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1. How are the Close Reading and Writing Workshops designed to utilize gradual release of instruction?             2. How do Close Reading and Writing Workshops support flexible planning?  

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1. How are the Close Reading and Writing Workshops designed to utilize gradual release of instruction?             2. How do Close Reading and Writing Workshops support flexible planning?  

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1. How are the Language Workshops designed to support language learners with SpringBoard ELA content?      2. How do Language Workshops support flexible planning? 

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1. How are the Language Workshops designed to support language learners with SpringBoard ELA content?      2. How do Language Workshops support flexible planning? 

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Link to the Google Doc.

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Q1: What is the significance of internalizing outcomes to unit level planning?                       Q2: How does SpringBoard utilize backwards design? 

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Q1: What is the significance of internalizing outcomes to unit level planning?                       Q2: How does SpringBoard utilize backwards design? 

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Q1: How does the design of a SpringBoard activity support differentiated instruction?    Q2: What are the opportunities for formative assessment in a SpringBoard activity?

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Q1: How does the design of a SpringBoard activity support differentiated instruction?    Q2: What are the opportunities for formative assessment in a SpringBoard activity?

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Group 1: Link
Group 2: Link
Group 3: Link
Group 4: LInk

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Link to today's Google Doc here.

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Link to Google Doc

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To respond to a question, click the plus button and type your thoughts. 

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To respond to a question, click the plus button and type your thoughts. 

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Q1: It is important to internalize the outcomes of unit level planning because...
Q2: SpringBoard uses backward design by...

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Link to Google Doc #2

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We've talked about the importance of success criteria in creating lessons with clarity. We want clear objectives with clear rationale and context so students know what they're learning and WHY they're learning it. Internalizing outcomes helps teachers be really clear about why learning matters and where it's going.

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It guides instructional practices, activities etc.

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Backwards design assists students with seeing the big picture and understanding what they are expected to learn.

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Q1: An educator must know the end result of a unit before they can design a weekly or daily lesson. The end result will clarify what each lesson should be driving towards
Q2: SpringBoard uses standards and skills in each lesson that will be essential to mastering the final assignment and outcome

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Understanding the "roadmap" to teaching what students are to learn

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So is the unpacking the embedded assessment something that should be discussed from day one or once we have a baseline for our scholars?  Especially not knowing much about the extent of learning loss, I’m not sure I have that assessment yet

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I would like to understand the scope and breadth of the interface, specifically the efficacy and workflow for using the platform with scholars. In the past we have used springboard as a guiding light. How reliable and effective is the platform when it comes to making learning visible.

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1. Each unit and lesson has sections about differentiated instruction (in purple). These sections are pretty explicit as to adding scaffolds or pushing students further.
2. There are writing prompts and checks for understanding that work well as formatives

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Variety of question types and question rigor