1. questioning & discussion for the common core
Seat teachers in like grade level or like curriculum teams; groups of 4 are ideal.
Image Activity: As teachers come in, you might ask them to make observations about what they see in this photo.
[for instance, the students seem engaged in discussion, there is artwork on the wall, they are interested in what each other are saying, their discussion is with one another—not mediated by the teacher]
Oct. 24th

2. Agenda Objectives Self-assessment 3B Overview
CCSS Speaking and Listening
Tools for Growing in 3B
Extended Learning Options
Exit slip
Briefly review the agenda

3. Teachers will be able to:
Objectives
Teachers will be able to:
Increase their knowledge of 3B: Using Questioning and Discussion Techniques
Understand the speaking and listening skills that Common Core requires of students
Review the training objectives

4. Teachers will be able to:
Objectives
Teachers will be able to:
Gain ideas and tools for improving questioning and discussion skills
Understand the relationship between student discussion and student engagement
Review the training objectives

5. Presenter Text Polling Notes
For today’s professional development, we are going to use a free Web 2.0 tool called Poll Everywhere that you can use with your classes.
Through the course of our discussion, I’m going to ask for your opinion. You’ll use your phones to respond via text message just like on American Idol. This is a standard rate text message. We cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation.
If you do not have a phone with texting, you are welcome to respond with a neighbor’s device. You can also answer the questions on a website provided.
This slide is just for your own notes, as a presenter or instructor. You may print these, memorize them, or actually put them into the Notes portion of a slide in your own presentation. 5

6. EXAMPLE How To Vote via Texting TIPS
Standard texting rates only (worst case US $0.20)
We have no access to your phone number
Capitalization doesn’t matter, but spaces and spelling do!
This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.
Sample Oral Instructions:
Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones to do some audience voting just like on American Idol.
So please take out your cell phones, but remember to leave them on silent. You can participate by sending a text message.
This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan. The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than spam – and that’s text message spam because you have to pay to receive it! 6

7. How To Vote via PollEv.com
TIP
EXAMPLE
Capitalization doesn’t matter, but spaces and spelling do
NO www in front of the address!
This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.
Sample Oral Instructions:
Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol.
So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer at PollEv.com on your laptop or a mobile phone.
The service we are using is serious about privacy. I cannot see who you are or who voted. 7

8. How To Vote via PollEv.com\SCHS
While the presentation is going on, you can go to POLLEV.COM\SCHS and follow along with the questions. As the slide progresses to the appropriate page, you can answer without having to enter any numbers! Just make sure you only answer when the question pertains to you.
This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.
Sample Oral Instructions:
Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol.
So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer at PollEv.com on your laptop or a mobile phone.
The service we are using is serious about privacy. I cannot see who you are or who voted. 8

9. Number line self-assessment #1
Where would you rate yourself?
Level of questions in my classroom 1 3 5 7 10
Most of my questions are low level with one correct answer
I ask a combination of high and low level questions;
Some are thoughtful
My students formulate many high level questions
Designate an area of the room to serve as a number line, with 1 on the left stretching to 10 on the right. Have your teachers walk to the area on the makeshift number line that best represents their assessment of themselves on the following questions. If you are feeling creative, you can play music to give teachers about 45 seconds to decide.
This question focuses on Quality of Questions (If you believe your faculty needs further explanation about levels of questioning, please choose the taxonomy that works best for your school level—Bloom’s, Webb’s Depth of Knowledge, etc.)
Once everyone has chosen a spot, ask them to turn to a neighbor and discuss why they rated themselves accordingly. (Allow approximately 1 minute for discussion). Move to the next slide.

10. Poll: Last names A-F: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names A-F: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names A-F: Where would you rate you... 10

11. Poll: Last names G-L: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names G-L: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names G-L: Where would you rate you... 11

12. Poll: Last names M-P: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names M-P: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names M-P: Where would you rate you... 12

13. Poll: Last names R-Z: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names R-Z: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names R-Z: Where would you rate you... 13

14. Number line self-assessment #2
Where would you rate yourself?
Who is responsible for the discussion? 1 3 5 7 10
Answers are recited; I mediate all questions and answers
Some of my students are engaged in genuine discussion
Student discussion is genuine; I step aside when appropriate
My students assume responsibility for the discussion, including topics
Pose the question. Then, play the music for another 45 seconds.
This question focuses on Discussion Techniques
Once everyone has chosen a spot, ask them to turn to a neighbor and discuss why they rated themselves accordingly. (Allow approximately 1 minute for discussion). Move to the next slide.

