Professional Development
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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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100 Percent is the practice of utilizing interventions to ensure the engagement of every student before moving forward with a lesson. Teachers should expect full engagement from his or her students at any given time. The goal of this practice is not to utilize power but to achieve an important purpose - the success of students. The practice is done quickly, positively, and seamlessly to achieve compliance and student attentiveness.
- State academic or behavioral expectations.
- Scan the room to ensure that 100 percent of students are meeting the expectation.
- If there is not entire engagement, choose from the following interventions to solve noncompliance quickly:
- Non-verbal intervention: Use eye contact with off-task students, without interrupting instruction.
- Positive class correction: Provides a quick verbal reminder to all students.
- Private individual correction: Correct individuals privately and quietly by approaching the student and in a quiet voice telling the student of the classroom expectation.
- Lightening-quick public individual correction: When you need to correct an individual student publicly, minimize attention by doing so quickly.
- Consequence: Save consequences for occasional use by attempting to solve non-compliance quickly through one of the previously listed techniques.
- Implement the 100 Percent practice to achieve full compliance. Make sure the intervention is fast and invisible. Thank students for their cooperation and move on with the lesson.
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Alerts
Some people mistakenly believe that ignoring misbehavior is the least invasive response, but unchecked behavior will only persist and intensify. However, avoid the misconception that every non-compliant action or inaction needs to be addressed with a consequence.
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Quick Tips
To enable students to comply, ask students to do things that are actionable or concrete. For example, “Put your pencils down when you are done with your work.” The teacher can easily see that students are ready without asking. Concentrate on telling the student what to do right rather than reprimanding or explaining what he or she did wrong.
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Other Strategies
Call and Response
In Call and Response, students repeatedly carry out what their teacher asks them to do on cue. Expecting this response from the class normalizes the practice and promotes compliance with the teacher.