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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Teach Back is a practice where the teacher asks his/her students to explain a concept from the lesson by taking on the role of teacher. This practice allows the teacher to gauge the student’s understanding of a topic or concept as well as determine how effectively the topic was explained. Students who are able to Teach Back are more likely to retain information because they must truly understand the material. In order to teach a concept to someone else, the student has internalized the material.
- Determine the concept or skill in your lesson you want students to Teach Back.
- Determine if students will Teach Back in small groups, pairs or whole group.
- Explain the procedures for the activity and behavior expectations before using the Teach Back practice. If students are in groups, they will need explicit directions about who is the “teacher” and when. Everyone should get a chance to be the “teacher” at some point in the activity.
- Present information to students in small chunks during the lesson.
- Ask students to Teach Back to the teacher, their partner, or to their group.
- Identify and correct any misunderstandings. If the students are working in partners or groups, have a student share the discussion in their group. This gives the teacher the opportunity to observe student responses, and reteach if necessary.
- Add additional information or reteach depending on student responses.
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Alerts
Be prepared for students who Teach Back incorrectly. The teacher can address the misunderstanding as it happens by asking probing questions to lead students to understanding or invite another student to assist with the Teach Back.
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Quick Tips
Have student Teach Back early and often while teaching new concepts to cement foundational understanding.
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Resources
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Other Strategies
Stand and Share
Place students in groups of four. After teaching a topic, have a student from each group stand and share everything they remember for one minute. Then the first student sits down and the next student shares for one minute. Repeat until all students in the group have had their turn.
Circle the Sage
Circle the Sage is a Kagan cooperative learning structure where a student (the sage) teaches other students in a group. The other students go back to their groups and teach others what the student sage has taught them.