Warm-UpRead each statement and mark with a whether the teacher’s comments were academic feedback

or only motivation.

2 Minutes

Norms!1.We’ll start on time so we can

stop on time.2.We’ll be prepared with

necessary materials.3.We’ll stay on topic and on

task.4.We’ll participate mentally,

physically, and verbally.5.We’ll respect our different

opinions even when we don’t agree.

School & Cluster Goals

Teachers will effectively implement

indicators from the T.A.P. Instructional

Rubric.

Student achievement will

increase in writing from 2% to 50% scoring a 6 or

above in English I, and from 20% to

60% scoring a 6 or above on the

English 2 STAAR exam.

Through writing, all students

will explain, analyze, and evaluate to

distinguish genres, and will cite text

evidence to demonstrate

mastery.

School Goal Yearly Cluster Goal

Cluster Cycle 1 Goal

ObjectiveWe will… review the questioning implemented since

last cluster.

I will…

prepare to provide students the opportunity to offer academic feedback to each other.

explain the positive effect on learning of student – to – student academic feedback.

Evaluate

Last week in Cluster, we drafted questions consistent with the six levels of Bloom’s Taxonomy.

After Cluster, we asked our students the questions and either collected

samples of their responses, or wrote a reflection about their responses.

1. Pair with the person sitting beside you.2. The person wearing the shiniest shoes

speaks first.3. Together, you have 1 minute each to

respond to the question.Question: At which level of Bloom’s did students begin to struggle to answer your questions successfully?

Timed Pair/Share

Person #1 Person #2

1. Pair with the person sitting beside you.2. The person wearing the shiniest shoes

speaks first.3. Together, you have 1 minute each to

respond to the question.

Question: What can you do to help students reach the higher levels of thinking?

Timed Pair/Share

Person #1 Person #2

ObjectiveWe will… review the questioning implemented since

last cluster.

I will…

prepare to provide students the opportunity to offer academic feedback to each other.

explain the positive effect on learning of student – to – student academic feedback.

Why should the horse want academic feedback?

Anticipatory Set

Tap Instructional Rubric

Let’s Model!Our objective is for you to provide your students with the opportunity to offer

academic feedback to each other.

Let’s model how student – to – student academic feedback might look in the

classroom!

Let’s Model!Working with a Rally Robin partner, respond

to this question:What have you learned during Cluster Cycle

1?

When prompted to do so, you’ll respond in writing, on your own paper and on your

partner’s paper.

Let’s Model!Switch papers when you hear the teacher

yell, “Switch!”

Each time you switch papers, you must write something new that you learned during Cluster Cycle 1 (No repeats!).

Let’s Model!Now use the sentence starters to offer your

partner feedback about what s/he has written. You have 30 seconds each.

Person #1 Person #2

Develop Your Assignment!

If you finish early, explain in writing, the relationship between Academic Feedback and Grouping Students.

Revise the frame for a lesson you plan to teach between now and next Cluster (the week of December 2nd) so that the lesson includes an opportunity for students to offer academic feedback to each other.

Critical ElementsAcademic Feedback sentence starters.

ObjectiveWe will… review the questioning implemented since

last cluster.

I will…

prepare to provide students the opportunity to offer academic feedback to each other.

explain the positive effect on learning of student – to – student academic feedback.

Apply It!Before our next Cluster, implement your revised lesson frame with all of your classes.

Be ready during our next cluster to write about and talk about how you ensured that your students had the

opportunity to offer academic feedback to each other.

ObjectiveWe will… review the questioning implemented since

last cluster.

I will…

prepare to provide students the opportunity to offer academic feedback to each other.

explain the positive effect on learning of student – to – student academic feedback.

Closing ProductOn the flip-side of your

Bell Ringer:Explain how student – to – student academic

feedback might positively affect

learning.