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
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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
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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
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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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Double Plan is an effective lesson planning practice in which teachers plan for what students will be doing during the course of a lesson. Planning is often focused on what the teacher will be saying, doing, and modeling during the lesson. The Double Plan practice reminds teachers to plan for their students’ actions as well. The practice helps teachers see the lesson through the eyes of the student in order to make sure students stay actively engaged in all aspects of the lesson. Double Plan is something teachers may not do for every lesson; however, after doing this for several lesson cycles, this practice helps teachers consider more thoroughly what students need to do and incorporate this information into their regular lesson plans.
- Create an objective-driven lesson.
- Create a T-chart with “You” on one side and “Them” on the other.
- On the “You” side, write down all the things the teacher will be doing during the course of the lesson. On the “Them” side, write down the corresponding things the students will be doing. Examples of student actions may include:
- Taking notes
- Reflecting with a partner
- Mentally predicting
- Attentively observing a demonstration
- Implement the lesson plan.
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Alerts
Carefully consider the preparations you need to make or the instructions you need to give to make sure students will be playing their expected role. If students begin to shift away from what you planned for them to do, provide a redirection to ensure students understand your expectations.
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Quick Tips
Double Planning helps teachers change the pace of a lesson by reminding them to do a variety of things during class time. Students may write, reflect, discuss, or draw to actively engage in the lesson.
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Other Strategies
What to Do
What to Do is a practice that involves giving students directions in a way that is clear and useful. The practice is based on the premise that some student non-compliance is due to students’ misunderstanding of the directions, not defiance.