15. Poll: Last names A-F: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names A-F: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names A-F: Where would you rate you... 15

16. Poll: Last names G-L: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names G-L: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names G-L: Where would you rate you... 16

17. Poll: Last names M-P: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names M-P: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names M-P: Where would you rate you... 17

18. Poll: Last names R-Z: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names R-Z: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names R-Z: Where would you rate you... 18

19. Number line self-assessment #3
Where would you rate yourself?
Participation of students in discussions 1 3 5 7 10
A few of my students dominate
I attempt to engage everyone, but with limited success
All of my students are engaged in the discussion
My students ensure that all students participate
Pose the question. Then, play the music for another 45 seconds.
This question focuses on Student Participation.
Once everyone has chosen a spot, ask them to turn to a neighbor and discuss why they rated themselves accordingly. (Allow approximately 1 minute for discussion). Move to the next slide.

20. Poll: Last names A-F: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names A-F: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names A-F: Where would you rate you... 20

21. Poll: Last names G-L: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names G-L: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names G-L: Where would you rate you... 21

22. Poll: Last names M-P: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names M-P: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names M-P: Where would you rate you... 22

23. Poll: Last names R-Z: Where would you rate you...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last names R-Z: Where would you rate you...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last names R-Z: Where would you rate you... 23

24. Number line self-assessment
Which element of questioning and discussion do you most need to focus on?
Element
Your Self-Rating
Quality of Questions (#1)
Discussion Techniques (#2)
Student Participation (#3)
Ask the group to return to their seats while considering how the self rating given for the three question.
Once seated, have them discuss as a table which elements of questioning and discussion they need to focus on.
Process Time: 3-4 minutes
You can offer time for a few groups to share if desired.

25. Poll: Last Name A-F: Which element of question...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last Name A-F: Which element of question...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last Name A-F: Which element of question... 25

26. Poll: Last Name G-L: Which element of question...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last Name G-L: Which element of question...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last Name G-L: Which element of question... 26

27. Poll: Last Name M-P: Which element of question...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last Name M-P: Which element of question...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last Name M-P: Which element of question... 27

28. Poll: Last Name R-Z: Which element of question...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Last Name R-Z: Which element of question...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Last Name R-Z: Which element of question... 28

29. 3B overview: using questioning & discussion techniques
Part of the repertoire of all accomplished teachers
Carefully framed questions encourage deeper student engagement
At higher levels of performance—all students are engaged in true discussion with one each other, not just with their teacher
Questioning and discussion techniques are part of the instructional repertoire of every accomplished teachers.
Carefully framed questions at a challenging cognitive level encourage students to engage deeply with content, questioning assumptions and exploring the implications of different lines of thought.
Questioning can serve many purposes, but this component refers to using questioning and discussion to advance student learning (as opposed to using it to check for understanding (3D), or to return a student to attention (2D).
At the higher levels of teaching performance, all students—not just volunteers—are engaged in true discussion with each other, not just with the teacher.

30. 3B overview: using questioning & discussion techniques
Think of basketball, rather than ping pong
Questioning and discussion at the higher levels could be compared to a game of basketball: the ball is passed among multiple payers (or students) of the same team. In contrast, at the lower levels, questioning and discussion could be compared to ping-pong: the ball goes back and forth between the student (usually a volunteer) and the teacher.

