OLD-Professional Development
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- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
-
I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
Description
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Right is Right helps teachers set and defend a high standard of accuracy in the classroom. There is an important difference between partially correct and 100 percent correct answers. Teachers should refrain from adding details to a student’s almost-correct answer and passing it off as mastery. With Right is Right, the teacher does not move on until the student responding gets the answer 100 percent correct (i.e. accurate academic vocabulary, complete sentences, exact number, etc.).
- Ask students a question and evaluate the response. If the answer is incomplete:
- Hold out for “all the way”: Students can get discouraged easily, so keep a positive tone. Praise students for their effort, but ask for more. Do not confuse effort with mastery.
- Model and use specific vocabulary: Require students to use academic vocabulary in their answers.
- If the student’s response is not related to the question asked:
- Provide support for 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.
- Require 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.
- Ask students a question and evaluate the response. If the answer is incomplete:
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Alerts
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.
Consider repeating the answer back to students so they can listen and find what is missing and further correct their response.
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Quick Tips
Encourage students to use anchor charts to support their answers. Teachers can also provide cues to help students move from an incomplete response to a 100% correct answer.
Good teachers accept words students are already familiar with as right answers, but great teachers push for precise academic vocabulary. This approach strengthens students’ vocabulary and better prepares them for college.
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Other Strategies
Stretch it
Stretch It is a practice that extends student understanding by asking further probing questions. It also helps teachers to ensure that student responses are more reliable and motivates students to apply knowledge in new situations, make real-world connections, and/or engage with questions that are more challenging.