Professional Development
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- 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
- eLearning
Description
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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.
- 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. For example, write 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 in order to proceed along to the next step.
- Implement Work the Clock 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.
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Alerts
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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Quick Tips
Try rewarding positive behaviors during countdowns by acknowledging students. For example, “5, 4….John is ready…3, 2….Allison 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.”