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Teacher uplifting student voice

Teacher tapping in to PK (prior knowledge)

Teacher utilizing academic vocabulary

A lot of active participation (teacher asking student questions)

Teacher as a facilitator of learning

Teacher putting cognitive demand on students

Teachers planning with a purpose (student and teacher material supplied either electronically or on paper

Teacher using Elements of Depth & Complexity to frame questions for learning

Teacher questioning techniques- randomization of student responses to engage all students

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Chunking video, stopped at times to check for understanding

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Students doing majority of academic work

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Students doing majority of academic work

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Math: Some students explaining as they were writing; helping each other and asking adults to check

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Math: Some students explaining as they were writing; helping each other and asking adults to check

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Math: Sometimes students were taking over but teacher re-directed group

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Math: Sometimes students were taking over but teacher re-directed group

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What additional scaffolds can be added for more students to access task/curriculum.

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What additional scaffolds can be added for more students to access task/curriculum.

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Teachers circulating room and checking/helping on students

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Math: Materials were prepared; questions were ready

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Math: Materials were prepared; questions were ready

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Math:  Knew how and when to ask questions

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Math:  Knew how and when to ask questions

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Using Non-permanent vertical surfaces for working

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Using Non-permanent vertical surfaces for working

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Students had a purpose for using the different colors for note taking (annotations)

Students answered and submitted questions verbally and electronically

All student voices heard through submission of work and through responses from teacher questions

Students participating in collaborative conversations and inquiry questions

Students were utilizing PK from previous input (videos, notes) to synthesize/analyze findings

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Math:  How do you help/re-direct students who are not participating?  

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Math:  How do you help/re-direct students who are not participating?  

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One teacher was moving around the room monitoring students and engaging with them.

Two teachers were using the Depth and Complexity Icons

Learning Targets were posted in every room.

Teacher was probing for more information during student discussions

Meaningful teacher talk happening in regards to student probing and synthesis

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Math: In Building Thinking Classrooms, do teachers ever intentionally group students by ability?

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Application of student selection topic for declaring independence from...

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Building Thinking Classrooms got kids up and thinking! 

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Building Thinking Classrooms got kids up and thinking! 

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Students were respectful of the learning environment

Students were owning their learning

Students were working in discussion teams

Students were intentional with their questions with each other

Students were mostly doing the majority of the academic work

Most students were prepared for the lesson with materials.

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Very planned, prepped, sentence stems, teaching vocabulary, modeling using the Document Camera, Together-alone- together- guided practice; exit ticket for Closure

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We saw evidence of students "thinking like scientist/doctor"-inquiry questions/phenomenon based lesson

We saw that a teacher had a definitive structure for pair and collaborative conversations

We saw that a teacher utilized the Elements of Depth and Complexity to generate questions for students

Scaffolds for notetaking/annotations were utilized in math class

Teacher as a facilitator of learning through inquiry driven questions and putting cognitive demand on the students

Teacher using accountability structures for group- Group Signs/Code of Conduct and then use of a timer for group work

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After collecting facts from video notes, do students have an opportunity to collaborate, compare notes, and consolidate thoughts?

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Very calming, used as teaching tool

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Walking around, checking for understanding

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Walking around, checking for understanding

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How can teachers use D & C prompts on a regular basis to focus student thinking/writing.

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There was a definite "Classroom culture" of supporting each other and asking for help when needed

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There was a definite "Classroom culture" of supporting each other and asking for help when needed

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Students were respecting the materials and using them appropriately

Students were on task with their work

Text was offered in a variety of modalities

Students were given materials if unable to provide their own materials (novels)

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Teachers offered a "harder" question in the guided practice, teacher gave cues and clues to support students with this question

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Students were on task, some were done.

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sum, difference, order of operations, coefficient, ...

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What supports/training are we providing for co-teachers and instructional aides regarding working with a teacher and how to support students in classrooms?

Student questions- to what extent is teacher calling on students to hold all accountable/randomization as opposed to taking student volunteers

Learning Target-- what is the school wide expectation for a learning target/intentions? We didn't notice uniform/visible learning targets across classrooms. We saw learning agendas, what/why/how-- which one are we using as a student

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How are students being asked to examine social and politcal issues in history.

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Are we giving students the purpose for learning? Is there a "Rogers way" of writing a target?

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If/How has our staff addressed implicit bias within staff members

What does co-planning look like at Rogers?

For the kids who dropped on the SBAC, why?

How are we making sure that everyone is participating in the work?

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How can we ensure more active participation; refine connections through further questioning and analysis?

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How can teachers plan for structured collaborative conversations to help stuents build conceptual understanding, knowledge transfer, in-depth understanding.

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Where do learning intentions live for students to access before, during, and after the lesson?

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Math - Awesome lesson plan:  Input, modeling, checking for understanding in MULTIPLE ways,  group practice, independent practice, and a very thoughtful closure/exit ticket.  Kudos!

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Math - Awesome lesson plan:  Input, modeling, checking for understanding in MULTIPLE ways,  group practice, independent practice, and a very thoughtful closure/exit ticket.  Kudos!