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How can you help teachers see that collaborative learning can "free up" their contact time to meet the diverse needs of learning?

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How can you help teachers see that collaborative learning can "free up" their contact time to meet the diverse needs of learning?

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- Know learning expectations in each classroom
- Be on task, engaged in my learning (Not be disruptive to other's learning)
- Learn in both Collaborative and Independent settings
- Learn at levels of DOK 1-4 (Higher DOKs in more collaborative settings)
- Work in a variety of climates (60 deg to 87 deg) :-)

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1: 2/5
2: 1/5
3,4: 2/5

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2/5

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5/5
0/5 refer to 4Q's/SC

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1/5

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3.5/5

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2/5

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5/5 Posted

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All items were correctly posted in the class.

Students were working in small groups on a lab

Teacher was making rounds from group to group working with students as needed.

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All items were correctly posted.

Students and staff were collaborating together to solve Alg. 1B problems.

Students were correcting each other in a positive manner.

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All items were appropriately posted.

Most students were on task.

Some of the students were collaborating together.

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Mr. Galusha was facilitating students creating a lab that they already knew the answer for. 

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Mr. Galusha was facilitating students creating a lab that they already knew the answer for. 

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Students were creating their own lab then testing other students' labs, writing reports and and documenting data.

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Mr. Moore providing direct instruction to a class of two.  

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Mr. Moore providing direct instruction to a class of two.  

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Students gave one another feedback as they were engaging in independent practice.

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Students and teacher were reading a play together one at a time

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Teacher was quizzing students before an assessments on parts of medical words.

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Teacher was quizzing students before an assessments on parts of medical words.

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Kids develop lab for each other
Do each other's lab
Collect data to connect IV/DV

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Students were all on task.

All items were posted as should be.

Students were knowledgable of the words that were being discussed.

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Moved kids to working, trying on their own, then checking, working together
"next step" in the concept was investigated by kids first

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Teacher narrating
Kids reading their part
Teacher providing the context, some ?ing by Tchr

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Differentiate word parts in order to recognize common medical terms
- Word parts to remind kids, pull out of them what they remember
- Moving into independent w/ real "stuff"

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LT (implied): Play the song awesome TOGETHER
- Kids owned their own part of the song
- Tchr provided feedback - asked kids ?s

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Director Brooks was giving feedback to the groups collective product and the students were working together to correct it.

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Director Brooks was giving feedback to the groups collective product and the students were working together to correct it.

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Band was working together to create beautiful music.

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Band was working together to create beautiful music.

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Haan Observations (Click the + in the bottom right corner for each new note.) 

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Haan Observations (Click the + in the bottom right corner for each new note.) 

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Behr Observations (Click the + in the bottom right corner for each new note.) 

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Behr Observations (Click the + in the bottom right corner for each new note.) 

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(Click box and place inside.)

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Sticky Note Observations (Independent): Things to think about as you are identifying your top things to share: 

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Sticky Note Observations (Independent): Things to think about as you are identifying your top things to share: 

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- What parts of this data catch your attention? Just the facts.
- What does the data tell us?
- What does the data not tell us?

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If I was a student at Clinton High School, doing all that I am asked, then I would be expected to: (Click box and place inside.)

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If I was a student at Clinton High School, doing all that I am asked, then I would be expected to: (Click box and place inside.)

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Team 1 Response:

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- After working through your own observations of what the data told you, what patterns do you see?
- What good news can we celebrate?

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Shultz Observations (Click the + in the bottom right corner for each new note.) 

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Shultz Observations (Click the + in the bottom right corner for each new note.) 