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Elizabeth" Meh it was alright , I normally don't like these but this was ok"
Take Aways:
1. Interested in high yield instructional practices by Marzano, Pickering and Pollock (Classroom Instruction that Works 2001)
2. Educators can no longer get by with doing nothing overtly wrong. we have to be doing things significantly right.
3. Foundational trinity :
A) implementation of a common scope and sequence.
B)use short term common  assessments.
C) Increase monitoring and Support of classroom teachers.

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Take Aways:
1.Time on task - adding more time is not the problem. flawed instruction only creates more flawed instruction.
2. the fundamental five would be beneficial to  teacher to reflect on as they do learning walks. What did they see being practiced and how could they use it in their classes.
3. The need to have student write critically is missing in most classrooms and I fundamental to create meaning, solidify connections, transform subconscious ideas in to conscious thoughts, and is the essence of authentic literacy.

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Take Aways:
1.Can use Lo and DOL to deliberately move the students to higher level of cognition by stretching the rigor. ( Go from Identify to Create in bloom's taxonomy.)
2. Help all student create Instructional filter that they can use to reduce mental strain and avoid burning out. (Student with useful filter can organize information into ; useful, possibly useful and not useful information. While Students with ineffective mental filters can only place information into very important.) Prior knowledge. Student can now begin to sort the presented content.
3. Framing the lesson helps to guide teacher who might get distracted of enjoy talking to tie the tangent back to the lesson frame, if not get back to your lesson. If an activity aligns with the frame then that is good information. If not, this will generally create misspent time and student effort.

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Take Aways:
1."Being in the fray" On- task behavior increase, discipline issues decrease and student retention of the content increases.
2. Being close to the student you can see what micro adjustments need to be made and reinforce positive behaviors that may have gone unnoticed.
3.Micro adjustment are the most important because the are accurately addressing the specific student misconceptions and will increase overall pace and depth of the content.

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Chapter 5 Frequent and  Small -Group , Purposeful Talk about Learning

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Chapter 5 Frequent and  Small -Group , Purposeful Talk about Learning

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Take Aways:
1. by having the teacher remain in the power zone during the conversation they can identify misconceptions and student created relevancy. "Sometimes I  use these  moments to catch up on something else and walk away, but I will strive not to next year."
2. As Teachers get better at selecting seed questions, students that speak both languages can help those who only speak "student" become more adept in communication skills and there are numerous benefits to the instruction
3.Develop the stop and talk rhythm using a timer and a preplanned seed question. I loved the "busy teacher timer strategy" .

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Love this

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Take Aways:
1. The work it takes to be successful is not always intuitive . Some students are trying their hardest just to come to class consistently and that needs reinforcement and recognition in order for that t o become a regular occurrence.
2. When giving recognition , it is not enough to broadly praise but specificity is needed. To identify a group or individual for a specific behavior increases the awareness of the  positive behavior we want to see in our classes. Social and behavioral.
3.Stay in the power zone and look for the opportunities to recognize and reinforce. begin with 2 to 5  targeted behavior then add more as you see them become normal.

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I knew this was going to be the best chapter! In the guided notes we could add a critical writing  question, for summarization or identifying similarities and differences, that would take a few minutes. What about dyslexic students?
Take Aways:
1. Just by having students ( in writing) identify the similarities and differences or summarizing the information their performance could raise 23 to 47 percentile points.
2. On an Index card or similar: List the biomolecules(1), which biomolecule is the most important(1), Why is it the most important(2), Small group discussion to establish relevance (1-2). 5 minute critical writing activity?
3. Writing improves retention. Writing and reading are parallel processes.

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Take Aways:
1. Demographic are similar in the school tested in . I would have wanted a larger sample size for the base line but science!!!
2. Adult behavior is the leading indicator followed by the student's performance being the lagging indicator.
3. All that is required for us to implement this is to have Teacher awareness and the willingness to improve.

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Take Aways:
1. this chapter is basically a scripted class period with a suggested way to implement the fundamental five  into your instruction.
2. The Big Easy's Secrect Plan For Stress-Free Instruction.
3. I don't think the script would be hard to implement.