Professional Development
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- 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
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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
Questions Addressed
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- How do I frontload information for students who have a gap in prior knowledge?
- How can I respond to misunderstandings quickly?
- How can I ensure access to learning for all my students?
Why It Works
Suggested Strategies
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- Checkpoints*
- Frontloading
- Build Background Knowledge
- Circulate
- Catch and Release
- Flexible Grouping*
- Learning Buddies
* = PSD effective practices
How to Implement This Routine
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Anticipate misunderstandings and plan using data.
Use formative data to decide which students will need additional support before and during instruction. Anticipate potential misunderstandings and plan instruction to meet the needs of your students. Plan checkpoints during instruction to assess students’ understanding.
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Frontload vocabulary and build background knowledge.
Invite a few students to gather before instruction to preview upcoming learning in order to build background knowledge. Allow students to read and discuss introductory texts. Lead them in highlighting key ideas. Frontload by pre-teaching challenging vocabulary.
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Re-teach concepts during guided or independent practice in small groups.
Keep track of content and concepts with which your students are struggling as you circulate. Call those students who need extra support together for a private “mini-lesson” using a catch and release. Provide additional explanation or a scaffolded activity.
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Use flexible grouping strategically.
Utilize flexible grouping by pairing students who need additional support with a “learning buddy” who can help clarify directions or key ideas. Teach learning buddies your expectation that each student is to do his or her own thinking and writing. Employ learning buddies during complex reading and writing tasks.
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Provide additional practice as needed.
For students who need additional explanation and practice (according to your assessment), create more learning opportunities within the next few days. Target additional practice precisely to address specific gaps in knowledge or skills.