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

In this strategy, we found some success with this strategy.  We found it allowed more time for students to use critical thinking skills and more time to share that with others - making classes more student driven.

Common challenges included creating equal time for all the students.

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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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To give students a chance to "unpack their thinking" and use their critical thinking skills, we have been working a lot on inference, cause and effect, and context clues. We've worked as a whole class, in pairs and individually. The progress has been impressive. It's good to have a more student driven class rather than a teacher driven one. We've had more time with students explaining their thought processes and helping one another.

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One of our students successfully passed the SS GED test, and he credited the metacognition as helping with his success

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We are continuing to expand the use of metacognition to almost all the reading we do in class. We take turns with the reading which makes sure that everyone has a turn.

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We are continuing to expand the use of metacognition to almost all the reading we do in class. We take turns with the reading which makes sure that everyone has a turn.

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(Debbie) I have always asked my students to unpack their learning, but this practice is helping me to always keep this goal in the forefront of my mind. Also, it has been so rewarding to see students share with the rest of the class and share with me how they have reached solutions and developed their own learning. 

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(Debbie) I have always asked my students to unpack their learning, but this practice is helping me to always keep this goal in the forefront of my mind. Also, it has been so rewarding to see students share with the rest of the class and share with me how they have reached solutions and developed their own learning. 

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Our strategy was the "Unpack Your Thinking" 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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In my classes we did a multiple choice cloze exercise of sentences with election vocabulary. Students had to to complete sentences with one of two words and then explain how or why they made their choice. The percentage of correct answers ranged from 20% to 60%. Explanations to support their answers included: eliminating a word that they knew was NOT correct, context clues, prior knowledge, and guessing(at least they were honest!). Non of the students used parts of speech which would have helped in some cases. This was just an intro to "unpacking thinking". We've done some readings since where students have to find evidence to support their answers and/or explain what can be inferred or conclusion reached.

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We have an orderly routine of doing this in my on line class with a vocabulary/ syntax exercise we do weekly. We take turns reading the sentences and identifying the negative language and the difficulties with comprehension that creates. Sometimes it requires complete paraphrasing, other times the "why" (or meaning) is more obvious. Successful comprehension is the ultimate goal, but the process of metacognition is the critical strategy we employ to get there. In my in person class, we are doing this as well, although the routine is not as orderly because the people in the class are quite enthusiastic. We are working on creating a method that allows an opportunity for us to more easily determine who is getting it or not.

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I carried out the pre-assessment in the last week of October.  We worked through an activity together (read an article together with lots of pauses for discussion (both in pairs and as a whole group). I did not prompt the students to "unpack their thinking" (I did not prompt them during the pre-assessment; however, since the beginning of the school year, I have discussed this concept and have done activities with them teaching them how to use it in class.).
Here is the data:
I assessed 4 students from the class, and I assessed them at 5 different points of the activity.
Student E:
Unpacked thinking without prompting 1 time out of the 5 instances.
Student P:
Unpacked thinking without prompting 2 times out of the 5 instances.
Student H:
Unpacked thinking without prompting 2 times out of the 5 instances.
Student A:
Unpacked thinking without prompting 3 times out of the 5 instances.

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

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We will use the "Unpack Your Thinking" strategy to increase student participation and ability to show/explain/describe how they reached a particular answer. We hope that 80% or more of students will be able to use this strategy.  Pre-assessment will be administered by Oct. 29, and post-assessment will be administered by Dec. 10.

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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 "Unpack Your Thinking" strategy outlined in our program wide professional development.
2. The goal is to use this strategy to increase student participation and ability to show/explain/describe how they reached a particular answer.
3. We will measure results using a pre-assessment that will be administered by Oct. 29, and post-assessment will be administered by Dec. 10.
4. We hope that 80% or more of students will be able to use this strategy.

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Wendy Kerich
Amanda Granse
Deborah Cain
David Bryant

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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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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 a classroom activity when not prompted to "unpack their thinking". 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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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.