Standards Based Instruction, Assessment & Progress Book
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Transcript of Standards Based Instruction, Assessment & Progress Book
Standards Based Instruction, Assessment & Progress Book
“Putting All The Pieces Together” to incorporate standards based instruction into everyday teaching,
student learning and assessment
Kathy Collins, Wendy Sadd, Adrienne Brady
& Kim TanskiAugust 22, 2013 &August, 29, 2013
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How do you feel?
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ExcitedPanickedUnpreparedStressedOverwhelmedSleeplessEnergeticExhaustedDisorganized
ConfusedFrustratedHaving fun
Thank you, ma’am. May I have another?
Goals for this Green Book
Understand the OTES Process and SGM and how it affects you
Complete a lesson study Learn the basics of Mastery Connect Learn to set up Progress Book and
GradingUnderstand Brunswick’s Standards-Based Initiative
how Progress Book is used to track learning for Standards Based Grading and Reporting
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Pre- and Post Concept Check
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Teacher Evaluation
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Student Growth Measures
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Student Learning Objectives
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Mastery Connect
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Stretch Break
SUB FOLDERS &
LESSON PLANS
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Substitute Folders
Resident EducatorLesson Study
2013
MAX TEACHING STRATEGY
Free Write
Focused
What are the benefits to writing detailed and coherent lesson
plans?
OBJECTIVES VS. ACTIVITIESColumn A
• Summarize informational text
• Analyze the causes of the American Revolution
• Solve three step Polynomial equations
• Identify dependent and independent variables within an experiment
Column B• Read Chapter 2
• Keep notes in a journal
• Complete worksheet 3.4
• Work in small groups to complete an experiment
Lesson Study1. Oregon Trail2. PE Lesson3. Geography Lesson4. Math Lesson
PE Lesson• Wendy Sadd• PE Grade 2• 8-23-13• • Standard 1: Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities. • • Learning Objective: The students will be able to kick a ball both while it is
rolling and in a stationary position• • Procedure: Practice kicking the ball in a variety of situations• • Assessment: Participation
Lesson Study1. Oregon Trail2. PE Lesson3. Geography Lesson4. Math Lesson
MAX TEACHING STRATEGY
Focused Free Write & Self Re-Flection
Pre- and Post Concept Check
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House Keeping Items
Resident Educator Program
1st Observation Tech Issues/Assist IEPs and access
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Next Week
Laptops Paper Grades Bring an assessment that you have
already used or plan to use in the near future
2 Lesson Plans – This week and next week for a comparative studty
Questions and thoughts
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New Standards
RTI
2012-201523
Comparative Lesson Self-reflection
Review Lesson Study from last weekLesson Comparison DocumentFeedback From PAR Consultant Re-write one lesson you have taught
OBJECTIVES VS. ACTIVITIES
Column A Summarize
informational text Analyze the causes of
the American Revolution
Solve three step Polynomial equations
Identify dependent and independent variables within an experiment
Column B Read Chapter 2
Keep notes in a journal
Complete worksheet 3.4
Work in small groups to complete an experiment
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Comparative Lesson Self-reflection
Review Lesson Study from last week Lesson Comparison DocumentFeedback From PAR Consultant Re-write one lesson you have taught
Lesson Plan Template
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Stretch it out
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THE NEW STANDARDS BASED CURRICULUM AND INSTRUCTION
Brunswick City Schools
A “C” Might . . .Compared students to . . . The average of the class An “average” student Personal progress A developmental
continuum Our perceptions of ability Effort An academic standard
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Grading and Reporting Teachers develop grading/reporting
practices that mirror their experiences Rarely Training Grading in the past was often set in
place to develop a “rank order” Did letter grades reflect an accurate
measurement of mastery or effort and compliance?
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What must students learn?Curriculum-Based
(Old School) Standards-Based
(New School)
Teachers’teaching
Focus Students’learning
Broad, inclusive
Priorities determined locallyContent Standards
Benchmarks(Grade-level Indicators)
Organized around textbook content and local priorities
Goal: “cover the curriculum”
Instruction Organized and paced around grade-level indicators
Goal: master standards for content
& performance Content & level of difficulty
determined at classroom level
Success measured by report card
grades
Assessment Content & level of difficulty determined by standards
Full range of Bloom’s required
Include selected & constructed
response items (MC-SA-ER)
Occurs before, during, and after instruction
To help student pass class criteria Intervention To help student master standards
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Your Goal after this GreenBook…
Model Standards Based Instruction in lesson planning & classroom instruction
Track student learning using Standards Based Assessment
Build connections between SBI and reporting practices
Four Strategies for SB Teaching
1. Plan instruction around content and performance
standards using both long and short-range planning techniques.
