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I'm planning on using the Fill in the Gaps strategy to support two different teachers who would like their students to take more ownership over their learning. Additionally, neither teacher has a system for data collection so this is a first step for them on this path as well

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I'm planning on using the Fill in the Gaps strategy to support two different teachers who would like their students to take more ownership over their learning. Additionally, neither teacher has a system for data collection so this is a first step for them on this path as well

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I love the 3-2-1 strategy as an entrypoint into more frequent, lower stakes formative assessments for teachers who feel overwhelmed by the prospect of constant assessment and grading 

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I love the 3-2-1 strategy as an entrypoint into more frequent, lower stakes formative assessments for teachers who feel overwhelmed by the prospect of constant assessment and grading 

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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Working with a first year teacher who complete student teaching due to COVID and we are working on giving him some basic CFU moves/routines that he can use in his classes. We started with Exit Tickets, and he has gone from trying it once a week to now using them every class, through Formative and using the data to inform his warm ups for the following lessons. Next we are moving to Think Pair Share. 

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Working with a first year teacher who complete student teaching due to COVID and we are working on giving him some basic CFU moves/routines that he can use in his classes. We started with Exit Tickets, and he has gone from trying it once a week to now using them every class, through Formative and using the data to inform his warm ups for the following lessons. Next we are moving to Think Pair Share. 

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My participant and I discussed the Positive News Board strategy for building relationships and confidence with students in her classroom. 

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My participant and I discussed the Positive News Board strategy for building relationships and confidence with students in her classroom. 

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Using Data to Inform Instruction. When teachers are doing station rotations they can use exit tickets to evaluate student understanding. Another option would be the use of checklists as the teacher is moving around the classroom

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Using Data to Inform Instruction. When teachers are doing station rotations they can use exit tickets to evaluate student understanding. Another option would be the use of checklists as the teacher is moving around the classroom

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For the participant I am thinking about I think we need to start with this strategy and drill down into how she wants to integrate technology (what scale and with what frequency). This will involve sharing and discussing the backwards plan for an upcoming unit.

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Blended learning teachers deliberately design all elements of their students' experience to meet desired learning outcomes

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Gallery Walks: Students can showcase their work and provide feedback. Provides teacher with insight into student thinking, exposes misconceptions, etc.

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Gallery Walks: Students can showcase their work and provide feedback. Provides teacher with insight into student thinking, exposes misconceptions, etc.

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My participant wants to be more intentional about spiraling math content and supporting students in memorizing their math facts. The focus assigned to us is Blended Learning, so we're thinking through how she can use blended learning to support that goal. This strategy will allow her and her students to track their growth, while also being aware of what skills have been revisited in spiral review.

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Special Education Modification

Using a Progress tracker is an excellent way to support students with disabilities to keep track of their own mastery and help them build self-advocacy skills. Successful use of a Mastery Tracker requires teachers planning for the variety of skills required of students: emotional regulation, significant executive functioning skills (task initiation, prioritization, working memory, etc.), written expression skills, reading skills and verbal expression skills. In order to support students with disabilities who have difficulty in these areas, consider the following modifications:

Modifications:

1. Teacher knowledge and acknowledgment of student disabilities is key to use Mastery Trackers effectively. Teachers should consult with special education department administrators or specialized teachers for information on specific disability types and needs present in a classroom. This will help ensure that these students have appropriate accommodations or modifications to assess mastery of skills.

2. Traditional paper-based, written methods of assessment may limit the ability of students with disabilities to demonstrate their learning. In conjunction with traditional assessments, consider giving these students the opportunity to demonstrate their learning through: conferences, take-home reflections, oral presentations or re-tellings, learning logs, graphic organizers, cloze exercises, visual/image representation, etc.

3. Use visual aids, timers, and verbal reminders to help students with task initiation and task completion while they are working using their trackers. Depending upon the number of students with disabilities present in a classroom, teachers should consider increasing the amount of time they spend on explicitly teaching norms of using Mastery Trackers.

4. Students with disabilities could be provided with more scaffolded supports (extra time, reference sheets, graphic organizers, etc) during their independent work time. Students could also be given leveled work based on their accommodations as options on their Progress Trackers. Teachers should think carefully about the approach of quality over quantity when helping students with disabilities track their mastery. Special emphasis for these students could be put on mastery of the highest leverage skills in a unit.

5. If multiple teachers are present in a setting, consider having one teacher work in a small group of students with more intensive disabilities to help provide more targeted guidance on using Progress Trackers.

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Individual Progress and Mastery Tracking

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Special Education Modification Using a Progress tracker is an excellent way to support students with disabilities to keep track of their own mastery and help them build self-advocacy skills. Successful use of a Mastery Tracker requires teachers planning for the variety of skills required of students: emotional regulation, significant executive functioning skills (task initiation, prioritization, working memory, etc.), written expression skills, reading skills and verbal expression skills.

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I will highlight the UDL strategy to help my participant refresh her workshop experience from July. I'll also focus on Choice Boards to give students alternative options for practicing and demonstrating learning, and have her consider Chunking Assignments as a way to work on fluency.

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I will highlight the UDL strategy to help my participant refresh her workshop experience from July. I'll also focus on Choice Boards to give students alternative options for practicing and demonstrating learning, and have her consider Chunking Assignments as a way to work on fluency.