Closure, Writing, Inquiry, and Assess Teaching Strategy Cards

Closure, Writing, Inquiry, and Assess Teaching Strategy Cards
Closure, Writing, Inquiry, and Assess Teaching Strategy Cards
Closure, Writing, Inquiry, and Assess Teaching Strategy Cards
Closure, Writing, Inquiry, and Assess Teaching Strategy Cards
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Use assessment data from these cards to establish learning goals, plan, differentiate, and modify instruction. Students should be able to judge information from their long-term memory to justify conclusions from all components of the objective. We want students at the metacognitive level of understanding where they know when and how to use particular strategies to solve problems. Independently, a student can plan with the appropriate selection of strategies that affect the task. Then, they are aware of their comprehension and task performance while completing the task. Finally, they are able to evaluate the result of their work and the efficiency at which they performed the task. Questions need to be rigorous. Provide a rubric (product sold separately) to students demonstrating what distinguished work looks like. How do they get there? Offer examples from other students this year or previous years as anchor papers that achieved excellent scores.

The greatest goal in handling the last seven minutes of a lesson is for students to leave with confidence. They succeeded in mastering the objectives for the day and are now able to use the objectives to complete homework.

Closure cards offer several options for implementation. Depending on the depth of the objective and student abilities, writing should be required. If students are not able to write, prompt the class with, “What do you know?” Cold call several student credit cards. If they struggle, scaffold your question with, “What do you need? What confused you? Why?” This can quickly develop a plan for the INTERVENTION card (product sold separately). Write on the student’s credit card you called their struggles to develop further after school, with parents, and subsequent class sessions to support the student. When students demonstrate understanding, award them WAGES (recommended product). “What did you learn?” If students are unable to write, challenge yourself to receive feedback from every student to help you design learning experiences with the DIFFERENTIATE card (product sold separately) for tomorrow.

The last five to seven minutes of an hour are crucial for student closure. It is important for students to be able to recall information learned within the hour and place the information into long-term memory. Exit tickets require students to complete a task before leaving the room. Parking lot activities require students to post sticky notes with responses on a designated wall in the room. Whip around activities require students to respond to teacher prompts as the teacher whips around the room cold calling every student credit card. Popcorn cold call activities are similar to whip around activities, but after a student answers correctly, he or she cold calls a student from the credit card deck.

To assist with sentence frames progression from application level to evaluation level, incorporate the Level 3 Lesson Template sold separately. Consider providing the template to each student before presenting a new objective. During instruction, students complete the template as guided notes and develop higher-level thinking and writing skills as they move from level 1 to level 2 to level 3. Guided questions within the first column assist students with their writing.

When evaluating Data Dashboards, ensure that the data posted on the wall for the class is relatively new. Ensure that students can see views at a glance from across the room of key performance indicators. Suggestions include: attendance trends, assessment trends, and assignment completion trends. Consider relating the Data Dashboard to real-life business characteristics such as sales, marketing, human resources, or production. “Class, if this graph here represented our marketing output to cities within the United States, would we have a job next year? What do you think we should do?” Cold call several credit cards for responses. The goal behind the Data Dashboard is to give the students, teacher, administrator, and any other person entering the room signs about student performance successes and areas of improvement. Consider displaying the number of students in need of response to intervention academically next to the number of students scoring proficient on an assessment to motivate the class to work cooperatively.

As you implement these cards, ask yourself how you are meeting the expectations for:
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments. Select assessment strategies and instruments appropriate to the learning outcomes being evaluated. Design grading practices that draw on multiple sources of information and reflect student learning.
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction. Use diagnostic tools and developmental assessments to understand student progress. Use a range of assessment strategies to implement and monitor individualized student learning goals.
5.3 Reviewing data, both individually and with colleagues, to monitor student learning.
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction. Use multiple sources of assessment to measure student progress and revise instructional plans.
5.5 Involving all students in self-assessment, goal setting, and monitoring progress. Make assessment integral to the learning process. Check at least 3 students before students leave in case you need to ask clarifying questions to students. What is confusing you? Why? The results can become your anticipatory set the following day. Model self-assessment strategies for all students. Develop and use tools and guidelines that help all students assess their work and monitor their learning goals. Provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom.
5.7 Using assessment information to share timely and comprehensible feedback with students and their families.
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts. Seek feedback from students regarding relevance of subject matter to their lives.
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.
1.5 Promoting critical thinking through inquiry, problem solving, and reflection. Encourage students to create, imagine, and innovate.
1.6 Monitoring student learning and adjusting instruction while teaching.
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students.
2.5 Developing, communicating, and maintaining high standards for individual and group behavior.
2.7 Using instructional time to optimize learning.
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks.
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.
3.3 Organizing curriculum to facilitate student understanding of the subject matter.
3.4 Utilizing instructional strategies that are appropriate to the subject matter.
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
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