be used to ensure that the numbers are randomly chosen. Popsicle Sticks Students write their names on popsicle sticks that are kept in a cup. The teacher (or a student) pulls out a popsicle stick and calls the name on the stick to solicit a response to a question.
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Teach Like a Champion Techniques Summary Numbered Heads Research
I-6, I-8 Making real world connections is one way to facilitate learning that is meaningful to students and prepares them for their professional lives outside of school. When teachers move beyond text book or curricular examples and connect content learned in the classroom to real-life people, places and events, students are able to see a greater relevance to their learning. Real World Connections are used to help students see that learning is not confined to the school, allows them to apply knowledge and skills in real world situations, and personalizes learning to increase and sustain student engagement.
Prep Work: Determine the objective for the lesson and research what the most relevant real world connection(s) would be to make the objective resonate with students. Plan the lesson, incorporating the real world connection, and gather all the necessary resources needed. Present the connection(s) to students, or support students to discover the connection(s), during the course of the lesson. Encourage students to share out and incorporate their experiences and/or prior knowledge into the learning. Act as a facilitator and help make connections between shared ideas, interests and experiences from student responses.
Magazines, newspaper and other social media are great resources to link learning to the real world. Telling stories from the teacher’s own life can demonstrate a lesson learned and/or help students think about their own meaningful connection to the content. Consider providing choices whenever possible as students will often engage more with activities they have a real world connection to.
Variations Links To Other Resources Project Based Learning An instructional approach built upon authentic learning activities designed to answer a question or solve a problem, and generally reflect the types of learning and work people do in the everyday world outside the classroom. Field Trips A trip the teacher and students take together to gain knowledge and/or skills outside the classroom or to share an experience that will enhance or extend learning from the classroom. Guest Speaker A speaker who is invited to share firsthand knowledge on a topic that aligns with the learning objective.
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Project Based Learning CNN Student News Apple Challenge Based Learning Research
I-7, I-8, I-9, I-10
Effort or “process” praise includes praising for engagement, perseverance, strategies, and improvement to build a hardy dose of motivation (Dweck, 2007). Using reinforcers is a practice that supports process praise by providing positive cues in response to a student behavior. It encourages the behavior and makes it more likely to occur in the future. Reinforcers allow teachers to acknowledge and focus on students’ active participation, positive behavior, effort, or contributions to the learning environment at any point during the school day. Reinforcers can be tangible items, such as stickers or small prizes, or intangible motivators, such as verbal praise (refer to the examples on the right), social activities or special privileges. Different reinforcers may be used to motivate diverse learners as it is important to the effectiveness of this practice that the reinforcer be personalized for students. Prep Work: Identify the desired behavior/outcome (prior to the lesson or as it occurs in the lesson). Determine what reinforcer will motivate students to increase or repeat the behavior/outcome. Gather the necessary resources (tokens, prizes, stickers, etc) needed for student motivation if tangible reinforcers are to be used. Name the expectation (desired behavior/outcome) to students. Model the desired behavior/outcome or highlight the student behavior as it happens.
Be consistent and clear with expectations; mean what you say, and say what you mean. The high-quality examples below are positive, personal to the student, and clearly state the behavior that pleased the teacher. Verbal praise might sound like: “You really studied for your math test and your improvement really shows. Great!” “I like the way you worked with your partner to try and come up with different solutions to the problem. That’s awesome!”
Reinforce student(s) when the behavior expectation is met and continue to reinforce the behavior as needed ongoing.
Variations Links To Other Resources
Class Contract Teacher and students enter into a binding agreement about a whole-class behavior. Should all students in the class meet the behavior expectations outlined in the contract, the class is rewarded as a whole.
Sample Reinforcers
Economy Students earn “currency” (tokens, fake money, or tickets) for meeting an expected behavior/outcome. The ”currency” can later be exchanged for a 75 specific reinforcer (tangible or intangible).
Research
The Perils and Promises of Praise
I-2, I-5, I-8 Response Signals are quick and informative non-verbal strategies to check for student understanding. They can accurately diagnose student misunderstanding at key moments during a lesson. Students utilize a variety of age-appropriate gestures and tools to share their individual thoughts and answers with the teacher. Response signals are also a great way to increase student participation and engagement.
Prep Work: Determine the three to four key moments in the lesson where it would be important to check for student understanding while planning. Try to plan these checks during moments when anticipated misunderstandings will occur or where it is essential for students to understand in order to move on successfully in the lesson. Determine which response signal will be used. Plan how the materials will be created and stored, if the response signal being used requires materials. Introduce, model, and allow students to practice using the response signal. Ask the class a question and indicate when it is time for students to respond with their signal. It is appropriate to allow for some wait time, but not always. If the teacher would like students to answer instinctively, the teacher might not use wait time. Responses can be clarified by the teacher by supplying students with the correct answer and making the decision to either move forward with the lesson or stop to address misunderstandings.
Is there an electronic student response system available on campus? A great way to incorporate technology with response signals is through the use of clickers.
Think ahead about how to respond to misunderstandings. Keep notes and determine which misunderstandings are appropriate to address during and after the lesson.
Make sure the use of signals is purposeful and provides valuable information that can be used to strengthen the lesson.
Variations
Links To Other Resources
Hand Signals Students communicate their level of understanding by using their hands or fingers. Thumbs Up, Thumbs Down indicates to the teacher that the students “got it,� while Thumbs Down conveys a misunderstanding.
Research
Fist to five allows students to rate their level of understanding beyond yes or no. A closed fist meaning the student has no understanding while all five fingers in the air meaning they have total understanding. 76
Response Cards Dry Erase Boards, index cards or colored-coded signs that are held up simultaneously by all students to indicate their response to a problem or question. Technology Response System Technology based response system that allows students to respond to a question or problem in a safe environment. Examples include polleverywhere.com and Clickers. See Tech Checks for additional examples.
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I-2, I-3, I-4, I-5, I-7 This practice is about the difference between partially right and 100 percent correct (Lemov, 2010, p. 35). It is the teacher's responsibility to set a high standard for correctness so teachers should utilize this practice as a daily tool to do just that. Teachers should refrain from “rounding up” a student's almostcorrect answers or adding details that were not provided by the student and passing them off as mastery. With right is right, when a teacher asks a question, he/she does not move on until the student responding gets the answer 100 percent correct (i.e. accurate academic vocabulary, complete sentence, exact number, etc.). Ask students a question and evaluate the response. If the answer is incomplete: Hold out for “all the way”: Praise students for their effort but ask for more. Do not confuse effort with mastery. Expect specific vocabulary: Require students to use the precise technical vocabulary in their answers. If the student’s response is not related to the question asked: Expect students to provide a related answer: Students learn early on that when they do not have the answer to a question they can just respond with something else. If students are unable to provide a related response, it means they have not mastered the content. Acknowledge that the response is not aligned to the question and the teacher should let the student know that the answer is not right. Expect the right answer, at the right time: Do not let students answer questions ahead of time. It cheats the class if the teacher responds positively to one student's desire to move ahead at a faster pace. Protect the integrity of the lesson by not jumping ahead to engage a great answer at the wrong time.
