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Austin Taylor - Interactive session to link the connection and importance of being intentional to "Creating Meaningful Learning Experiences"

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Teacher Clarity Assessment Opportunity Word 8th Math

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https://drive.google.com/drive/folders/1r88aJ02xNLJd0UYikm2s-YJDa51scFof?usp=sharing

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Creating an assessment from an earlier learning experience

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Creating an assessment from an earlier learning experience

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Brainstorming what will be the challenge with implementation and possible solutions 

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Brainstorming what will be the challenge with implementation and possible solutions 

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Hey, Admin. Part II

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Mathematical goals

This lesson unit is intended to help you assess how well students are able to interpret distance-time graphs and, in particular, to help you identify students who:

Interpret distance-time graphs as if they are pictures of situations rather than abstract representations of them.

Have difficulty relating speeds to slopes of these graphs.

Introduction

Before the lesson, students work on a task designed to reveal their current understandings and difficulties. You review their work and create questions for students to answer in order to improve their solutions.

A whole-class introduction provides students with guidance on how to work through the first task. Students then work in small groups, matching verbal interpretations with graphs. As they do this, they translate between words and graphical features, and begin to link the representations.

This is followed by a whole-class discussion about applying realistic data to a graph.

Students next work in small groups, matching tables of data to the existing matched pairs of cards. They then explain their reasoning to another group of students.

In a final whole-class discussion, students draw their own graphs from verbal interpretations.

Finally, students return to their original task and try to improve their individual responses.

Materials required

Each student will need two copies of the assessment task Journey to the Bus Stop, a mini-whiteboard, a pen, and an eraser.

Each small group of students will need copies of the cut-up Card Set A: Distance-Time Graphs, Card Set B: Interpretations, Card Set C: Tables of Data, a large sheet of paper, and a glue stick.

A supply of graph paper to give to students who request it. There are some projector resources.

Time needed

15 minutes before the lesson, a 100-minute lesson (or split into two shorter lessons), and 10 minutes in a following lesson (or homework). Timings are approximate and will depend on the needs of the class.

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This lesson unit is intended to help you assess how well students are able to interpret distance-time graphs and, in particular, to help you identify students who: Interpret distance-time graphs as if they are pictures of situations rather than abstract representations of them. Have difficulty relating speeds to slopes of these graphs.

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Fourth grade criterion assessment reference

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7th Grade Math : Stalnaker, Jividen, Butler

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7th Grade Math : Stalnaker, Jividen, Butler

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part 1

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4th grade criterion assessment

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Relating mastery of the learning progressions to the scaffolds needed to be successful!

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Growth mindset and our work with student problem solving in mathematics...

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Teacher Clarity Assessment Opportunity Word 8th Math

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Copy of Teacher Clarity Assessment Opportunity Word

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Protocols for Engagement with Content Standards

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Protocols for Engagement with Content Standards

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Procedure for Rounds Protocol:
1.  Break into groups to complete the problems (each should be different but related to the same standard)
2.  Have one student stay with the poster and select a back-up for round 2.
3.  The backup goes to the group prior and everyone else in the group moves to the next poster.  The presenter describes the information and process of arriving at a solution.
4.  Round 2 - All groups move forward in a round-robin format to the next poster.  Back-up presenter describes the information and process of arriving at a solution.
5.  Round 3 - One participant (not the back up) stays to present the information and  process for finding a solution for a problem that they didn't solve but learned form another group.  All others move forward to a new poster to learn about the process used.
6.  Round 4  - ?  Participants move forward repeating Round 3 process until each student has participated with each poster.

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Teacher Clarity: Part III - Mathematics 3 - 8

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Formative Assessment for Today's Session

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Formative Assessment for Today's Session

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Professional Learning Series - Teacher Clarity Session 3

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This assessment will assist in helping the facilitators formulate their approach to your learning on November 21th, 2020. Thank you in advance for your participation in the survey.

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Click here for the latest version of the Slide Deck!

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It is free and pretty easy to use!

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Welcome to the Companion Website!
"When learning is organized and intentional, and when the learner knows what he or she is learning, great things can happen."
--Douglas Fisher, Nancy Frey, Olivia Amador, and Joseph Assof

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The Teacher Clarity Playbook, Grades K-12

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Welcome to the Companion Website!"When learning is organized and intentional, and when the learner knows what he or she is learning, great things can happen."--Douglas Fisher, Nancy Frey, Olivia Amador, and Joseph Assof

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You can use your Teacher Clarity PlayBook!

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You can use your Teacher Clarity PlayBook!

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Using Positive and Negative Numbers in Context

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Using Positive and Negative Numbers in Context

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Sample Lesson - Grade 7

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Instructional Coaching Guide

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WCS Teacher Clarity Planning Checklist

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WCS Teacher Clarity Cheat Sheet

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WCS Teacher Clarity Implementation Strategies

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ELA 11 - American Literature Sample Lesson

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American Dream: Reality, Promise or Illusion?

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American Dream: Reality, Promise or Illusion?

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English 10

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ELA 11 - American Literature

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ELA 11 - American Literature

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Matching Situations, Graphs and Linear Equations

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Matching Situations, Graphs and Linear Equations

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Sample Lesson - Grade 8

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Sample Lesson - Grade 6

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Solving Linear Equations in Two Variables

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Solving Linear Equations in Two Variables

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Sample Lesson - Algebra I

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Sample Lesson - Grade 3

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Line Item Veto - Government