Backwards design
2. Instruct so that all students master grade level standards
at the required level of difficulty. Instruction has two parts: Teaching &
Assessment 3. Monitor/Assess
students’ progress toward mastery of the standards through
formative assessments. Coaching
4. Intervene prior to summative assessment through classroom-based activities and
coordination with special services.
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Brunswick City Schools3 Essential Questions
1. What must students learn?2. How will we know they’ve
learned?3. What will we do when students
don’t learn?
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A Plan for Assessment
1.What must students learn?
2.How will we know what they have learned?
3.What will we do when they do not learn?
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A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: Know what high quality work looks like (exemplars) Be able to objectively compare their work to the
standard (Rubrics) Have a store of tactics to make work better based on
their observations (Strategies/Goals)
--Royce Sadler, 1989
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Please go to the ODE Website and access the Common Core
Standards that pertain to your subject
Clear, Student-Friendly Learning Targets
Improves learning Reduces “check-it-off mentality” Increases motivation
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Make it Clear• Identify what must students KNOW? (nouns & noun phrases)
• Identify what must students be able to DO? (verbs) Make it Student-Friendly• Begin with a simple phrase like, “I am able to …”
• Eliminate unnecessary words and replace uncommon words with age-appropriate vocabulary
• If needed - Add an example of what it looks like. "This means I can ...“
How to write clear, student-friendly learning targets
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A Plan for Assessment
1.What must students learn?
2.How will we know what they have learned?
3.What will we do when they do not learn?
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3 Essential Questions
1. What must students learn?2. How will we know they’ve learned?
What evidence will we accept that students have learned this target?
What does successful performance look like?
Which students are successfully learning which standards?
3. What do we do when students don’t learn?
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Plan to Assess Standards
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Content Skills Assessments
2nd
.Qtr
Scientific Inquiry & Ways of Knowing(all qtr)
SI-A Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.
SI-B: Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.
SI-C: Develop, design and safely conduct scientific investigations and communicate the results.
WK-A: Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.
WK-B: Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.
WK-C: Explain the importance of keeping records of observations and investigations that are accurate and understandable.
Four Major Labs t. observation of process
skills (rubric scored) (x.5@)
student’s written analysis of findings (rubric scored) (x1.5 @)
3 Unit Tests Each unit test to include
Science process questions - FC/SA/ER (x.2@)
5 “Notes Quizzes” Students take notes from
assigned readings (on 3x5 cards ) & use notes for FC follow-up quizzes. (x.5@)
Electrical Energy(3
weeks)
PS-E: Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.
3. Describe how electrical current produces other types of energy.
4. Trace electrical current, creating simple electric circuit.
Electricity Unit Test – FC/SA/ER w/
analysis of circuit diagrams
Lab - Build & test model circuits
Notes quiz pp. __ -__.Notes quiz pp. __ - __.
Thermal Energy(2
weeks)
PS-D: Summarize the way changes in temperature can be produced and thermal energy transferred.
1. Define temperature & describe how it’s measured.2. Trace thermal energy transfer.
Thermal Energy Unit Test – FC/SA/ER
Lab – Heat conduction lab
Notes quiz pp. __ -__.
Light & Sound Energy(4
weeks)
PS-F: Describe the properties of light and sound energy.5. Explore and summarize how light works6. Describe and summarize how sound works7. Describe the relationship between vibration & sound
pitch.
Light & Sound Unit Test – FC/SA/ER
Lab – Light refraction/reflectionLab – Sound transmission
Notes quiz pp. __ -__.Notes quiz pp. __ - __.
Formative Summative
Pre-test OGT
CRUCIAL DISTINCTIONAssessment OF Learning:How much have students learned as of a particular point in time?
Assessment FOR Learning:How can we use this assessment information to help students learn more?
Assessment ContinuumPre-assessment
+ Evaluation
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Formative + Evaluation
Summative+ Evaluation
Determination of students’ current levels of readiness in order to appropriately plan instruction
Accumulation of information about students’ progress in order to make instructional decisions
Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been metEvaluation –
The judgment of students’ present understanding.
Summative =Assessment OF Learning:
How much has been learnedPoint in time
Report learning to parents & publicAccountability
Formative = Assessment FOR Learning:
How learning is progressingDuring learning
Feedback to teachers & students Improve learning
Plan for Summative Assessments
Two Key Assessment PurposesAssessment OF Learning (Summative Assessment)
Assessment FOR Learning (Formative Assessment)
What has been learned to date Checks learning to decide what to do next
Is designed for those not directly involved - daily learning/teaching
Is designed to assist teachers and students
Is presented in a periodic report Is used in “marking” and conversation
Gather info into numbers, scores Usually detailed descriptive feedback
Usually compares learning with other students at grade level
Usually focused on improvement
Does not need to involve the student Needs to involve the student – the person able to improve learning
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Summative Assessment
The “check in time” of student learning
Usually to determine a periodic grade or student skill level at a point in time
Example: Unit test
Benchmark/ MAPS
FORMATIVE ASSESSMENTAll those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged.