Consider repeating the answer back to students so that they can listen and find what is missing and further correct their response. Encourage students to use anchor charts to support their answers. Teachers can also provide cues to help students move from a incomplete response to a to a 100% answer.
Students can get discouraged easily. When students strive to give an answer, it is important to tell them that they are almost there but are missing something.
When a response is taking longer than expected, be patient and do not offer help too early. Refrain from adding information to students’ answers. Let students complete their responses on their own.
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Some students will require more feedback, both positive and corrective, than other students. Be clear when providing feedback so that they can develop a positive academic self-concept that would enable them to better tolerate ambiguity (Walsh & Sattes, 2005, p. 97).
Variations Elaboration This is the process whereby an individual continues his or her thinking by going deeper, making new connections, or raising additional questions (Walsh & Sattes, 2005, p. 103). Sometimes by asking a student to elaborate or add more details to an answer. He/she can easily transform a wrong answer into a right one.
Links To Other Resources Teach Like a Champion Technique Summary Right is Right Video Research
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PL-2, I-2, I-3, I-9 A Running Roster is a way of monitoring students’ understanding by documenting the level of mastery on a particular skill, strategy, or behavior. A running roster is simply a list of students in the class with space to write notes for each student. This tracking tool is useful because it keeps student data, both informal and daily assessments, organized in a way that can be easily analyzed. A teacher should be able to use a running roster to quickly check which students have mastered the content and which students need additional support. Running rosters are an efficient way for teachers to differentiate because they conveniently have the information they need to make strategic decisions about future instruction. If used continuously throughout the school year, a running roster is a powerful tool that can show progress and growth over time.
Identify the skill, strategy, or behavior to be monitored. Choose an appropriate documentation tool to record observations, such as a checklist or written notes. The tool chosen should include names of all students in the class (or of a targeted small group). Explain to students the purpose of the notes being taken. Check students’ understanding/behaviors and record responses/data. Analyze data and adjust lesson/lesson plans to follow up on student misunderstandings.
Try using running rosters for tracking social and behavioral skills as well as academic skills (i.e., participation in group activities, using manners in the cafeteria, or days a student forgets to wear his/her uniform). During reading lessons, teachers can track data about a student's comprehension level, fluency rate, and High Frequency Word mastery.
Create additional checkpoints throughout the year to monitor progress on specific skills, strategies, or behaviors.
Variations Sticker Chart A chart table can be used to track individual or class attendance and/or completion of tasks. Rubric A list of specific criteria to measure student progress and mastery for specific skills and behaviors.
Links To Other Resources Symbols and marking conventions for tracking Reading Running Roster Template Using Excel to create a Running Roster Research
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I-7, I-8, I-9, I-10 Effective teachers use small and cooperative student groups to enhance instruction. For groups to promote efficient and effective learning, students must know and understand what is expected of them. They should recognize the ground rules for how the groups operate (e.g. cooperative behavior, establishment of roles, equality of work, handling of materials, etc.). Small Group Expectations is this establishment of rules that helps students work effectively, maximize classroom time, and master the learning goals the teacher has set for the group activity. Prep Work: Plan meaningful and authentic tasks for the groups aligned to the lesson’s objective. Create or identify a rubric for product of group work. Prepare and organize the necessary materials. Determine grouping arrangements (Examples). Establish assignments for the groups. Specify expected behavior. Teach, model, and rehearse social skills the groups are expected to demonstrate: listening, taking turns, supporting each other, staying on task, and cleaning up work area. Explain the task(s) by stating instructions clearly so that students understand what the activity is designed to achieve. Scaffold to meet students’ needs by demonstrating the activity if necessary. Present a rubric or a rating scale and communicate that the group’s work will be measured by their product. Provide a signal to notify students of time remaining until work needs to be debriefed. Divide the task equally for the number of students in each group and allow students to delegate roles among themselves. Provide materials for each group (if applicable). Circulate the room to monitor groups’ progress on the product and proficiency in executing the desired skill. Intervene and redirect off task behavior to keep students on track. Have students present, report, or demonstrate their product towards the end of the class. Debrief and bring together the key points that have been learned as well as any unresolved questions that remain for further discussion or research. Close and evaluate the learning activity with your designated rubric.
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Change group composition by readiness levels, interests, or learning styles so that students have the opportunity to interact. Use an online stopwatch as a pacing tool to help students keep track of their progress as they do their work.
Off-task behavior in a small group will cause excessive noise, questions, and less engagement from the students. Give clear directions and post expectations on the board. Without assigned roles, students may not have a clear understanding of the task they are expected to do. Having a materials manager, recorder, timekeeper and taskmaster promotes group responsibility and encourages each member to contribute to the achievement of the team’s goal.
Variations
Links To Other Resources
Student Choice To keep students engaged, give students more latitude in choosing concepts/topics to investigate and product choices that demonstrate their level of mastery whenever possible.
Small Group Teaching: Key Theories and Methods Management Strategies for Small/Cooperative Groups Managing Small Groups Research
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I-2, I-3, I-4, I-8 Station Rotation allows students to rotate around the classroom in small groups as they stop at various stations to engage in activities that correlate with the lesson objective. For example, a lesson on the Civil War might have the following stations/activities: identify character traits of historic figures, create a map using graph paper showing where battlefields and troop camps were located, and use a graphic organizer to contrast the economic, social, and cultural differences between the north and south during the early 1800s. Students are required to complete the task at each station within a certain time frame. Unlike workstations that may have activities that cover content from different subject areas (math, reading, science, etc.), station rotation assignments relate to a similar subject area/content. This practice increases engagement because students are able to display active effort in learning activities by working independently or collaboratively to complete the assigned tasks at each station and demonstrate understanding of the lesson objectives by employing higher-level thinking skills as they engage with lesson content in a variety of ways.
