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Daily Learning outcomes are …

Based on grade Level Standards

Aligned with task which elicits what students should know and be able to do

Understood by students

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Instructional Strategy…

Contains scaffolds & supports that increase access for each student

Is delivered through routines and procedures

Elicits student speaking & writing about the learning outcomes

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Teacher responds by …

Conducting frequent Checks for Understanding

Giving opportunities for EACH student to share their learning, questions, and potential misconceptions

Facilitating feedback during  the lesson

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In multiple classes students used graphic organizers to take notes and demonstrate learning while the teacher modeled the use of the graphic organizer.

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Teacher circulated around the room checking for student understanding and offering corrections, support, and guidance on the task

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DLT clearly posted on the board and aligns with student work - "Explain the causes of exploration and conquest of the New World by various European nations"

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Description of what students will get out of the task

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Description of what students will get out of the task

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One teacher highlighted what the students were meant to get out of the graphic organizer they were doing:

time management development, the ability to identify themes, and a concrete structure for their written assignment.

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Use of physical and virtual aids for students

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Use of physical and virtual aids for students

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Several teachers explained that what they were viewing/using in class could also be found online.

One teacher used a physical model to explain the mutual behavior of animals (as well as translations in Spanish)

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Use of online program to provide feedback, checking in with students individually

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Use of online program to provide feedback, checking in with students individually

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One teacher utilized an online practice program which could give resources for each question and feedback. All circulated to check on student progress and make changes to teaching if speaking in front of the class, or provide one-on-one assistance after checking in.

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DBQ - developing strategies using graphic organizer to group documents - Env Geo/ Social/Econ to determine motive for European Imperialism

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Observed students taking notes, discussing and experimenting in Chem during density lab using lab form.

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Teacher rotated during lab observing and listening to student discussion.

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Students used quizlet to prepare for vocab test.

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Utilized Delta Math to review Angle Relationship. Students had the choice to work independently or with a partner.

Teacher and Hey Tutors consistently rotating to provide support.

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DLT on Board

DLT on Sceen

Students able to call out answers with DLT language

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Graphic organizers

4 pack seating

Workshop with steps to analyze

Call out to students Slides presentation with vocab and images

Calculators Delta math examples and videos

White boards

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DLT: Present in 2 classes and class activities seemed to follow those objectives. In another class, students were able to explain verbally what their groups were doing and what they were studying in a lab. 

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DLT: Present in 2 classes and class activities seemed to follow those objectives. In another class, students were able to explain verbally what their groups were doing and what they were studying in a lab. 

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Constant monitoring

Monitoring of electronic work

Call out for students to share

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Teachers grouped students intentionally in either groups of 2 or groups of 4. Teachers were all circulating and facilitating student work.  Teachers acknowledged students by name and one said, "I like how so and so did or said this"...

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Teachers grouped students intentionally in either groups of 2 or groups of 4. Teachers were all circulating and facilitating student work.  Teachers acknowledged students by name and one said, "I like how so and so did or said this"...

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Notes from 8/22

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One teacher led discussion and then student language learners felt comfortable to share aloud as a check for understanding. In a math class, teacher and tutors were circulating room to clarify student understanding. 

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One teacher led discussion and then student language learners felt comfortable to share aloud as a check for understanding. In a math class, teacher and tutors were circulating room to clarify student understanding. 

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8 groups of 3-4 students; teacher circulates among them, students communicate with each other to fill in missing spots on worksheet.

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Students use worksheet to measure weight and volume of liquid

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"DM #5 Intro to functions"; Teacher tells students, "Evaluate linear functions."

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2 tutors circulate around room during teacher organization; 7 groups of 3-4 students; no student-student interaction, students were entirely doing an individual activity on website, no collaboration observed

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website checks for correct answers

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Teacher walks around room, checks work, recruits volunteers to share vocabulary definition.

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Teacher refers to graphic organizer and articles