Saying it and showing it may not be enough for most students learn it.
What will you do to get 100% student achievement?
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Behind the Scenes: Planning
Behind the Scenes: Planning
First, you have to decide which students need the most help in the classroom. Providing differentiation is the only way to provide 100% of students with the help they need.
1. Look at your roster of students. Consider assigning each student to a tier of learning. This is only for you and your co-teacher to consider - not for students.
Level 1 (below grade level): After reading the piece, provide this group of students with all the supporting details and have them work together to identify the main idea.
Level 2 (on grade level): After reading the piece, have this group work together to determine the main idea and the details that support it.
Level 3 (above grade level): After reading the piece, have this group work together to determine the main idea and details to support it – including details not listed in the article
See Additional Resources below for more ideas!
After students are tiered, incorporate the following strategies...
Lights, Camera, Action: In the Classroom
Lights, Camera, Action: In the Classroom
Check for Whole-Group Understanding: Gather evidence on whole group learning
Poll the room: determine how students are answering the questions
Say “How many chose letter A? B? C? D?”
Use mini-whiteboards/paper: “Hold up your whiteboards/paper on the count of three...”
Print out a class-set of A, B, C, D cards on cardstock so each student can participate. Keep this in a baggie and take up each class period in order to reuse.
Target the error: focus class discussion on the questions where students most struggle to answer correctly
Keep a tally of how students are answering the questions. This is a great use of formative assessment!
For those with high percentage of incorrect answers - clarify, discuss, reteach
Re-teach Using Modeling: Model for students how to think/solve/write/do
Give students a clear listening/note-taking task that fosters active listening, and then debrief the model with students. Ask:
“What did I do in my model?”
“What are the key things to remember when you are doing the same in your own work?”
Model the thinking, not just a procedure
Focus on the "thinking" that students are struggling with most
Model replicable thinking steps that students can follow
Model how to activate content knowledge and skills
Vary the think-aloud in tone and cadence from the normal “teacher” voice to highlight the thinking skills
Modeling Strategy : I Do, We Do, You Do
I Do: Students watch you do it correctly.
We Do: Guide students on how to do it correctly as a whole class.
You Do: Give students an opportunity to independently do it correctly.
Use the template below in Additional Resources to help plan for this strategy!
Additional Resources
Additional Resources
Modeling Strategy Template : I Do, We Do, You Do
I do - We do - You do.pdf
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