Prep Work: Determine if students will work collaboratively or independently. Select or design activities for each station with the lesson objective and skill in mind. Assign students to heterogeneous or homogeneous groups if students will be working in groups. Gather all necessary materials to set-up the station before class begins. When students arrive, set the guidelines for the activity by stating the learning goal, behavioral expectations and station instructions. Share group assignments with students if applicable. Model or show an example/exemplar for each station. Ask students for clarifying questions and then allow them to begin working at their stations. Rotate around the room to monitor student learning and behavior at each station. Provide students with time for reflection following station activities and/or engage in classroom discussion about what was learned through the work completed in stations.
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Consider differentiating each station by providing choice, multi-sensory materials and tiered texts and/or tasks. Consider planning in advance how student mastery of learning objectives for each station will be tracked. Don’t forget to have a plan in place for clean-up and rotation procedures.
Anticipate that some students may finish task ahead of others. Be sure students know what they can do if they complete their work before it is time to rotate to the next station.
Variations Folder Rotation Instead of having students rotate physically to various stations, have the stations come to the students at their desks or tables via folders, bags, or boxes. Gallery Walk A gallery walk is a cooperative learning strategy in which the instructor devises several questions (or problems) and posts each at a different table or at a different place on the walls (hence the name "gallery"). Students form as many groups as there are questions, and each group moves from question to question (hence the name "walk"). After writing the group's response to the first question, the group rotates to the next question, adding to what is already there. At the last question, it is the final group's responsibility to summarize and report to the class.
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Links To Other Resources Center Management Teaching Strategies The Daily 5 Charts Research
I-2, I-3, I-4, I-5, I-7 This is a great practice that extends student understanding by “rewarding right answers with more questions� (Lemov, 2010). It pushes students to demonstrate and apply knowledge in new ways. This practice has two primary benefits. First, teachers can ensure that student responses are more reliable. Second, the technique motivates students to apply knowledge in new situations, make real world connections, and/or engage with questions that are more challenging.
Ask a check for understanding question. Solicit a response from a specific student or from the whole class. Once the correct answer has been shared, stretch it by choosing one of the following approaches that best suits the content or student needs: Ask how or why: Provide students opportunities to explain their thinking process. (How did you get that? Can you elaborate?) Ask for another way to answer: Ensure students know multiple ways to answer a question. (Is there a simpler way? Can you give me another alternate answer?) Ask for a better word: Ask students to use new words, re-phrase the answer using more rigorous vocabulary or to use more specific descriptions. (Can you answer with a different word? How about using one of our vocabulary words?) Ask for evidence: Train students to defend their conclusions and support opinions. Teachers do not have to agree, just ask for the proof. (So you said the character was angry. What does angry mean to you?) Ask students to integrate a related skill: Try asking students to integrate a skill recently mastered. (How can you put that in the past tense?) Ask students to apply the same skill in a new setting: Ask students to apply the same skill in a new or more challenging situation. (If you were that character, what would you do? If we could move this character to a different setting, what would happen?).
Variations Wait time In most classrooms, where wait time is less than one second, student answers are brief phrases. When teachers increase wait time the quality of the student answers increase by as much as 300 to 700 percent (Walsh & Sattes, 2005, p. 81).
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Stretch It can be used as a simple differentiated instructional strategy by tailoring questions to individual students.
Stretching the response too far can get the teacher or student off topic and derail the conversation from the main objective. It can also get students discouraged. Help them stay focused by giving probes or clues to enrich their responses. Students that lack the content knowledge or vocabulary will struggle stretching their responses. Make sure to introduce or interact with both, the content and vocabulary, as many times as possible.
Probing After a student has given a response, teachers can use probes to extend thinking and to have students revise their answer. Probes can be used when students offer an incorrect or incomplete response (Walsh & Sattes, 2005, p. 89). Rephrase Rephrase is when the teacher simply poses the same question in different words. Different students can answer the same question by using their own words when responding (Walsh & Sattes, 2005, p. 89).
Links To Other Resources Teach Like a Champion Technique Summary Stretch It Video Probing Questions Research
Redirect Redirect is when the teacher poses the same question to a different student in order to enrich the original response and stretch student thinking (Walsh & Sattes, 2005, p. 89).
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I-5, I-9, I-10 Strong Voice is a practice that establishes the teacher’s authority in a classroom. It is what Lemov (Teach like a Champion, 2010) refers to as the “it” factor – the teacher enters a room and is instantly in command. It is the way they present themselves to their students to encourage compliance and on task behavior. Having a strong voice makes the use of excessive consequences unnecessary.
State clear expectations.
Scan the room to ensure that the students are meeting the expectation.
Use any of the five basic principles when interacting with students to establish control: 1. Economy of Language – It is stronger to use fewer words. When teachers become chatty this signals nervousness. Focus on what is important and make just one point. 2. Do Not Talk Over – When the teacher needs students to listen, his or her words are the most important and should not compete for attention. Wait until there is no talking or rustling. One effective practice is to cut off instructions and wait completely still, “Third grade, I need your…” Nothing continues until the teacher has everyone’s attention. 3. Do Not Engage – The teacher does not let students distract him or her from the topic at hand. For example, the teacher may say, “Please turn around and stop arguing with Laura.” Anthony might say, “But she’s bothering me!” Don’t fall into the trap of engaging Anthony by saying, “Laura, why were you doing that?” or “I don’t care about what Laura was doing.” Instead say, “I asked you to turn around and stop arguing with Laura.” 4. Square Up/Stand Still – When giving directions, stop moving and doing other tasks. To convey the seriousness of your directions, turn with two feet and two shoulders and make direct eye contact with the student(s) to whom you are speaking. 5. Quiet Power – It is instinctual for teachers to speak louder and faster if they feel they are losing control. Fight those instincts and get slower and quieter to maintain control. Exude calm and drop ones voice so students strain to listen.
Give the student the opportunity to correct his/her own behavior before any more public intervention.
Remember that your response to students should not cause more disruption to the teaching and learning environment than the disruptive behavior itself. A casual tone of conversation in the classroom builds rapport with students. However, teachers need to adjust to a more formal register to communicate a sense of urgency and stress the importance of his or her message.
Integrate Strong Voice into all interactions with students to establish control and authority.
Links To Other Resources Teach Like a Champion Research 87
I-2, I-3, I-6, I-8, I-10 A Structured Peer Conversation is a process for grouping students in order to allow for academic conversation, social interaction, and peer thinking. In a structured conversation, the teacher leads the group through a set of prescribed steps. The process is guided by criteria for speaking and listening and includes: a focused question, time limits, and a description of how the academic conversation will be shared with others in the class. Structured conversations are essential in developing the skills and culture necessary for collaborative work. It increases learning and builds trust by accomplishing respectful and substantive tasks as the students work together. Prep Work: Determine the learning objective and desired outcome for the conversation. Decide on the best group structure (partners, small groups, or whole groups) that will most effectively and efficiently support students to reach the desired outcome.
