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Today’s learning was a great refresher for not only the rhyme and reasoning behind the components of our detailed lesson plans (DLPs) but also the importance of each component.

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I believe that we should intentionally chunk the rolling out of the foci

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The descriptive detailed lessons help scholars see the connection between what they are learning and how they can use these skills 

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The descriptive detailed lessons help scholars see the connection between what they are learning and how they can use these skills 

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I honestly don’t feel well prepared to answer this question. I would like more information on the themes and how/why they were chosen. 

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I honestly don’t feel well prepared to answer this question. I would like more information on the themes and how/why they were chosen. 

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Considerations to take into account include teachers content knowledge, aspects involved in the curriculum, and outcomes expected. Once you know teacher comfort level, this let’s you know how far you need to go with coaching. It also gives you a frame work on where to guide coaching discussion.

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1. Using modeling and guiding as principals to reinforce the curriculum model.
2. I need some suggestions...

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Tip: after students personalize their interactive notebooks, the front and back cover pages can be sealed with clear packing tape. This technique helps to preserve the notebook.

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It is inclusive to kinesthetic learners

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These strategies align with the book Get Better Faster when coaching teachers in the classroom.  If we teacher new teachers specific signals, they will receive instant feedback to improve instruction on the spot.

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Can be used in classroom discussions

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Can be used with ELLs

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The corresponds to the TLAC strategy “Show Me” and can be used for checking for understanding.

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Hand signals can be used to give all students an opportunity to “voice” their opinions. This encourages students to participate more without being singled out. In addition, educators can also get data on what students know from the signals.

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A  good way to help teachers refrain from calling on the same student,  non-threatening strategy for students to express their thoughts,  and gives students an opportunity to use signals to express their opinions.

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It should be used to expand discussions and for reasoning. It’s should be required

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Check for understanding in whole and small group instruction
Processing thoughts and use of reasoning to different concepts
Expressing themselves positivily

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Makes everyone accountable for learning in non threatening way

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Three Ways to Use Hand Signals in Your Classroom

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Three Ways to Use Hand Signals in Your Classroom

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1. Integrate into classroom practices/routines
2. Use to check for understanding of concepts
3. Review gestures, especially with ELLs who may struggle with academic language taught within new content

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The three ways I can use hand signals in the classroom with students is 1.to express agreement or disagreement with a peer. 2. To expand on a thought of another peer or share a thought of my own (as a student) 3. To establish a structured way for responding to questions and expressing ideas for my students.

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Review
Pre-Assessment before the lesson is taught
Team collaboration/ discussion

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1. Use as check for understanding
2. Incorporate in ice breakers at the start of school
3. Use throughout campus, such as in cafeteria, library, etc

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It should be used as stated in the article. For expanding discussions and reasoning. It should not be optional. 

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It should be used as stated in the article. For expanding discussions and reasoning. It should not be optional. 

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6 Hand Signals That Bring Learning To Life

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6 Hand Signals That Bring Learning To Life

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I believe incorporating hand signals into classroom environments holds all scholars accountable to their own learning.

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Three ways to use this strategy in the classroom:
1 Use for problem solving operation in math: have 4 signals for each operation
2 Teacher can screen for assistance needed or scholars that are ready
3 I can share my solution with my group

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1. Non-verbal check for understanding
2. Clarify misconceptions
3. Elaborate and provide examples that help students grasp the skill/concept

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As we  we think about our special pops and ELs we have to consider ways that to initially make the environment safe enough for scholars to want to utilize such gestures. Secondly, ensuring that these gestures are universally and consistently used in all classrooms, subjects and grade levels. This would work well in all contents allowing students to actively engage in the language of the subject. Sharing an idea from a reading in ELA, disagreeing or asking for clarity in a math or science equation and making a connection in history! Great tool, if mandated across the board and implemented with fidelity.

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The three ways I can encourage educators to use hand signals are:
During read alouds
During whole group Kagan activities
During peer grouping interactions-peer problem solving

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1) Writing ideas down and sharing can help avoid embarrassment if done anonymously.
2) Scholars can present answers from another angle than their peers. Instead of working it this way, how about...
3) Piggback off of each other to generate more responses to sentence frames.

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1. To teach classdiscussion  & discourse protocol

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1. To teach classdiscussion  & discourse protocol

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2. To teach small group discussion protocol
3.  So students can learn how to disagree respectfully.

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The hand gestures could help students that are too shy to speak up in class. It could be use to gather quick feedback from students

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1. Creates systems that maintain calm, structured discussions
2. Builds a universal language within the classroom community that builds respect
3. Teacher signals can serve as reminders to scholars to speak in complete sentences or use a certain protocol

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Ways to use this strategy in the classroom - to explain ones thinking and for student accountability.

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Ways to use this strategy in the classroom - to explain ones thinking and for student accountability.

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Informal assessment
Guide instruction

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1. Non verbals can be used to check for understanding. 

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1. Non verbals can be used to check for understanding. 

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2. Non verbals can be used in conjunction with sentence stems to increase the language practice of your ELs.

3. Nonverbals can be used to catch misconceptions.

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Nonverbals can be used for checking understanding and feedback.

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Nonverbals can be used for checking understanding and feedback.

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Non verbal signals will allow allstudents  to participate comfortably in all classroom levels. As stated many teachers already use these type of signals forclass  management, they can also be used to communicate thoughts and ideas

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3 Reasons to Use Hans Signals in Classrooms

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3 Reasons to Use Hans Signals in Classrooms

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1) Allows comfort and ease for shy/introverted students to participate.
2) Provides a method for various responses to be shared respectfully.
3) Creates an atmosphere of “unity” which improves classroom management.

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This will help students that want to participate but they are too afraid. I could see using it to introduce a topic to see what background knowledge they have.

