Keep these reminders near your eyes before, during, and after instruction as a reminder. Question yourself regularly how you met the 10 GOALS. The KEY QUESTIONS can assist your planning and designing learning experiences for students. As you plan, be sure the questions developed will engage, create and maintain a learning environment, and rigorously demonstrate an understanding of student subject knowledge. Challenge yourself to less than 10 minutes for any activity to maintain engagement.
Try developing the habit of cold calling three students for the same question. Thank students for responding rather than correcting their responses. Reward students after all three answer using the WAGES suggestions. Ask students for WAGES and SHOP ideas.
As you implement these suggestions, ask yourself how you are meeting the expectations for:
1.1 Using knowledge of students to engage them in learning.
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests. Open a lesson to capture student attention and interest. Offer opportunities for student products to provide evidence that they engaged in HIGHER-LEVEL (another product available) thinking skills.
1.3 Connecting subject matter to meaningful, real-life contexts. Establish a connection between subject matter and purpose for learning. Make connections between the subject matter and real-life contexts.
1.5 Promoting critical thinking through inquiry, problem-solving, and reflection.
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. Establish a stimulating, curriculum-rich learning environment that supports content learning and academic vocabulary development.
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.
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. Organize instruction to optimize learning time. Structure time for both independent and collaborative learning opportunities.
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. Connect content being taught to students’ prior knowledge and experiences.
3.4 Utilizing instructional strategies that are appropriate to the subject matter. Build on students’ life experiences, prior knowledge, and interests to make subject matter relevant and meaningful to students.
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction. Incorporate students’ prior knowledge and experience in your curriculum and instructional planning.
4.2 Establishing and articulating goals for student learning. Communicate your GOALS and expectations with your students, daily. Incorporate easy to view Data Dashboard posters as clarifications.
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students. Plan instruction to allow enough time for student learning, review, and assessment. Use your knowledge of subject matter and students to plan and appropriately pace instructional activities within a lesson.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. Reflect on your successes and struggles and apply what you have learned about effective and ineffective strategies to existing plans for future lessons. Reflect on your successes and struggles with the use of the curriculum and apply what you have learned to existing plans for future lessons.
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction.
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.
5.5 Involving all students in self-assessment, goal setting, and monitoring progress.