Professional Development
- 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
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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
- eLearning
Description
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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.
- 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 and:
- Models
- Generate a movie/documentary
- Craft an editorial
- Test the solution
- Write a letter to share opinions/ideas
- Start a campaign
- Role play
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Alerts
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.
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Quick Tips
Consider having students work in pairs or groups. Exploring with peers encourages students to grapple with additional perspectives.
Suggested Learning Activities:
- Participate in field trips
- Read a book
- Write a 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
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Other Strategies
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. Consider having students work in pairs or groups. Exploring with peers encourages students to grapple with additional perspectives.
Classroom Debate
Students take opposing positions on a topic or issue. The 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.