--Black & William, 1998
RESEARCH
Research consistently shows that regular, high-quality
FORMATIVE ASSESSMENT increases student achievement.
Formative Summative
Pre-test OGT
Summative Assessment Ideas
Tests Quizzes Note Quizzes/ Homework Quizzes Performance Assessments/Projects Analytical Rubric Scoring/Norm
Scoring Four Item Assessment
Try It Out…….. Formative
Let’s try out some Formative Assessments
These are great to use during the lesson (to see how things are going…)
Ready…. Set…. Go….
FIND and FLIP
A summative assessment would most likely occur;a. At the beginning of a unitb. In the middle of a unitc. At the end of a unitd. At the end of the school day
The purpose of a formative assessment is:a. To assign a gradeb. To report to parents about student learningc. To measure the accountability of a school district in Ohiod. To see how learning is progressing
Hinge Questions
Focus on critical skills or concepts that are hard to learn and frequently misunderstood
Ask at a decision point in the lesson – midway
Takes 3 minutes or less…. Guides direction of the lesson –
adjustment needed?
Four Item Assessment
Research has shown that 4 quality assessment items can determine student understanding on any given objective
Can be used for both formative and summative
Activity – Read the info on Four item Assessments
Create a quality question/ item the could be placed on an assessment from this reading
STOP = Red = Disagree and GO = Green = Agree
The following are examples of commonly used Formative Assessment Tools
a. Find and Flip Strategiesb. Rubrics for Specific Feedbackc. Chapter Testsd. Practice OGT/OAT
Formative Assessments
The following are examples of commonly used Formative Assessment Tools
a. Find and Flip Strategies/Hinge ?’s/Student response systems/SMART board games
b. Rubrics for Specific Feedback (pgs 7 – 12 pgs 13,14)c. Exit Tickets/Muddiest Points (pg 4)d. Problem of the Daye. Exemplars as Models f. Explain it to your neighborg. Explain it to your group and report outh. Checklists, Charts, Post its!
Most Formative
Related to “nice to know” learning targets
Demonstrated by the least reliable, least comprehensive forms of assessment
Reflects group performance
Most Summative
Related to the most important learning targets
Demonstrated by the most comprehensive forms of assessment
Reflects individual student achievement
Greatest Weight Least Weight
Weighting: Guidelines
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Assessment Design Design assessments that align with
the learning targets (pg 1) Students understand the targets and
what is covered on the assessment. “I can….” Check it out! (pg 3 – 6)
There are enough items to accurately measure student learning – but not an endurance test
Government Final Test (Sample)
1, 2, 3, 4, 5 Rights & Responsibilities
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6 Rights & Responsibilities
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7, 8, 9, 10, 11, 12Dem, Mon, Dict.
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13Dem, Mon, Dict.
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TOTAL 15
A Plan for Assessment
1.What must students learn?
2.How will we know what they have learned?
3.What will we do when they do not learn?
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Students Need to Know
1. Where do I need to be? Clear learning Targets2. Where am I now? Teacher/peer feedback & self- assessment 3. How will I close the gap? Set a plan in comparison to a rubric or a set of criteria
SBI monitors students’ progress toward mastery of benchmark objectives so there are NO SURPRISES for anyone about what students know and are able to do.
Student work and assessment data are analyzed by individual teachers and groups of teachers to identify needed adjustments in instruction and intervention.
Monitoring provides evidence of students’ learning and guidance for future instruction.
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BREAK TIME
Record Grades By Learning Target
Use the Power Standards in Progress Book to track the Learning Targets
Progress Book Basics for SB Grading and
Reporting
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The 90/10 Guideline
At least 90% of final grades should reflect achievement of most important academic learning targets.
When included, the influence of non-academic factors must be limited to 10% (about one letter grade up/down).
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Progress Book Weight Categories:
4 – Major Tests/Projects3 – Quiz2 – Classwork1 – Homework/Work Habits
OR9 – All Academic Assessments1 – Homework/Work Habits
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Rock Exam – Earth & Space Science/Inquiry (Sample)
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E/S 1 - #1-4Explain that rocks & minerals make up the Lithosphere
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E/S 2 – #5-16 Explain how rocks are classified & formed
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INQ B #17-21Analyze & interpret data
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TOTAL 28
Exceed = 26-28, Master = 23-25, Proficient = 21-22; Insufficient = 0-20
Progress Book Basics Record the test in
three different columns, clicking the appropriate power standard for each section of scored student responses.
Progress Book does this for us now!!!
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Focus on Student Learning and Content Mastery
Since not all students learn at the same rate in the same manner, Second Chance Assessments provide another opportunity for student learning
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Homework Ideas
Bell work – check for learning Bonus points on unit test Trigger for “2nd chance” assessments Use as separate score in grade book
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Effort MarksThree marks are available to report students’ effort. The descriptors listed below provide common definitions for each mark. Use the effort mark for which the most descriptors are evident.
