TXRL Workshop #2: HQIM Internalization & Rehersal

Module 2: The Shift of Internalization

Differentiate Planning from Internalization | Distinguish HQIM internalization and instructional rehearsal from traditional lesson planning and resource preparation, and understand why strong internalization is a critical driver of effective instruction and favorable outcomes.

Mini Lesson: The Shift of Internalization

Shift in type of preparation
What internalization is
Priorities comparison - instructional planning vs internalization
How time allocation shifts

Estimate Current Time Allocation

Individual Estimate

Estimate: About what percentage of teacher preparation time is currently dedicated to deep lesson internalization (analyzing the lesson, anticipating student responses and misconceptions, and preparing for instruction), rather than logistics, materials, or other planning tasks? | Link to live responses.

Table Discussion

What do you notice about our estimates?

Activity: Internalization Simulation (TEAM)

Make a copy for your Campus Team and share it with them.
Work through the steps in the activity to prepare for and run a simulation of a full internalization cycle.
Work through the steps in your own materials, in order. Backward-plan your time so the full cycle of internalization and rehearsal can happen.

Activity Materials

Campus Team File - Simulation

Activity: Individual Reflection | What did it take to do the work of internalization?

Use this Individual Reflection activity to pause and consider your insights on what it took to do the work of internalization during the simulation.

Activity Materials

Individual Reflection

Team Discussion

1) How able is our team, right now, to lead this work consistently with teachers?
2) Where does our practice usually stop short? What gets skipped, shortened, or squeezed out?
3) Now that you’ve done the work yourself...where are your feet, your attention, and your role, really?
4) What would have to change for us to do this well?

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