Continually practicing procedures and routines will improve overall outcomes and make the process more efficient. Try keeping groups small (approximately 2-5 students) to maximize learning and minimize behavioral problems.
Present a sample question or sentence stem for students to practice. Model exemplar responses using the prompt. Model how to clarify, paraphrase, and acknowledge different viewpoints. So you’re saying that… Let me see if I understand you correctly… I agree with you because… I see where you’re coming from but I do not agree that…
Consider using this process for peer revision of writing assignments. Provide questions that students can ask one another about their compositions.
Model how students can revise their thinking based on new learning. After listening to you, I now see it differently… After hearing what you have to say, I now think… Establish time limits. Ask groups to practice the process. Monitor to see if the groups are ready for the next step. When students feel comfortable with the process, present the focused question or sentence stem that is aligned to the objective to guide academic conversations. Monitor group conversations, conduct verbal check-ups, and redirect groups back to the question/stem as needed. Have groups report their ideas to other groups or to the whole class. 88
To prevent groups from veering away from the topic, set instructional and behavioral expectations, model, practice, and monitor engagement by circulating around the class during the activity.
Variations
Links To Other Resources
Let’s Talk When thinking about ELL students, Let’s Talk provides teachers clear guidelines to facilitate a structured academic conversation that enables students to monitor and build understanding. The steps in this process include: teach students procedures for the conversation; plan questions and sentence stems; guide students to speak in complete sentences that starts with the stem and uses the academic language; guide students to clarify, paraphrase, and acknowledge different points of view; teach students how to signal when they are ready to respond; monitor group conversations; and have student pairs report their ideas to other pairs or the whole class.
Think-Pair-Share
Think-Pair-Share Anytime throughout instruction, the teacher can pose a question or problem and invite students to think about it for a minute. Then the teacher will ask the students to pair up with a partner. They are given another minute to share their ideas with each other. The teacher calls on volunteer pairs to share with the whole group. Round Robin When grouping, divide students into small groups of 4 to 6 people. Appoint one person as the recorder. Pose an open ended question and allow wait time. Have members of the team share responses one at a time. The conversation may flow in a clockwise manner. The student next to the recorder begins and each student in the group shares out a response until time is called. The recorder scribes the responses of each group member to share out or recall later in the lesson. Jigsaw Arrange students in groups of 3 to 5 (this is a student’s “home” group). Each group member of the “home” group is assigned a unique concept or learning material. Students meet with members from other groups who are assigned the same concept/learning material (referred to as the “expert” group) and are charged with internalizing as much as they can about their given concept/learning material. After mastering the material, the experts return to the “home” group and teach the material to their group members.
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Cooperative Learning Basics of Structured Conversations Research
I-1, I-2, I-5, I-9, I-10 Student Conferences are an opportunity for teachers to address behavior or academic concerns and gain insight into the student’s thinking, foster reflection, and examine individual goals. These conferences should focus on individualized goal setting, with the teacher providing suggestions and feedback. A student conference can be in a formal setting or simply a quick five minute informal meeting. The teacher’s role during a conference is to listen and coach students.
Identify the area of need for the conference (academic performance or behavioral challenge). This can be done by observation or asking open ended questions relating to the academic or behavioral challenge of the student. Determine a schedule for conferences. Share the meeting time, location, and duration with students. You may choose to conduct several conferences during a lunch period, after or before school, or during a designated class time.
Both student and teacher will benefit from asking open-ended questions that will synthesize learning. Honor the student’s strength and goals. Keep the conference manageable and realistic by making it fifteen minutes or less.
Explain the purpose of the meeting to students in advance of the conferences. Each conference should have a clear plan and outcome that is individualized to the students goals. Establish expectations for students who are conferencing. If you are meeting with multiple students, be sure to set expectations for students who are waiting about how they should behave as well as what to do while they wait. Ask student to give his or her thoughts the area of need. Solicit specific examples to support the student’s perception. These examples can be from assessments, projects or daily work. The teacher can provide suggestions if the student has trouble identifying examples regarding the area of need. Assist students in identifying goals and steps to reach those goals.
In the interest of time, teachers may rush conferences. Reflection is the driving force behind student conferences. Take the opportunity to have students create a written reflection or oral reflection. It will allow the student to make deeper connections.
Guide students to reflect on the process and newly defined goals.
Variations
Links To Other Resources
Conference Grouping Depending on the purpose of the conference, the teacher may conference with a small group or individually. Small group conferences work best when students are working toward the same goal as a team.
Student Led Conferences Student Teacher Conference Form Writing Conferences Research
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I-1, I-2, I-3, I-4, I-8 Student Generated Questions are intended to allow students to display a deeper understanding of the objectives and develop independent learners. When students generate their own questions about a story, text, problem, or topic, it arouses student interest and gives them a purpose for reading. Regardless of content, learning is driven by inquiry. For this effective practice, students use new content from the lesson to generate questions for their peers to answer, for their own study purposes, and/or to inspire future learning. Creating a classroom where students generate authentic questions is an important strategy for teaching and learning. Student Generated Questions allow students to demonstrate understanding of the content, clarify content, make connections to other content, and reflect on learning.
Prep Work: Choose the objective students will be learning. Determine the purpose of the Student Generated Questions within the lesson. Develop a use for the Student Generated Questions. Will they be part of a later assessment? An exit ticket? Establish procedures and expectations for how students will generate and present questions.
Allow students to use question stems for development of questions. Teach students rigorous levels of questions by teaching them the Levels of Bloom’s Taxonomy.
Discuss this practice with students explaining why and how generating questions will be useful to them. Provide examples of Student Generated Questions and expectations and model the practice. Allow opportunities both written and oral for students to develop and ask questions during the lesson. Allow time for students and/or teacher to review and respond to Student Generated Questions in a thoughtful manner.
Variations
Links To Other Resources
Question and Answer Pair Two students work together to develop and answer questions on a specific concept.
