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
-
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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Effort or “process” praise includes praising for engagement, perseverance, strategies, and improvement to build a hardy dose of motivation (Dweck, 2007). Using Reinforcers is a practice that supports process praise by providing positive cues in response to a student behavior. It encourages the behavior and makes it more likely to occur in the future. Reinforcers allow teachers to acknowledge and focus on students’ active participation, positive behavior, effort, or contributions to the learning environment at any point during the school day. Reinforcers can be tangible items, such as stickers or small prizes, or intangible motivators, such as verbal praise, social activities or special privileges. Different reinforcers may be used to motivate diverse learners as it is important to the effectiveness of this practice that the reinforcer is personalized for students.
- Prep Work:
- Identify the desired behavior/outcome (prior to the lesson or as it occurs in the lesson).
- Determine what reinforcer will motivate students to increase or repeat the behavior/outcome.
- Gather the necessary resources (tokens, prizes, stickers, etc.) needed for student motivation if tangible reinforcers are to be used.
- Name the expectation (desired behavior/outcome) to students.
- Model the desired behavior/outcome or highlight the student behavior as it happens.
- Reinforce student(s) when the behavior expectation is met and continue to reinforce the behavior as needed.
- Post the reinforcers and token system you are using as a visual reminder to the students.
- Prep Work:
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Alerts
When using verbal praise, be sincere; students value authenticity.
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Quick Tips
Be consistent and clear with expectations; mean what you say, and say what you mean.
The high-quality verbal praise examples below are positive, personal to the student, and state clearly the behavior that pleased the teacher.
“You really studied for your math test and your improvement really shows. Great!”
“I like the way you worked with your partner to try and come up with different solutions to the problem. That’s awesome!”
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Other Strategies
Class Contract
The teacher and students enter into a binding agreement about a whole-class behavior. Should all students in the class meet the behavior expectations outlined in the contract, the class is rewarded as a whole.
Economy
Students earn “currency” (tokens, fake money, or tickets) for meeting an expected behavior/outcome. The ”currency” can later be exchanged for a specific reinforcer (tangible or intangible).