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