1. Welcome – Do Now 1. Write your name on a Post-it-Note 2. Choose the goal that is most valuable to you, this afternoon. 3. Jot a note down on the post-it to remind yourself why this goal is valuable. 4. Place your post-it-note on the chart paper estimating how close you are to your goal. Got It Starting Out

2. Rank Your Goals  1. Use small group learning as formative assessment.  2. Eliminate management problems such as social loafing, copying, and confusion.  3. Promote rigorous conversations (through action patterns using roles, rounds, rules, and time).  4. Implement an instructional play (Domino, Elbow Exchange, or TTTO)

3. Meeting the needs of All Learners Assessing Thinking During Group Learning Routines for Every Day Rhonda.Bondie@gmail.com all-ed.org

4. Organize Ideas

7. Assessing Learning

11. Track Your Learning Your Goal

12. Revisit the T-chart Check things that are confirmed. Cross out things that you no longer think. Question things that you would like to find out more about. Add new ideas. Star Project Zero ideas. + *

13. Goals

14. Monitor learning

15. Evaluate performance on an ongoing basis

16. Agenda 1.ALL-ED Evidence-base, Rank Today’s Goals 2.Group Learning the Systems and Structures 3.Plays or Instructional Practices 1.Domino Share 2.Elbow Partner Exchange 3.TTO 4.Reflection 5.Next Steps

17. Step 3: Switch Elbow Exchange Step 2: Talk Step 2: Listen Step 4: Organize: Compare Rank Sequence Step 1: Prepare Why exchange? What do I know/question now? Who will talk first?

18. Background

19. Challenges Educators Report

20. ABCs of ALL-ED Instructional Decision Making CompetenceAutonomy Belonging ALL learners feel capable of pursuing rigorous learning. ALL learners feel empowered to take ownership of their learning. ALL learners feel they are valued members of a learning community.

21. Framework for Instructional Decision Making Evidence-base: Achievement Motivation Group Learning Planning Self-Regulation Tools

22. GE SE

24. Preparation: Create Definitions

25. On Your Own vs Team Learning Group Learning Independent Task Group LearningTable Talk Where Physical Set-Up Eyes on own paper Sit knee to knee and eye to eye Sit where you are HowSelf-Organized Work alone Structured Collaboratively Unstructured Collegially Help- Use Supports Use classroom resources for support. Use classroom and peers as resources for learning. Use classroom, peers, and teacher as resources for learning. Additions?

26. GoalFind Patterns & Differences Reflection & Criteria ✔ Check = Add RolesSpeaker Listener RoutineThink, Talk, Think - (2x) Open Exchange Elbow Exchange TTTO

27. Track Your Learning Your Goal

28. Instructional Plays 2. Student Starting Position 3. Routine Action Pattern 1.Learning Goals 4. Reflection + Criteria

29. Instructional Plays 2. Student Starting Position 3. Routine Action Pattern 1.Learning Goals 4. Reflection + Criteria

30. Learning Goals Find Help Collaborate

31. Goal: Find  Questions  Understanding  Miss Understanding  Previous Knowledge  Academic Vocabulary

32. Goal: Help  teaching  offering feedback  Monitoring learning  sharing strategies

33. Goal: Collaborate  create new idea, knowledge, using parts from individuals  multiple perspectives  build common understanding or confirm different position

34. Instructional Plays 2. Student Starting Position 3. Routine Action Pattern 1.Learning Goals 4. Reflection + Criteria

35. flickr photo by CC Chapman shared under a Creative Commons (BY-NC-ND) license Starting Position 1.Starting place with content knowledge** 2.Starting place physically in the room 3.Starting place within the group *** Return to this step at the end to notice how

36. Annotate a Text

37. Starting Position for Learning Vehicle for Reflection

38. What tools do you already use that will help students know their starting place with the learning goal?

39. Starting Position Physical Where am I physically in the classroom?

40. Starting Position in Group How will we start?

42.  1. Use small group learning as formative assessment.  2. Eliminate management problems such as social loafing, copying, and confusion.  3. Promote rigorous conversations (through action patterns using roles, rounds, rules, and time).  4. Implement an instructional play (Domino, Elbow Exchange, or TTTO) Rank Your Goals