Specific Question Stems
Post-It Questions Students generate questions on Post-It notes during the lesson and answer them at the end. Post-Its work well because they can be manipulated. Teachers can have students write these questions as they come up in the lesson and they can bring questions to the board, stick it to their desk, or place them in a “parking lot.” ReQuest The ReQuest strategy or reciprocal questioning provides the teacher and the student opportunities to ask each other questions after reading. 91
Questioning- How To Research
I-3, I-4 Taking A Stand is when the teacher encourages a student (or group of students) to support and/or defend their personal response to a question, topic or issue. Take A Stand is a practice that involves students actively participating in the classroom based on their personal stance, opinion, or judgment regarding a particular question. When asking for student responses in class, teachers should follow up by encouraging them to "take a stand", challenging them to further their thinking by defending their position or elaborating with a rationale. Take A Stand helps students process more content and keeps them engaged because student responses are more detailed and personal. Teachers using this practice should aim to make the classroom a place where errors are accepted and the challenge of disagreement is praised and celebrated.
Prep Work: Determine the objective of the lesson. Create questions that will allow students to take a particular position. Questions can be evaluative ("How many of you think Sandra is correct?) or analytic ("Can anyone tell me how Sandra can make sure her solution is correct?") Ask the question during the lesson. Have a student (or group of students) answer the question. Invite the student (or group of students) to take a stand and defend their response. Ask questions like: “Why?”, “What made you think that way?”, “How did you arrive at that position?”, “What influenced your opinion?”, “What would make you change your mind?”
Be sure to block off enough time in the lesson for students to answer, defend and reflect on their positions when planning.
Sometimes it is challenging for teachers to hold back their own opinions, so try not to give any hints or show bias towards one opinion or another as these cues can easily influence the response of students.
Praise and acknowledge students for participating to encourage future participation.
Variations
Links To Other Resources
Classroom Debate Students take opposing positions on a topic or issue. Teacher provides opportunities for students to research and learn about the topic/issue. Students then take a stand for one side or the other in a structured discussion over the topic where both sides have an equal opportunity to defend their position. Classroom debates provide students with opportunities to build their skills in leadership, team building, group problem solving and oral presentation. Embedding debate skills into the curriculum increases student engagement and rigor.
Blog on Take a Stand
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A "Take a Stand" Protocol Research
I-1, I-2, I-5, I-6
Teach Back is a practice where the teacher asks his/her students to explain a concept from the lesson by taking on the role of teacher. This practice allows the teacher to gauge the student’s understanding of a topic or concept as well as determine how effectively the topic was explained. Students who are able to Teach Back are more likely to retain information because they must truly understand the material in order to teach it to someone else.
Prep Work: Determine the concept or skill in your lesson you want students to Teach Back. Determine if students will Teach Back in small groups, pairs or whole group. Explain the procedures for the activity and behavior expectations before using the Teach Back practice. If students are in groups, they will need explicit directions about who is the “teacher” and when. Everyone should get a chance to be the “teacher” at some point in the activity. Present information to students in small chunks during the lesson. Ask student to Teach Back to the teacher, their partner, or to their group.
Have student Teach Back early and often while teaching new concepts to cement foundational understanding.
Be prepared for students who Teach Back incorrectly. The teacher can address the misunderstanding as it happens by asking probing questions to lead students to understanding or invite another student to assist with the Teach Back.
Identify and correct any misunderstandings. If the students are working in partners or groups have a student share the discussion in their group. This gives the teacher the opportunity to reteach if necessary. Add additional information or reteach depending on student responses.
Variations
Links To Other Resources
Stand and Share Place students in groups of four. After teaching a topic, have a student from each group stand and share everything they remember for one minute. Then the first student sits down and the next student shares for one minute. Repeat until all students in the group have had their turn. Circle the Sage Kagan cooperative learning structure where a student (the sage) teaches other students in a group. The other students go back and teach others what the sage has taught them. For a more detailed explanation see the link above.
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Teach Back Article Research
PL-2, I-2, I-3, I-6 Tech Checks help teachers check students' understanding of a concept at various places in the lesson using technology tools. This practice provides instant data and real time information for teachers so they can quickly respond to misunderstandings and make decisions about the pace and direction of the lesson. They are also designed to provide students with an opportunity to reflect and process their learning in the moment.
Determine the lesson objective. Plan the key moments in the lesson when a check for understanding is appropriate. Choose or create assessment questions to check for student understanding. Determine the technology tool that best supports the ability to gather responses from students with check for understandings questions. Test the technology to troubleshoot beforehand. Model for students how to read the questions and register a response. Ask the questions and give waitlist for students to process. Collect responses from students. Synthesize the data and share the results with the class and/or individual students. Adjust the lesson/unit or differentiate based on student needs
In primary grades, try using an Interactive White Board student response system (clickers) to create a class pictograph or bar graph to check for student understanding. In intermediate grades, try using Google Docs and stixxy.com to generate student responses using technology. In secondary grades, try using polleverywhere.com to ask either multiple choice or short answer questions.
Always have a backup in case of technology not working and/or move on with the lesson without it. The tech check should not take up time but make things more efficient.
Variations
Links To Other Resources
Student Created Tech Checks Students create their own questions and post in an online forum.
Cool Tools for Schools – Poll and Survey Tools
Class Blog Students or teacher post question(s) on a blog site (i.e. Blogger)and other students respond or write a quick write (a quick reflection of what they learned).
Teaching with Classroom Response Systems: Creating Active Learning Environments by Derek Bruff, 2009.
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Research
I-7, I-9, I-10 “The most important moment to set expectations in your classroom is the minute when your classroom students enter or, if they are transitioning within a classroom, when they formally begin their lesson…It’s the critical time to establish rapport, set the tone, and reinforce the first steps in a routine that makes excellence a habit.” (Lemov, 2010) Threshold takes place at the beginning of the day when a teacher greets each student by standing in the threshold of the classroom. This practice allows a teacher to reinforce classroom expectations daily while personally checking in with each student before learning begins.
Prep Work: Reflect at the end of each day on each student’s progress and/or behavior. Write down or make a mental note of something to share with each student in the morning as they are being greeted at the doorway. At the beginning of the class, the teacher stands at the doorway waiting to greet each student. The teacher greets each student by name and with a handshake (highfive, fist bump, or a class secret handshake) as he/she appears at the doorway. As students are being greeted, include any mental notes made and/or remind students of the school/classroom expectations. These can be reminders about assignments, classroom expectations and/or procedures as they enter the classroom individually. These quick reminders should take no more than 5-10 seconds per student.
Variations Morning Meeting After the students enter the classroom, the teacher calls a 5 minute meeting. The morning meeting is a time for the class to greet each other and share news with the whole group. This quick meeting can take place on a carpet, in assigned seating, at table groups or with students huddled together in a special location. In addition to the greetings and news, the teacher can use this opportunity to set the expectations/schedule for the day. Morning meeting can be done before or after the Do Now. Personalized Written Greeting In advance, prepare personalized messages for the students on strips of paper (ex. Jose, I like the way you have been organized and prepared for the lessons this week.) This can be done periodically (for the whole class all at once with less frequency or by group/individual students more regularly and rotating until everyone has received a note). The notes can be handwritten or typed depending on 95 teacher preference.
