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