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-control the flow of student information added to the lesson
-nonlinguistic representation for ELs
-will guide instruction/discussion during the lesson as you assess and adjust teaching approaches

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Nonverbals can be used as a form of informal assessment, as a means for learners to express their themselves without oral language, and as a form of encouragement for students as they reveal their learning among each other. 

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Nonverbals can be used as a form of informal assessment, as a means for learners to express their themselves without oral language, and as a form of encouragement for students as they reveal their learning among each other. 

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This would be a great way to get more specific information from the forest of waving hands before you call on a student. It would enable reticent scholars to participate in a non threatening way as well as help the "blurters" be able to share without interrupting peers. It could also be a quick way to check for understanding besides fist to five

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1.  Gestural cues can help shy students participate in class discussions in a safe environment.
2. A great way to check for understanding in any subject.
3. It gives all students a voice.

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Global competence is very important because of today's global trade and economics. Students need to be prepared to compete in the market setting.

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Global competence is very important because of today's global trade and economics. Students need to be prepared to compete in the market setting.

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Global competencyis the only way our scholars will be able to participate in an already global world.  How  scholars see themselves participating globally will determine the role the United States inthefuture.  

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Global competencyis the only way our scholars will be able to participate in an already global world.  How  scholars see themselves participating globally will determine the role the United States inthefuture.  

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GC matters because our world is bigger than these boarders and as humans we must work together to continue to grow. 

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GC matters because our world is bigger than these boarders and as humans we must work together to continue to grow. 

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Global competency is important so people know the world beyond their immediate environment .

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Global competency matters because building scholars to be aware and to contribute globally ensures the US remains a competitive nation globally. If we don’t prepare today’s scholars to perform alongside or ahead of their global peers, we risk falling behind as a nation in multiple impactful areas. We must think big picture in order to be included in the big picture!

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Global competency matters because it prepares our students to approach problems from multiple perspectives.

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Global competency matters because it prepares our students to approach problems from multiple perspectives.

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Global youth and citizens are inherently connected while being simultaneously competitive. Therefore, global competency is critical for understanding themselves, others and society.

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Global competence matters because our scholars need to have the tools to help them solve problems that will transform the world they live in. Global competence provides them with these tools and the opportunity to develop the critical thinking skills needed.

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Global competence matters because our scholars need to have the tools to help them solve problems that will transform the world they live in. Global competence provides them with these tools and the opportunity to develop the critical thinking skills needed.

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Global competency matters because our scholars are living in and preparing to lead a high-tech, ever-changing competitive society. We need to continue to engage scholars with critical thinking content that incorporates up to date technology and programs.

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Global Competency matters because the world is ever changing, so we must prepare and equip our students with the tools to not only compete with peers but to also be integral parts of society.

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As educators, we are preparing our scholars to be global citizens, and it all begins in our classrooms. We have such a rich, diverse student population and staff, and we should strive to build those mutually respectful relationships that celebrate that diversity!

Ms. J. Diaz

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Global competency matters because all members of the learning community must understand, respect, and act within the diverse communities that comprise  today's post-modern society. To do so effectively, one must be more than tolerant of others' differences, a gesture of yesterday's modernity, one must also actively contribute to the ending of inequalities in education and in society.

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Global competency matters because all members of the learning community must understand, respect, and act within the diverse communities that comprise  today's post-modern society. To do so effectively, one must be more than tolerant of others' differences, a gesture of yesterday's modernity, one must also actively contribute to the ending of inequalities in education and in society.

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Global competency matters because it prepares this generation of learners to interact, grow, and even compete in this ever changing world. If we prepare them to have global competence, they will be technologically and academically sound. These learners will be able to network and critically think with others from all corners of the world.

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Global competency helps us to build genuine relationships with others through the openness to knowledge and the understanding of others perspectives by being able to see the world through their eyes. It also helps to bridge us together and acknowledge our differences as strengths.

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Global competency helps us to build genuine relationships with others through the openness to knowledge and the understanding of others perspectives by being able to see the world through their eyes. It also helps to bridge us together and acknowledge our differences as strengths.

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Global competency matters because our scholars are competing, and interacting with others worldwide. They need to have pertinent skills at their fingertips in order to be in the competitive game.

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Global Competentencies matters because there are ideas that need to infused into society to continue to strengthen all aspects of life and it can only be done by educating persons in the most holistic way possible, which is globally!

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Global Competentencies matters because there are ideas that need to infused into society to continue to strengthen all aspects of life and it can only be done by educating persons in the most holistic way possible, which is globally!

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Global Competency matters because our future leaders will be required to be competent in order to grow and contribute positively to their world.

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The world is "shrinking". What used to be far away is now across the street. With the changes in diversity, technology access, and the information explosion, our students need to learn in new ways to be able manage the connections and information that is available today that wasn't available 1, 5, 10 years ago.

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We are developing our students to become future leaders and in order to be diverse, we have to understand the cultures of business and education globally.

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Global Competency matters because these generations of learners are  in touch with the world at the touch of a finger. Actions in one corner of the world reach beyond borders.

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Global Competency matters because these generations of learners are  in touch with the world at the touch of a finger. Actions in one corner of the world reach beyond borders.

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Global Competency matters because we are diverse learners striving to positively impact our society and work efficiently in various areas that will contribute to the global vision/mission. As we relocate and move around the world it is integral that our Global Competency , people skills, language skills, education and work ethics are up to date and adaptable for diverse global utilization that will be successful.

Dr. Wright

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It’s the way of the world now... in order for our students to compete in a global society, we must address global competency in our lessons and classroom communities.

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We must consider the experience of the teacher.  We must understand the curriculum in order to facilitate the teacher’s understanding.