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Progress Report 2: Support with a group reflection

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Progress Report 2: Support with a group reflection

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1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

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Progress Report: Support with a group reflection

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Progress Report: Support with a group reflection

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1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

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I was hoping to do chalk talk warm-ups with each unit. I was exceedingly satisfied with our chalk talk around the unit, "School". We compared education in their first country and the U.S. We also compared learning as an adult to learning as a child. Students were really engaged. However, my in person classes became online classes, and I found that Chalk Talk is an in person activity mostly because of the adjustment that students needed to make. I didn't do Chalk Talk with my online class. That wasn't the plan.

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Our strategy was the "chalk talk" strategy to increase student participation and ability to show/explain/describe how they reached a particular answer.

In this strategy, teachers found success with ___________________.  We found ____________________ resources and ______________________ instructional strategies important in reaching student success.

Common challenges included __________________.

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I did a 2nd activity and this time did more of a lesson around it - students discussed, we wrote vocabulary on the board, then they wrote on the chart paper. At this point I might continue doing descriptions. I like that it is something different for students to respond to in the classroom. About 13 students responded this time around.

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I did a 2nd activity and this time did more of a lesson around it - students discussed, we wrote vocabulary on the board, then they wrote on the chart paper. At this point I might continue doing descriptions. I like that it is something different for students to respond to in the classroom. About 13 students responded this time around.

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I wasn't sure how to begin this strategy, so I thought describing is a great skill for them to practice. 16 students participated. Most used adjectives but not as many as I would have liked. I could add an example next time.

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I wasn't sure how to begin this strategy, so I thought describing is a great skill for them to practice. 16 students participated. Most used adjectives but not as many as I would have liked. I could add an example next time.

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I started the pre assessment late. I put out chart paper, pens and a "beanie baby" for students to describe. We just finished this in Unit 1. I wanted students to touch, see an object and write using adjectives.

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I started the pre assessment late. I put out chart paper, pens and a "beanie baby" for students to describe. We just finished this in Unit 1. I wanted students to touch, see an object and write using adjectives.

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I find that if the subject is interesting to students they will reach into their English language abilities and stretch its limits.    Ruth Elias

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https://atlasabe.padlet.org/atlasstaff/e5l2jqbvq3fzrv8a

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We will use the chalk talk strategy during our class to increase student participation by 20% to 60%.  Pre-assessment activity  will be administered by October 29th and post-assessment by December 10th.

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Mary Conlon
Krista K Anderson
Ruth Elias

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October 14 or 15, 2021: Collaborative Prep

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October 14 or 15, 2021: Collaborative Prep

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Draft SMART goal as a team.

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All staff professional development on activities/strategies ground in CCRS.

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Collect and share data on how your students did on participation in a classroom discussion or activity before introducing Chalk Walks. Share it in the pre-assessment reflection column.

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Implement the strategy and share your reflection in the Individual Reflections (1) column.

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November, 18 or 19, 2021: Collaborative Prep

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November, 18 or 19, 2021: Collaborative Prep

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Read and respond to your team's individual reflections. This can be done in-person or individually as your team sees fit.

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Implement strategy again with any adjustments based on the reflections of your group. Share your reflections in the Individual Reflections (2) column.

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December 16 or 17, 2021: Collaborative Prep 

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December 16 or 17, 2021: Collaborative Prep 

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Meet during collaborative prep day and write a shared group reflection in the Group Reflection (2).

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PDP Alignment and Data: Suggested text
Baseline data is collected via a benchmark pre-assessment determined by MPS AE Curriculum teams and/or learner participation rates in learning activities.

Add a Competency: 3Bi Uses instructional strategies to engage students.

1. We will use the chalk talk strategy outlined in our program wide PD during our class.
2. This strategy is intended to increase student participation in class.
3. A pre-assessment activity  will be administered by October 29th and post-assessment by December 10th.
4. We are hoping to see an increase in participation by 20% to 60%.

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February 17th or 18th, 2022: Collaborative Prep Day

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February 17th or 18th, 2022: Collaborative Prep Day

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Coaches will present each group's SMART goal and group reflection.

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We will use the ________________ strategy during our __________ part of class to increase student results on the _______ benchmark assessment by ______%.  Pre-test will be administered by October 29th and post-test by December 10th.

We will use the ________________ strategy during our __________ part of class to increase student participation by _______ (number)students.  Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

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We are working on the School Unit.  I wasn't sure how it would work with ELL 2.   For a pre-assessment, I put up a post it sheet.  I titled it,      Chalk Talk
What's the Difference?
School
As a child                                  As an adult

In country of origin                  In the United
States

I give students a post-it and we talk about it.
Students find the subject interesting.  I interpret their ideas with them until they can express something on a post-it note.   It has opened up interesting discussions.   I tell them that the goal is to help them think in
English about ideas that are interesting to them.