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