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Feedback

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Evidence based practices are rooted in a scientific tradition of methodology that is rooted in whiteness.  We need to consider the importance and value of practice based evidence.  We need to be able to know, do, and be BOTH in equitable ways.

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Evidence based practices are rooted in a scientific tradition of methodology that is rooted in whiteness.  We need to consider the importance and value of practice based evidence.  We need to be able to know, do, and be BOTH in equitable ways.

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V

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Purposeful talk, differentiation, oral and group discussion

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Purposeful talk, differentiation, oral and group discussion

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Students talking to each other/collaborating

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Students talking to each other/collaborating

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Engaging Students in Learning (authentically)

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Engaging Students in Learning (authentically)

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Differentiation&Academic Feedback = engagement

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High academic expectations

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All students can explain and identify measurable goals

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All students can explain and identify measurable goals

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Students demonstrate their ability to access their resources independently without teacher guidance

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Student feedback

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Understood culture of high academic expecta

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Understood culture of high academic expecta

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rituals and routines are taught, practiced, and understood by all

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rituals and routines are taught, practiced, and understood by all

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Assessment of student learning: Students are engaged in peer-to-peer feedback and assessment

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Assessment of student learning: Students are engaged in peer-to-peer feedback and assessment

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Student engagement

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Student engagement is the key

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Students know how to make use of feedback in their learning

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Student and teacher relationships are tied to academic achievement

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Students can explain in their own words what they learn...I would add the why

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Students can explain in their own words what they learn...I would add the why

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Students know how to use the feedback in their learning

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Students know how to use the feedback in their learning

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Students participate in systems forcompletion of assignments (E)

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Students participate in systems forcompletion of assignments (E)

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Differentiation -  instruction accommodates student voice and choice leading to
personalization (

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Differentiation -  instruction accommodates student voice and choice leading to
personalization (

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Students lead the discussion with little direction from the teacher

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Relationships Between Teacher and
Students

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Relationships Between Teacher and
Students

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Student led lesson closure

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Students help create rituals and routines

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Students help create rituals and routines

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Multiple pathways

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Relationships Between Teacher and
Students
• Students exhibit respect for teacher and peers (P)
• Recognizes student contributions to the classroom community

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Relationships Between Teacher and
Students
• Students exhibit respect for teacher and peers (P)
• Recognizes student contributions to the classroom community

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Standards of Effective Teaching:  Transitions

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Standards of Effective Teaching:  Transitions

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Differentiation: Differentiated instruction accommodates student voice and choice leading to personalization

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Differentiation: Differentiated instruction accommodates student voice and choice leading to personalization

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Academic Feedback
Student Engagement

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Students create their own questions around the topic of study for group discussion (E)

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Students exhibit respect for teachers and peers. Recognition of student contri

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Students exhibit respect for teachers and peers. Recognition of student contri

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Virtually all students are authentically and actively engaged (P) • Students show ownership in authentic self-directed learning

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Relationships between teacher and stisent

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Relationships between teacher and stisent

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Both High Expectations and purposeful talk 

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Both High Expectations and purposeful talk 

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• Both students and teachers maintain a culture of high academic expectations (P)  • Students themselves ensure that all voices are heard with justifications (E)
• Students display the ability to sustain a discussion with little prompting from the teacher (E)

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Purposeful talk

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Engaging Families

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Accessing Prior Knowledge
Differentiation

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All students can identify measurable goals

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All students can identify measurable goals

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Accessing prior learning AND valuing non-formal learning experiences for our students who are of color, American Indian, Indigenous, Native, LGBTQ, multilingual, and/or from poverty.

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Accessing prior learning AND valuing non-formal learning experiences for our students who are of color, American Indian, Indigenous, Native, LGBTQ, multilingual, and/or from poverty.

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Lesson Recognizes Students Interests,
Abilities, and Experiences   Indicator: Provides student choices based on each student's individual experiences 

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Lesson Recognizes Students Interests,
Abilities, and Experiences   Indicator: Provides student choices based on each student's individual experiences 

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Students and teachers. maintaining high expectations.

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High Expectations

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Purposeful Talk and connection to Academic Language 

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Purposeful Talk and connection to Academic Language 

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Our standard
All students are authentically and actively engaged (P)
Our goal
• Students show ownership in authentic self-directed learning (E)

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Differentiation for multilingual learners who are new to the country and/or formal schooling processes.

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Differentiation for multilingual learners who are new to the country and/or formal schooling processes.

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Content Delivery Respects Diverse
Groups

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Content Delivery Respects Diverse
Groups

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Purposeful talk