Embedded Files
🧰 Activators: Structures for Activating Students’ Knowledge Prior to Teaching New Material
Activators.pdf“Substantial research has validated the important role prior knowledge plays in students’ academic success.* In fact, research has identified “red flag” approaches to teaching that undermine student motivation and learning. These include foregoing connecting new material to students’ prior knowledge.
Such connections are important because students confront new information every day. They must
integrate the new material into their existing knowledge, construct new understandings, and revise current beliefs or theories as needed. Students who lack adequate prior knowledge or are not able to activate what they know often struggle to progress in a subject area or school itself…
There are two primary classroom approaches to working with prior knowledge.
1) tapping or activating preexisting knowledge.
2) building or developing new background knowledge.”
🧰 Summarizers: Structures for Getting Students to Summarize During and Concluding Instruction
"The important thing about summarizing by students is that it supports understanding and retention and it can provide valuable formative assessment data for the teacher. It might be a closing activity at the end of a class or the opening activity for the next class. Or it might be scheduled intermittently during a class when there is a lot of information being presented to students. There are a variety of ways one can structure the summarization.
Summarizers.pdfIt can be done in two-minute formats (Paired Verbal Fluency) or it can be much longer (Medium-Size Circle). It can involve speaking, writing, or drawing on the part of the student.
But the important thing about summarizing by students is that it supports understanding and retention and it can provide valuable formative assessment data for the teacher."
Data To-Dos'
Data To-Dos'
In your evaluation process, Danielson's 4a: Reflecting on Teaching invites you to reflect on your practice. With that in mind, your final assignment for this course is just that - REFLECTION.
Please plan on sharing your reflection on your relationship with data at the summative evaluation meeting you will have with your principal this spring. So that your thoughts are captured accurately, please either....
... send your reflection in an email
or
... include it in your optional Evidence Submission document in Frontline.
Your reflection could answer questions like these: (just suggestions to start your thinking)
Where did you start with data?
Where are you going?
How will you get there?
What will tell you that you have arrived?
What is most important data for you at the moment?
What is least important?
How do you know?
Has data helped you answer the questions you have?
If not, what new data could you collect to begin to answer those questions?
How can you be more intentional in terms of data in the future?
Need more information?
The Benefits of Developing a Reflective Routine
Teachers who take time daily to reflect can better assess areas for improvement and begin to make necessary adjustments.
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