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