Yellow Zone When a student feels frustrated, worried or wiggly Alternative Teaching Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson LWT #2 DoDEA adopted materials are used to support student learning LWT #9 Tasks require productive struggle, problem solving, & reasoning Green Zone Student is happy, calm, and focused Tier 3 Instructional Strategy Highly targeted, intensive instruction CQ3 How will we respond when they do not learn? Representational Math Model number line Blue Zone When a student feels sad, sick or tired CQ2 How will we know if they have learned it? LWT #4 Teacher communicates high expectations Concrete Math Model Student uses plastic bears to build an addition problem solution LWT #13 Support of written/spoken opinions with text evidence CQ1 What do we want all students to learn? Red Zone When a student is angry, ecstatic, or terrified Student Engagement Strategy "Share" portion of Morning Meeting CQ4 How will we extend learning for students who are already proficient? Stages of Collaboration Forming, Norming, Storming, Performing Tier 1 Instructional Strategy For all students by the GE teacher Parallel Teaching Students taught same content at same time by 2 teachers Interactive Learning Structure Inside / Outside Circle One component of Excellent Instruction Teacher's responsiveness through differentiation, remediation, & enrichment Backward design ID outcomes, create assessments, design instruction Tier 2 Instructional Strategy BAU Quick Checks Yellow Zone When a student feels frustrated, worried or wiggly Alternative Teaching Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson LWT #2 DoDEA adopted materials are used to support student learning LWT #9 Tasks require productive struggle, problem solving, & reasoning Green Zone Student is happy, calm, and focused Tier 3 Instructional Strategy Highly targeted, intensive instruction CQ3 How will we respond when they do not learn? Representational Math Model number line Blue Zone When a student feels sad, sick or tired CQ2 How will we know if they have learned it? LWT #4 Teacher communicates high expectations Concrete Math Model Student uses plastic bears to build an addition problem solution LWT #13 Support of written/spoken opinions with text evidence CQ1 What do we want all students to learn? Red Zone When a student is angry, ecstatic, or terrified Student Engagement Strategy "Share" portion of Morning Meeting CQ4 How will we extend learning for students who are already proficient? Stages of Collaboration Forming, Norming, Storming, Performing Tier 1 Instructional Strategy For all students by the GE teacher Parallel Teaching Students taught same content at same time by 2 teachers Interactive Learning Structure Inside / Outside Circle One component of Excellent Instruction Teacher's responsiveness through differentiation, remediation, & enrichment Backward design ID outcomes, create assessments, design instruction Tier 2 Instructional Strategy BAU Quick Checks
(Print)
When a student feels frustrated, worried or wiggly
Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson
DoDEA adopted materials are used to support student learning
Tasks require productive struggle, problem solving, & reasoning
Student is happy, calm, and focused
Highly targeted, intensive instruction
How will we respond when they do not learn?
number line
When a student feels sad, sick or tired
How will we know if they have learned it?
Teacher communicates high expectations
Student uses plastic bears to build an addition problem solution
Support of written/spoken opinions with text evidence
What do we want all students to learn?
When a student is angry, ecstatic, or terrified
"Share" portion of Morning Meeting
How will we extend learning for students who are already proficient?
Forming, Norming, Storming, Performing
For all students by the GE teacher
Students taught same content at same time by 2 teachers
Inside / Outside Circle
Teacher's responsiveness through differentiation, remediation, & enrichment
ID outcomes, create assessments, design instruction
BAU Quick Checks
