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
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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
-
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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Entry Routines are procedures that students complete daily as they enter the classroom in the morning or transition to a new class period. It may be as simple as students knowing where to store their backpacks, place completed homework assignments, or where to sit. According to Doug Lemov’s definition, "It is about making a habit out of what’s efficient, productive, and scholarly after the greeting and as the students take their seats and class begins.” When entry routines are effectively established, they can bolster classroom community, students’ self-esteem, productive social collaboration, and student attitudes and behavior toward school.
- Start the day or class by greeting students at the door with a smile and a handshake.
- Set the rules and behavioral expectations for each entry routine prior to engaging in the activity.
- Communicate the routine to students, provide specific expectations about their behavior:
- Where to get materials for the class as they enter the classroom.
- Where to sit.
- Model how to walk quietly to their seats.
- What to do with homework from the previous day if applicable (e.g. put in a basket, give to proctor, leave on teacher’s desk).
- Where to find the “Do Now” or board work and other review problem(s) for the morning.
- Details of any other basic tasks students are to complete upon entry to the classroom.
- How much time will be given to complete the task.
- Model and describe how the routine should be executed. Students must have a clear picture of what it will look like. Allow them to ask questions.
- Pretend practice. Walkthrough the routine(s) to clarify the procedures and redirect if necessary.
- Transfer ownership. Allow student(s) to execute the routine, give student(s) feedback, and inform them of any adjustments needed in their entry behavior.
- Reinforce the routine(s), and stick to them.
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Alerts
If an entry routine is too simple or too difficult for students, they may find themselves getting off task. Consider revisiting the steps to complete it so that all students are able to meet the desired outcomes.
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Quick Tips
Use predictable and consistent routines as this practice helps students understand the expectations and reduces behavioral problems in the classroom.
Take 3-5 minutes in the morning to complete a “Do Now,”’ a daily warm-up at the beginning of a lesson to get students into the learning mode.
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Other Strategies
Threshold
Threshold is a Teach Like a Champion technique that establishes a personal bond between the teacher and the student through a brief personal check-in as the student comes through the door. The routine reinforces the classroom expectation and makes the practice customary (e.g. “Loved your homework, Pam!” ; “We have a quiz today so be sure to begin the Do Now - it will help you review.”)