It is helpful to have an activity prepared in advance for students to begin working on after they enter the class (such as a Do Now) while the teacher is at the doorway.
Threshold can be an opportunity for teachers to ensure that students are meeting school/classroom expectations such as dress code, being prepared for class, and completion of homework. It also allows for the teacher to get a sense of how students are feeling prior to the day/period starting.
Threshold is a practice that allows for teachers and students to personally interact daily. It is not the time to begin on a “negative” note, but rather a time for positive reinforcement of set expectations.
Links To Other Resources Teach Like a Champion Do Now Research
PL-3, I-3, I-4
Tiering an assignment is one way to differentiate the curriculum for heterogeneous classrooms. The content and objectives are the same, but the levels of tasks are varied according to the students’ readiness level (their background knowledge and skills related to the learning objective). This practice ensures that students understand the information at their level of challenge because it builds on what they already know. Assignments at each tier should be interesting and challenging, to avoid students' perception that we expect less of some students than others. Students are very sensitive to labeling of themselves and their peers.
Prep Work: Identify a focused lesson objective. Formally or informally, pre-assess the students’ current level of knowledge and skill with the topic. Develop a lesson assignment that is clearly focused on the concept. Determine what the assignment will be for on-level students. Adjust the assignment to provide different levels of difficulty. Match students to appropriate tiered assignments based on their pre-assessment results. Explain and model the assignments to the students.
Teachers can provide paper strips or index cards with different prompts, assignments, or questions to each student, include two or more tiered options and have students choose the right level of challenge for them. Tier assignments by providing different levels of reading materials, forms of expression, levels of complexity, number of steps, and/or time allotted for the assignment.
Allow time for students to complete the assignment. Use flexible grouping to avoid labeling/tracking students.
Assess students’ mastery of the lesson objective.
It is important for the teacher to communicate to the class why each person/group may be working on different tasks to avoid misunderstandings. Be sure to prepare scoring guides/rubrics to assess different products fairly. 96
Variations
Links To Other Resources
Tiered Question A strategy that allows the teacher to vary the complexity of the question according to the readiness level of the student. Question stems may be based on Bloom’s Taxonomy. Examples include: a) What kind of bear lives in the North Pole? b) Why are polar bears white? c) How would you change a polar bear’s physiological make-up to help it survive in the desert?
Choice by Choice with Tiered Instruction and Assessment
Tiered Writing Prompts A strategy that allows the teacher to vary the complexity of the writing prompt according to the readiness level of the student. Examples include: a) Describe how the character looks. b) Describe why the character feels that way in the story. c) Describe how the events in the story influence how the character behaves.
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Best Practices: Instructional Strategies and Techniques Tiered Curriculum Project Examples of Tiered Assignments Examples of Writing Prompts Research
I-5, I-9, I-10
Tight Transitions is a quick and effective practice that students perform without extensive guidance from the teacher. Transitions are the points during a class when students end one activity and begin another or physically move from one place to another. “Messy transitions are an invitation to disruptions and conflicts” (Lemov, 2010), but teachers can easily implement smooth and crisp transitions in order to maximize learning time. To accomplish this, teachers must provide clear expectations to students and practice the routine consistently until steps are performed quickly and orderly. The investment in teaching students to execute Tight Transitions creates an increase in instructional time over the course of a school year and also helps manage discipline by promoting a positive and respectful classroom environment. Prep Work: Review lesson plans and routines to identify what transitions occur in the classroom. These may include (but are not limited to) entering class, distributing and collecting materials, movement in and out of groups, and/or dismissal. Plan the most efficient and practical way to accomplish the task or transition. An effective way to teach transitions is to scaffold the steps; teach the steps one at a time. For example: “When I say one, please stand up and push in your chairs. When I say two, please turn to face the door. When I say three, group 1 please line up.” Point to Point Movement (Lemov, 2010) is when the teacher identifies a location/action and students move to that point and stop. For example: “Please walk to the door by the library, and stop there.” Break tasks down into smaller steps that are clear and age appropriate. Teach students to follow the procedure step-by-step. Allow time for students to practice repeatedly, possibly using a stop watch, until students perform the task in a specified amount of time quickly and orderly.
Variations Entry Routine and Do Now These are quick activities that teachers use when students first enter the classroom. They do not require teacher input; they engage students with content, and start the lesson/day by giving learners a feeling of success. 98
Get students excited about practicing the steps in a specific routine by making it a game where teams can compete against each other and/or the clock. Try rhyming or chanting steps of a transition to keep transition time fun and engaging.
Spending too much time practicing routines takes time away from instruction. Basic routines should take four to six days to establish and can be perfected over time, not all in one day.
Exit Ticket This practice provides for a smooth conclusion and exit out of the classroom at the end of a class by asking students to answer a short series of questions and turning them in on the way out the door.
Links To Other Resources Teach Like a Champion Technique Summary Research
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PL-1, PL-2, I-7 Just as a coach keeps a close eye on the statistics of the players on the field, so a skilled teacher tracks the progress of his/her students in the classroom. Tracking the progress of students through careful review of results on class work, homework, quizzes, assessments and oral response is a valuable tool as it is motivating for students to see that they are making progress toward an important learning goal, even if they are not yet performing at the highest level as identified by a rubric. It also helps the teacher diagnose weaknesses, make more strategic decisions about future lessons, and plan time for one-on-one or small group interventions to reinforce skills that need mastery.
Establish the goals and determine what the students are expected to achieve. Include students in the process as they will be more invested in their education.
Enlist a second set of eyes as other teachers can always provide helpful advice and may be able to see a trend that was overlooked. When keeping anecdotal notes, it is helpful to keep a binder with students’ names labeled under each tab. Be sure to include the date.
Provide a method for students to keep track of their own progress (Student Self Evaluation Template) and ensure that the steps for reaching the goals are outlined so students have a clear understanding of what will be required of them to meet each goal. Allow students to track their own progress on assessments using graphic displays. Collect student progress information consistently to ensure accuracy of data. Analyze the data and look for trends. Review and reflect on the data. Ask questions such as: “What does this tell me? Did the students perform as expected? Were there any surprises in the results? Have students grown as compared to previous measures?� Take strategic action by enacting a flexible plan. Look at the lesson plans and goals for the upcoming day, week, month, unit and semester. What are the strong points that can be built upon? Are there weak points that must be reinforced? How will students be grouped according to their readiness levels? How will instruction be differentiated for each group to attain mastery? Repeat the process. Tracking progress is a yearlong pursuit that can be truly valuable if done with fidelity.
