OLD-Professional Development
Page Navigation
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
-
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
-
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
-
Post It is a practice that is simple, yet will have a large impact on the classroom culture of achievement and the overall outcome of any lesson. Once the teacher is clear on the objective for a lesson, he/she should post it in a visible location in the room. A place students, as well as colleagues and administrators, can easily find when they walk into the room is ideal. Posting the objective is important for students because they should know what they are trying to accomplish by the end of a lesson and be able to reference it any time along the way (Lemov, 2010). Post It gives students a road map for success. By having clear expectations, your students are better informed about the purpose of the lesson and invested in the learning process.
- Identify the main lesson objectives(s) from the lesson plan.
- Decide on student-friendly wording. Make sure the lesson objective has a clear verb and that it is easy to understand. An example of this would be to start the objective off with “The Learner will (TLW)…" For students in primary grades, rewording might be necessary to make it more “student-friendly”.
- Choose a visible location to post the objective. Use the same place every day to ensure consistency when at all possible.
- Call attention to the first Post It and ask the class/student to explain the lesson objective and what they will be doing in their own words.
- Throughout the lesson, refer to the objective as a reminder to students throughout the lesson.
- Before closing the lesson, ask students if they feel they have met the objective. Gathering information about what students learned will help with further planning or reteaching efforts.
- After class, personally reflect on your posted objective and prepare to post the objective for the next lesson/day.
- Allow time for students to practice repeatedly, possibly using a stop-watch, until students perform the task in a specific amount of time, quickly and orderly.
-
Alerts
Spending too much time practicing routines takes away from instruction. Basic routines should take four to six days to establish and can be perfected over time, not all in one day.
-
Quick Tips
Get students excited about practicing the steps in a specific routine by making it a game where teams can compete against each other and/or the clock.
-
Resources
-
Other Strategies
Entry Routine and Do Now
These are quick activities that teachers use when students first enter the classroom. They do not require teacher input; they engage students with content and start the lesson/day by giving learners a feeling of success.