Curriculum
standards, skills, lessons, grading
Taxonomies, Techniques, SLP Rubric
Taxonomies, Techniques, SLP Rubric
Subject-Specific
Subject-Specific
Research and Inquiry Skills
Research and Inquiry Skills
IFC_Priority_Brochure_2019.pdf
the steps of the big6 research skills.pdf
Strategies
Strategies
Instructional Strategies List July 2015.pdf
Question and Discussion Techniques
Question and Discussion Techniques
KeyQsecehandout (1).pdf
Questions (version 1)
Questions (version 1)
Key-Questions-for-Decoding Dec-21.pdf
Questions (version 2)
Questions (version 2)
Connections with Categories
Connections with Categories
Authorship/purpose
Content and Context
Credibility and Economics
Techniques and Effects
Interpretations and Responses
Class Discussion Rubric
Class Discussion Rubric
Participation Rubric used as Self-Assessment
Participation Rubric used as Self-Assessment
Sample Lesson Plans
Sample Lesson Plans
Emoji - Check for Understanding
Emoji - Check for Understanding
Place on bulletin board, leave room for student name/initial cards to go underneath and be moved around by students as needed. Monitor daily and use for reteach, formative assessment, grouping, etc.
Place on bulletin board, leave room for student name/initial cards to go underneath and be moved around by students as needed. Monitor daily and use for reteach, formative assessment, grouping, etc.
4
I can be "Teacher of the Day" (help lead the class)
3
I can teach it to a friend
2
I understand and can do it by myself
1
I am still a little confused
0
I did not show my teacher work or ask for help
Understanding - Self & Teacher Both Assess
Understanding - Self & Teacher Both Assess
Destini Davis - Certified Parent Coach
Destini Davis - Certified Parent Coach
When advocating or assertiveness is about to cross the line into something else:
When advocating or assertiveness is about to cross the line into something else:
- "Your message is getting lost in your mess. I know you have a really important message, I care about that message, but the package is a little off."
- "Do you want to be heard, or understood? Raising the volume is probably not going to result in collaboration."
- "Can you rephrase that as a question? Because requests go so much further than demands"