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The purpose of tracking progress is to help everyone achieve more. Be careful not to assign consequences as a result of tracking data.
Variations Progress Charts Simple visual displays that help teachers see whether or not the student is on an upward trend. Some progress charts are used for short term goals such as vocabulary retention or high frequency word fluency. A yearlong progress chart can be used for essential skills such as works of literature, or identifying and utilizing mathematical formulas.
Links To Other Resources When Students Track Their Progress How to Graph Student Progress Sample Student Evaluation Template Research
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PL-3, I-1, I-6 “A guaranteed and viable curriculum has the most impact on student achievement” according to Robert Marzano in his book, What Works in Schools. Consistent use of the HISD Curriculum helps to ensure that all district students have equitable access to quality instruction. HISD’s curriculum is comprehensive, reflects required standards, incorporates best-practice strategies, provides access to proven resources, addresses the needs of diverse learners, and reflects high expectations for student achievement. A common standards-based curriculum guarantees that every HISD teacher will have access to the resources necessary to plan, teach, and assess instruction and student learning effectively (Curriculum Writing Initiative, n.d.). Prep Work: Log into HISD Connect Under Department information, click on the letter “C” and select the Curriculum and Instructional Development. Here the teacher has access to the HISD curriculum planning guides, scope and sequence and vertical alignment matrix. Select the curriculum that matches the teacher’s specific content and grade level Use the Scope and Sequence document as a tool for grade level/content planning. Begin with the end in mind. The Scope and Sequence document presents a recommended scope and sequence of study for the year by bundling student objectives into instructional units and then mapping them on the district’s current school calendar, similar to a course or grade-level syllabus. Use the Vertical Alignment Matrix documents as an additional tool that can be used during cross grade level planning. The Vertical Alignment Matrix presents a developmental alignment of student objectives in a content area across grade levels. Use the Unit Planning Guides as a comprehensive tool for day-to-day instructional planning. The Curriculum Unit Framework extends the Scope and Sequence by providing additional detail for the unit(s) in a grading period, including a brief description of the unit(s), the objectives to be addressed, key concepts and skills, essential understandings (i.e., the big ideas), academic and content-specific vocabulary, English Language Proficiency Standards (ELPS), College and Career Readiness Standards, and student performance expectations. Use the Lesson Planning Guide to plan daily lessons that align with other HISD Curriculum resources (Scope and Sequence, Vertical Alignment Matrix, and HISD Curriculum Planning Guides).
Plan with other teachers in the same grade/content, or across grade levels instead of in isolation. Doing this saves time and supports the sharing of ideas and resources between teachers. Over plan. It is easier to take things out of a plan than to ad lib and add less than quality experiences to a plan. Some teachers underestimate the time it will take to plan quality lessons along with mapping out how they will cover content for each semester and by the end of the school year. Take the time needed to get to know the curriculum documents.
Links To Other Resources HISD Connect Curriculum and Instructional Development HISD Objectives Definitions
Lesson Planning Guide Research 102
I-9, I-10 What To Do is a practice that involves giving students directions in a way that is clear and useful, and allows them to do what is asked in an easy manner (Lemov, 2010). The practice is based on the premise that some student noncompliance is due to students’ misunderstanding of the directions, not defiance. Directions should be specific enough that a teacher can distinguish between misunderstanding and defiance. Tell students what to do (“Keep your eyes on me”) as opposed to what not to do (“Don’t look around”). Ensure directions are: Specific: The must be manageable and precisely describe the actions students should take. Concrete: They must be clear, actionable tasks. Sequential: Good directions “describe a sequence of concrete and specific actions.” (Lemov, 2010). Observable: This ensures accountability. Re-teach students the desired behavior if they still misunderstand your expectations. Provide consequences if they are being defiant.
Breaking down an initial direction into an even more specific sequence of steps helps students better understand. Ask a student to repeat directions to check what they understand and reinforce the expectation.
Punishing students who do not understand directions erodes relationships and creates a sense of injustice. Make sure to teach students directions, not punish them for misunderstandings.
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PL-2, I-7, I-8 Promoting high academic expectations for students starts with the teacher believing in student success. Subconsciously, teachers who believe students can succeed, behave in ways that help them succeed (Marzano, 2007). Work Hard, Get Smart encourages students to work hard towards mastering the lesson objectives and to persist when faced with difficult material. Also known as the Growth Mindset, this approach creates a love of learning and a resilience
that is essential for great achievement (Dweck, 2012). Work Hard, Get Smart is a daily reminder that students control their own learning. The teacher uses a mantra that students repeat and internalize to bolster their confidence and reinforce their ability to learn new and difficult content. The teacher praises, acknowledges, and rewards effort and hard work. It is crucial that we encourage students to believe in malleable intelligence, empower them to take control of their learning and build their self-esteem.
Help students persist in the face of failure by offering support throughout the lesson. Make this a part of daily practice. Promote a culture where mistakes are encouraged in order to succeed. Have students answer the following questions: What do you want? What do you need? Explicitly communicate the expectations and the pathways created to reach those goals. Have students answer the question: What point do you want to reach? Students will take their own path to reach their goal. Make a visual that communicates the importance of working hard to achieve success.
Try creating progress charts or posters where students can visually track their growth. Post it in a place where everybody can see it as a way to celebrate achievement.
Generic encouragement directed at the whole class is ineffective in providing meaningful encouragement to Work Hard, Get Smart. Use specific encouragement that appeals to the student’s individual interests, values or dreams.
Ask students to chart their growth on each learning goal to take ownership of the process. Recognize and celebrate progress (see J Factor). Variations
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Motivational Chants: This strategy provides opportunities for the teacher to communicate expectations and get students engaged with the work in a positive way. It also builds confidence in oral language, promotes a sense of community, and helps change the pace and mood to improve student motivation.
How Can Teachers Develop Students’ Motivation and Success?
