Boyd Excellence Model November Focus: Power zone & FSGPT.

Slides:



Advertisements
Similar presentations
The Journey – Improving Writing Through Formative Assessment Presented By: Sarah McManus, Section Chief, Testing Policy & Operations Phyllis Blue, Middle.
Advertisements

Rich Formative Assessment: Critical Component of Instruction
Sheltered Instruction Observation Protocol
School Based Assessment and Reporting Unit Curriculum Directorate
Dr. Summer A. Carrol Director, Master of Arts in Teaching Program
Gradual Release of Responsibility & Feedback
Model Of Explicit Instruction
Teacher Excellence and Support System
Personal style Scenario 3: Maintaining standards of behaviour Behaviour Scenarios Resources to support Charlie Taylor’s Improving Teacher Training for.
MTSS – What’s That? Session 1 Response to Instruction and Intervention (RtI 2 ) – Work we are doing Multi-Tiered System of Supports (MTSS)  What is this.
Explicit Instruction.
1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.
What makes great teaching?
Best Practices for Adolescent Literacy Secondary Alabama Reading Initiative ARI Content Literacy 2010.
Chapter 9 Establishing an Environment for Learning.
BY: LYLE AND HANNAH Effective Differentiation “ Differentiation is responsive teaching rather than one- size fits- all teaching” - Tom Linson.
Professional Growth= Teacher Growth
USING SHARED WRITING IN THE CLASSROOM
CLASSROOM ASSESSMENT FOR STUDENT LEARNING
NYC Teacher Effectiveness A Preview of the NYC Teacher Effectiveness Framework for Created by The Center for the Professional Education of Teachers,
Presented by MHS Administration July 24, 2012
Implementation & Evaluation Regional Seminar ‘04 School Development Planning Initiative “An initiative for schools by schools”
How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright, and Antoinette Howard July 25, 2011.
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
THE STRATEGIC SIX Six Core Strategies for Instructional Design In-service Training by Matt Foster 2013.
Effective Teachers of literacy use:
Learning Theories, Instructional Theories, and Instructional Design Dania Bilal IS 551 Fall 2005.
FORMATIVE SUPERVISION. At the end of this class participants will have a better understanding of the processes of formative supervision and will improve.
Alpha II Learning Systems Failure Is Not An Option.
FORMATIVE SUPERVISION. Should the teacher be informed that he or she is going to have a class observation?
Week 4: Assessing Preferences & Choice-making Update – Ecological Inventory & Article Review #1 Due Today – Preference Assessment is Due on April 25th(we.
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
Implementing Formative Assessment Online Professional Development What Principals Need to know.
Your Name Job Title Directorate NSW Department of Education & Training NSW Public Schools – Leading the Way
EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus.
Classroom Assessment for Student Learning March 2009 Assessment Critiquing.
Author: Rick Wormeli Power Point by: Amy Heller. Copy Right: 2001 Stenhouse Publishers Media: 264 pgs. ISBN:
A BLAST FROM THE PAST ESSENTIAL ELEMENTS OF INSTRUCTION.
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan Self Evaluation – focus on classroom.
DPASII Criterion Rubrics for Teachers. Component 1: Planning and Preparation Criterion 1a: Selecting Instructional Goals ELEMENT Value, sequence and alignment.
Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.
Kindergarten Common Core Math Operations and Algebraic Thinking.
Candidate Assessment of Performance Conducting Observations and Providing Meaningful Feedback Workshop for Program Supervisors and Supervising Practitioners.
SEC on School Improvement Lani Seikaly CCSSO Consultant.
Fundamental Five [Sean Cain, Mike Laird]
State Support for Classroom Assessment Fen Chou, Ph.D. Louisiana Department of Education National Conference on Student Assessment June 27, 2012.
Chapter 9 Establishing an Environment for Learning.
Active Engagement Strategies Foothill Farms Neighborhood Network Woodridge School November 12, 2010 Marcie Nichols, Ken Dandurand, Will Pope.
Session 1 Introduction: Assessment & Evaluation Assessment & Evaluation.
Using Data and Grouping to Teach All Students All the Time—Differently!
Introduction to the Process of Formative Assessment.
Research Proposal Alex Reynolds, Catherine Hill & Laura Guilfoyle.
Moderation and Validation of Teacher Judgements in School.
The Teacher- Child Interaction Linking Developmentally Appropriate Practices to the Characteristics of Effective Instruction.
Dr. Leslie David Burns, Associate Professor Department of Curriculum and Instruction UK College of Education
Educational Technology and Science Teaching. Reading Assignment Chapter 13 in Teaching Science to Every Child: Using Culture as a Starting Point.
Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom.
TAIS: Root Cause Analysis Keela McGraw, Billy Schewee ESC Region 11.
Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge.
Improvement Required… Now What? Presenters: Scott Nedrow: Principal, Boyd High School Barbara Stice: Assistant Superintendent, Boyd ISD Ted West: Superintendent,
Sampling of Topics for this Semester Do you believe that………..?
Strategies to Check Student Learning in the Classroom Classroom Assessment Techniques (CATs)
Supporting Literacy for Students with Developmental Disabilities Being a Literacy Partner.
Summative Evaluation Shasta Davis. Dimension: Preparation (Score- 4) Plans for instructional strategies that encourage the development of critical thinking,
Using the Fundamental 5 to Provide Quality Instruction
Elements of Instruction
Instructional Meeting November 3, 2010 Instructional Framework
Do All Students Participate in Your Classroom?
Encouraging Appropriate Behavior
Presentation transcript:

Boyd Excellence Model November Focus: Power zone & FSGPT

 MOST effective position to conduct your craft.  Simply teaching or monitoring in close proximity.  IF you engage in this practice EVERY other instructional practice you use is enhanced & more powerful.  EXPECTATION 75% or more of your class time spent in THE POWER ZONE Boyd Excellence Model November Focus: Power zone & FSGPT

 On task behaviors increase, discipline issues decrease, & student retention of content increases = corresponding gains in Student Achievement.  Proximity for behavior is no surprise(BEST classroom management technique since stone ages).  Proximity for instruction EFFECTIVE because:  Teachers in the middle of the action, can immediately respond to student changes in behavior or performance.  Reinforce positive behaviors, extinguish negative behaviors before fires arise.  BEST position to conduct frequent and on-going formative assessments and micro adjust instruction.  BETTER address individual student misconceptions. Boyd Excellence Model November Focus: Power zone & FSGPT

 Got to stay in it! GOT TO STAY IN IT!  BEST place to:  Ensure students remain focused/on task;  Critical insights made by students can be shared with whole class;  Individual points of misunderstanding can be re-taught now rather than AFTER a test or quiz. Boyd Excellence Model November Focus: Power zone & FSGPT

 Talk about the Learning (FSGPT)  Every mins of teacher lead discussion or at completion of major concept--teacher stops and briefly (30secs-3 mins)  Has students discuss a seed question related to learning outcome.  Key--focused, micro-discussion (NOT PLAYTIME )  Structure provided by teacher:  1. Frequency  2. group size  3. Seed question(s)  4. Power zone Boyd Excellence Model November Focus: Power zone & FSGPT

 Pre-planned questions;  Guide students to the desired learning outcome;  Ex: I want you to briefly discuss with you partner the difference between the English Monarchy & the American Presidency  Ex: Explain to your partner why you agree or disagree with....  Ex: Outline the key elements of...  Ex: What are some of the pros and cons of... Boyd Excellence Model November Focus: Power zone & FSGPT