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OSC PL Playbook
Home
Behaviour Management
Teach Like a Champion
Responsive teaching
INSPIRE - The OSC Instructional Model
I = Initiate learning
N = Navigate
Learning Objectives
S = Small steps
TAPPLE
P = Practice together
Responding to prompts and questions
I = Independent Practice
R = Review and reflect
Data to inform practice
E = Exit task
OSC Big 10
Rosenshines Princples of Effective Practice
Daily Reviews - Retrieval Practice
Chunk Material in Small Steps
Questioning
Pre-cued questions
Hinge Questions
Tiered Questions
Turn and Talk
Worked Examples
Guide Student Practice
EDI: Rule of Two - guided practice
Check for Understanding
TAPPLE
Obtain a High Success Rate
Scaffold Learning
Independent practice
Weekly and Monthly Reviews
Back pocket questions
PLC's
About PLCs
PLC Inquiry cycle
PEERS goals
Observations
Micro data tools
Learning Walks
Spaced retrieval practice
Cognitive load theory
ARC: Agency, research, collaboration
SIT LITNUM
Numeracy Hints and Tips
Teacher Spotlights
Twilight PL
Excel Markbooks Twilight Resources
Careers Education & G.R.O.W Coaching Model
Time on Task
SWPBS
Unconditional Positive Regard
Grad Corner
VIT Inquiry Project
Pedagogical Principals
Modelling
Cognitive Load Theory
Powerful Questions
Explaining
Knowledge Retrieval
Inclusive Practice
Guided Feedback
Pastoral
Parent Phone Calls
Parent Nights
Child Safe Standards
Affirmative Checking
Exit Tickets
Fist to Five
Slates/ Mini Whiteboards
No Stake Quizzes
Entry Pass
Replay Signal
Retrieval Practice
Own and Track
Order/ Bump It UP
Brain Dumps
Differentiation
Archive
Term 2 Professional Learning
Feedback/ Checking for Understanding
Questioning
Even more INSPIRE resources
OSC PL Playbook
Home
Behaviour Management
Teach Like a Champion
Responsive teaching
INSPIRE - The OSC Instructional Model
I = Initiate learning
N = Navigate
Learning Objectives
S = Small steps
TAPPLE
P = Practice together
Responding to prompts and questions
I = Independent Practice
R = Review and reflect
Data to inform practice
E = Exit task
OSC Big 10
Rosenshines Princples of Effective Practice
Daily Reviews - Retrieval Practice
Chunk Material in Small Steps
Questioning
Pre-cued questions
Hinge Questions
Tiered Questions
Turn and Talk
Worked Examples
Guide Student Practice
EDI: Rule of Two - guided practice
Check for Understanding
TAPPLE
Obtain a High Success Rate
Scaffold Learning
Independent practice
Weekly and Monthly Reviews
Back pocket questions
PLC's
About PLCs
PLC Inquiry cycle
PEERS goals
Observations
Micro data tools
Learning Walks
Spaced retrieval practice
Cognitive load theory
ARC: Agency, research, collaboration
SIT LITNUM
Numeracy Hints and Tips
Teacher Spotlights
Twilight PL
Excel Markbooks Twilight Resources
Careers Education & G.R.O.W Coaching Model
Time on Task
SWPBS
Unconditional Positive Regard
Grad Corner
VIT Inquiry Project
Pedagogical Principals
Modelling
Cognitive Load Theory
Powerful Questions
Explaining
Knowledge Retrieval
Inclusive Practice
Guided Feedback
Pastoral
Parent Phone Calls
Parent Nights
Child Safe Standards
Affirmative Checking
Exit Tickets
Fist to Five
Slates/ Mini Whiteboards
No Stake Quizzes
Entry Pass
Replay Signal
Retrieval Practice
Own and Track
Order/ Bump It UP
Brain Dumps
Differentiation
Archive
Term 2 Professional Learning
Feedback/ Checking for Understanding
Questioning
Even more INSPIRE resources
More
Home
Behaviour Management
Teach Like a Champion
Responsive teaching
INSPIRE - The OSC Instructional Model
I = Initiate learning
N = Navigate
Learning Objectives
S = Small steps
TAPPLE
P = Practice together
Responding to prompts and questions
I = Independent Practice
R = Review and reflect
Data to inform practice
E = Exit task
OSC Big 10
Rosenshines Princples of Effective Practice
Daily Reviews - Retrieval Practice
Chunk Material in Small Steps
Questioning
Pre-cued questions
Hinge Questions
Tiered Questions
Turn and Talk
Worked Examples
Guide Student Practice
EDI: Rule of Two - guided practice
Check for Understanding
TAPPLE
Obtain a High Success Rate
Scaffold Learning
Independent practice
Weekly and Monthly Reviews
Back pocket questions
PLC's
About PLCs
PLC Inquiry cycle
PEERS goals
Observations
Micro data tools
Learning Walks
Spaced retrieval practice
Cognitive load theory
ARC: Agency, research, collaboration
SIT LITNUM
Numeracy Hints and Tips
Teacher Spotlights
Twilight PL
Excel Markbooks Twilight Resources
Careers Education & G.R.O.W Coaching Model
Time on Task
SWPBS
Unconditional Positive Regard
Grad Corner
VIT Inquiry Project
Pedagogical Principals
Modelling
Cognitive Load Theory
Powerful Questions
Explaining
Knowledge Retrieval
Inclusive Practice
Guided Feedback
Pastoral
Parent Phone Calls
Parent Nights
Child Safe Standards
Affirmative Checking
Exit Tickets
Fist to Five
Slates/ Mini Whiteboards
No Stake Quizzes
Entry Pass
Replay Signal
Retrieval Practice
Own and Track
Order/ Bump It UP
Brain Dumps
Differentiation
Archive
Term 2 Professional Learning
Feedback/ Checking for Understanding
Questioning
Even more INSPIRE resources
Daily Reviews - Retrieval Practice
Asking questions
Paired discussions
Low stress quizzes and games
Brain dump
Knowledge retrieval
Use one of the many fabulous slide options...
How to use cognitive psychology to enhance learning – Teaching in Higher Ed
That makes it all that much special to get to talk with Dr. Robert Bjork about using cognitive psychology to enhance learning.
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