Community Circle: Community Circle is a way to build a team culture within your classroom. Students gather in a circle to have a structured, student-centered discussion with each other and the teacher. This practice builds a sense of community, develops problem solving skills, strengthens bonds between student and teacher, and provides an opportunity for students to practice their listening, speaking, and interpersonal skills. 104
Mindset Online Variety of Classroom Chants Research
PL-3, I-5, I-8, I-10
Workstation management is the organization system that provides the teacher with a specific plan to differentiate for student needs and allows for smooth transitions during work station time. When workstations are managed effectively, students are aware of behavioral expectations and what learning they are responsible for. Both the teacher and students are aware of which station students are working on, when the assignments are due in that particular station, and the appropriate behavior for that station. Setting consistent expectations early ensures that students are adept at managing station materials, using the station management board, solving problems they encounter, and rotating to the next station quickly.
Prep Work: Decide what specific learning experiences will occur in work stations and what products or assignments students will be expected to complete. Organize materials for each work station. Determine the grouping of students and the rotation schedule. Arrange the students according to the skill that needs to be taught for that specific group of children. Create a chart that displays the work stations available and the students that will attend each work station. Post a schedule during work station time. Set clear expectations for behavior during work stations.
Remember to keep groups flexible so that students have an opportunity to work with a variety of classmates.
When introducing new activities in work stations, students will need support to adapt to the change. Make sure the students understand what is expected in each station prior to releasing them to complete station work. This will ensure that students produce quality work.
Practice expectations with students. Present the directions and show students the materials for each station. Direct students to the workstation they are assigned.
Variations
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Workstation Menus Students chart which workstations they have worked in for the week by using a “menu� of various workstation choices. See the link for an elementary example of a workstation menu. Learning Contracts Students have options of how to produce evidence of their learning. They create and execute a contract with the teacher for learning. Each student is responsible for completing the work they have agreed to in the contract. See the link for detailed examples of learning contracts. 105
Florida Center for Reading Research K-5 Work Station K-12 High School Social Studies Work Station Examples Research
I-1, I-3, I-4, I-5 Workstations are designated areas within the classroom where students work either alone or with a partner/group using instructional materials to explore, practice and expand their learning. Providing students with a variety of activities reinforces and extends the learning that occurs throughout the day or during a unit of study. Workstations are an integral part of classroom instruction because they allow students to work independently while the teacher works with a small group or individual students. Additionally, workstations can provide an opportunity to assess students’ mastery of different components within the same objective and establish a routine of differentiation in the classroom for students with various instructional levels, interests, or learning styles.
Determine the pre-taught objective(s) that will be reinforced within each workstation. This will help to determine how many workstations/activities are needed.
Determine the outcome and activities that would best support student practice of the objective(s) in each workstation.
Create and post a list of differentiated activities and procedures for students to follow in each workstation.
Collect resources that will go into each workstation based on the number of students and the amount of time allocated for each rotation.
Create and introduce time and behavior management system/procedure specifically for workstations.
Generate an assessment or end product that will gauge students’ mastery of the concepts for each workstation.
Model expectations and have students practice in each workstation.
Incorporate technology and/or novelty in workstations to enhance student engagement. Consider having students help in the creation of activities in the workstations and/or procedures for a sense of ownership. Use a log to allow students to document their progress at each workstation.
Workstations should only be used when students are ready for independent practice or are reviewing/reinforcing material that has already been introduced and modeled.
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Mobile Workstations Workstations can be a bucket, basket, folder, and/or envelope with the materials and activities inside. Students can simply move the container to their desk to work.
Reach Every Child
Choice Boards Choice boards are organizers on paper that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product.
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Setting Up Centers/Stations
I-5, I-9, I-10 Work the Clock is a practice that emphasizes the importance of class time by announcing an allotted time for an activity and verbally counting down to remind students of work-time remaining. It encourages on-task and efficient work during lesson activities. This practice can be used to improve the pacing of a lesson by instilling a sense of urgency in students. It also can create a positive environment in the classroom that acknowledges and reinforces productive student behavior. Prep Work: Create an objective driven lesson with aligned activities. Determine the places in the lesson where urgency will be important, where students might have a hard time staying engaged/on-task, or where racing the clock might bring joy or excitement to students. Decide on the ideal length of time for students to complete the parts in the lesson identified in the previous step. Plan how time and activity expectations will be communicated with students. This could be done by writing a short script with clear directions for the activity and transitions. Decide where countdowns are needed and will be shared with students as a reminder to complete their work or hasten students along to the next step. Implement with students during the lesson by sharing time limits with students at the start of the activity and verbally counting down to monitor time publically with the class.
Variations
Try rewarding positive behaviors during countdowns by acknowledging students. For example, “5, 4…John is ready…3, 2…Alison is ready..1.” Consider using countdowns to set goals for the class. “I know we did this by my count of 8 last time, this time let’s go for 6.”
Be mindful that students are not rushing through the work and sacrificing quality for speed. Monitor work during the activity closely and set expectations for quality at the beginning of the lesson.
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Tight Transitions Tight transitions occur when teacher and students have practiced a transition routine until the steps are performed quickly and orderly. A teacher may countdown to tighten transitions and help students monitor their activity.
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I-5, I-9, I-10 100 Percent is the practice of utilizing interventions to ensure the engagement of 100% of students before moving forward with a lesson. Teachers should expect full engagement from his or her students at any given time. The goal of this practice is not to utilize power but to achieve an important purpose – the success of students. The practice is done quickly, positively, and in the least invasive way to achieve compliance and student attentiveness.
State academic or behavioral expectations. Scan the room to ensure that 100% of students are meeting the expectation. If there is not 100% engagement, choose from the following interventions to solve noncompliance quickly: Non-verbal intervention – Use eye contact with off-task students without interrupting instruction. Positive group correction – Provide a quick verbal reminder to all students. Anonymous individual correction – Send the message that there are individuals not following directions without naming an individual student. Private individual correction – Correct individuals privately and quietly by approaching the student and in a quiet voice telling the student what he or she should do differently. Lightning-quick public individual correction – When you need to correct an individual student publicly, minimize attention by doing so quickly. Consequence –Save consequences for occasional use by attempting to solve noncompliance quickly through one of the previously listed techniques. Implement 100 Percent technique to achieve full compliance. Make sure the intervention is fast and invisible. Praise the students and move on with the lesson.
To enable students to comply, ask students to do things that are actionable or concrete. For example, “Put your pencils down when you are done with your work.” This can be easily seen compared to saying “Is everyone ready?” Concentrate on telling the student what to do right rather than reprimanding or explaining what he or she did wrong.
Some people mistakenly believe that ignoring misbehavior is the least invasive response, but unchecked behavior will only persist and intensify. Avoid the misconception that every noncompliance needs to be addressed with a consequence.
Variations
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Call and Response Students repeatedly carry out what their teacher asks them to do on cue. Expecting this response from the class normalizes the practice and promotes compliance with the teacher.
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