1 2 3 Outstanding Satisfactory Minimal
Participates willingly in class and completes homework Is self-motivated Is resourceful Demonstrates persistence Applies suggestions for improvement Self-corrects
Less than outstanding but better than minimal
Unwilling or limited participation; does not complete homework. Needs teacher direction to stay on task Waits to be told how to take next steps Quits when work becomes difficult Ignores suggestions for improvement Relies on others for needed corrections
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How to Assign Marks for Concepts & Skills Symbol Descriptor Looks like . . .
+ Consistently Performs learning task accurately and fluently
Requires little assistance May not independently apply skill to new or novel settings
Developing Gives accurate responses to learning task
Efforts are still very deliberate, lacking fluency and confidence
Beginning Starting to perform learning task but accuracy is low.
Requires high level of assistance
Adapted from [email protected] http://www.interventioncentral.org
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Elementary Report Card
“The paper-grading ritual not only fails to improve learning, it also cannibalizes the … time available for teachers’ highest level job functions – planning tomorrow’s lessons -- with the teachers’ lowest level job function – yesterday’s clerical work.”
Dr. Fred Jones'sTools for Teaching Escaping the Paper Grading Trap
Teachers Need to Know
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When evaluating your assessments, keep in mind….
Match learning targets Assessment is “best fit” Rigor is appropriate Strategies align with learning targets
(“Best fit strategies” coming up)
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Housekeeping Items & Extras
BEA Forms & eDues Administrative Observations PAR Panel Visit Request New PAR Consultant Student Engagement Curriculum Maps Instructional Time Management Classroom Management Parent Contact Log & Update
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SAVE YOUR SANITY!!!
QUICK & EASY CLASSROOM STRATEGIES
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Routines/Rituals Teach Routines/rituals
Start of class End of Class Questions Finished with work Centers
Teach the “why” Teach counter examples Practice
83Pat Quinn Whole Class Instruction/SDE
Rules Promote a positive environment Conducive to learning
Simple Easy to follow Enforceable
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Signals Should be modeled and practiced
Transitions Stop and Listen Small group
85Staff Development for Educators
Possible Seating Arrangements
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Teacher
Teacher
Possible Seating Arrangements
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Center Arrangement
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Center Arrangement
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Partners Clock Partners
1,2, 3, 6, 9 – Students choose 2, 4, 8, 10 – Based on skill/ability
“Magic Wheel” Based on strengths and weaknesses of
students
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Directions: Choose one of the shapes on this page. Do not think too long or too hard about your choice. If you must, indicate a first and second choice.
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Triangle – The person who envisions and sets goals then delegates responsibility – Downside: Can be bossy – Upside: Goals are met.
Circle – The mediator who wants everyone to get along – Downside: more concerned with feelings of group than its progress toward goals – Upside: Mediates controversy that can derail the group’s progress.
Square – The classic introvert who needs to have time to gather thoughts before coming to the group – Downside: Can appear disinterested and uninvolved (and perhaps is). Upside: Synthesizer of ideas and philosophical thinker.
Rectangle – The classic extrovert who needs to talk to form ideas. Downside: Like the triangle can be domineering, but not in a bossy way. Does like to be in charge of the direction the conversation goes. Upside: Like the circle, the rectangle likes for people to get along. For the rectangle life is a party. Much fun to be had by all.
Squiggly Line – Wants to know the starting and ending points, but doesn’t mind some discovery detours along the way. Downside: Gets nervous/agitated if an end point is not clear. For start-up ventures, the squiggly line can hinder free thinking. Is uncomfortable with what seems like needless or unproductive ideas. Upside: Once a rough map is in place, the squiggly line enjoys finding productive side trips that lead to deeper, richer thinking. The squiggly line is often a combination of the circle and square.
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Whole-Group Instruction Introductions – motivate at the beginning of lesson Read-Alouds – create discussion points, think-alouds Shared Reading – students follow while teacher
reads aloud Instructional Games – reinforce skills/concepts Discussions – encourage collaborative thinking
What whole group instruction strategies do you use?
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Small-Group Instruction
Random – processing or collaboratingHeterogeneous – problem solvingSkills/Readiness – achievementInterest - motivationCooperative – Marzano book, page 36
What small group instruction strategies do you use?
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Individual Work
Extension Activities – finished with work, deeper understandingRemedial OR Practice Activities – different pathway to learningAnchor Activities – meaningful, ongoing, independent assignments
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Possible Activities That Anchor the Class
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Writing journals Creative writing prompts
Independent reading Content-related reading
Reading activities Math practice
Illustrating current academic work Independent projects or studies
Small-group projects