31. QUALITY OF QUESTIONS Proficient Distinguished
Most are high quality questions; teacher gives adequate wait time
Uniformly high quality questions; teacher gives adequate wait time
Questions are higher on Bloom’s Taxonomy
Teaching about nature of good questions
Wait time: 3-5 seconds after question
Sharing age-appropriate Taxonomy with students
Wait time: 3-5 seconds after student response
Regularly asking students to categorize the questions asked
The next three slides review the three elements of questioning and discussion techniques as they relate to the VSET Rubric.
Explain that teachers in the distinguished category for this area also display the qualities listed for the proficient teacher.
Allow a 2-3 minutes for teachers to read through the elements and discuss with their shoulder partner one way they could move from proficient to distinguished with a lesson they are teaching in the near future.

32. DISCUSSION TECHNIQUES
Proficient
Distinguished
Genuine discussion, stepping aside when appropriate
Students assume responsibility, make unsolicited contributions
Invites students to respond to other students’ comments
Invites students to decide from an array of topics, reflect on lesson
Aims for Q&A between students
Asks students to prepare a 5-10 minute discussion
Tracks quantity & quality using a rubric
Students self-assess the quality of their contributions using a rubric
Explain that teachers in the distinguished category for this area also display the qualities listed for the proficient teacher.
Allow a 2-3 minutes for teachers to read through the elements and discuss with their shoulder partner one way they could move from proficient to distinguished with a lesson they are teaching in the near future.

33. STUDENT PARTICIPATION
Proficient
Distinguished
All students are engaged in the discussion
Students themselves ensure that all voices are heard
Uses techniques to regularly call on nonvolunteers
Teaches students techniques to call on nonvolunteers
Elicits participation through a variety of modes (kinesthetic, verbal, spatial)
Teaches students a system to track each other’s responses
Opportunities to participate in written form are provided
Encourages students to build on each other’s responses
Explain that teachers in the distinguished category for this area also display the qualities listed for the proficient teacher.
Allow a 2-3 minutes for teachers to read through the elements and discuss with their shoulder partner one way they could move from proficient to distinguished with a lesson they are teaching in the near future.

34. Option A: Teaching Channel Video clip [Click on picture in “Play” mode, or cut and paste this address
Introduction of video: We will watch a 9 minute video clip of a teacher who is using Common Core Speaking and Listening Standards during her math lesson on classifying equations. Watch how she uses discussion techniques to engage her students and how she facilitates student participation.
Don’t play the clip yet—move to the next slide first.
Option B: Your Choice of a 5-10 minute clip that showcases Common Core discussion and writing standards
Secondary video

35. Video clip: MATH LESSON
SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
This video focuses on several ELA standards. Our focus will be on LACC.910.SL.1 (Florida’s numbering system)/SL.4.1. (National numbering system)
LA stands for the Subject Area: Language Arts
CC stands for the Cluster: Comprehension and Collaboration
910 is Ninth and Tenth Grade
SL stands for the Strand: Speaking and Listening
1 is the 1st standard in this topic
Click on the picture to access the video clip or go to:
After viewing the video, move to the next slide for discussion questions.

36. Video Clip Discussion
What evidence demonstrated that students are driving their own learning?
How does the ability to analyze arguments for validity help students prepare for active roles in a 21st century society?
What would you have done differently if you were the teacher?
Allow the groups 5-6 minutes to discuss the video clip using the questions on the slide.
Allow each group to share one thought with everyone at the close of the discussion.

37. Speaking and Listening CCSS
Use the CCSS website to access the CCSS for English Language Arts. On p. 48, access the College & Career Readiness Anchor Standards for Speaking & Listening
Individually, read these standards and note key points.
In small groups, discuss how these standards connect and relate to either the video clip or VSET 3b.
Each group shares 1 point of connection with whole group.
Using the CCSS website , have each group access the Common Core State Standards for English language Arts. They need to go to page 48 to access the College and Career Readiness Anchor Standards for Speaking and Listening.
Individuals carefully read through these standards and note a few key points. (5 minutes)
Small groups discuss how these standards connect and relate to either the video clip or something they notice about VSET 3b. (5 minutes)
Have each group share one point of connection they noticed. (5-10 minutes)

39. High-impact Anchor Literacy Strategy:
During discussion, emphasize students supporting answers based upon evidence from the text.
Introduce: Read the strategy and reflect independently on your current level of proficiency with this strategy.

40. Now we will break into departments to discuss some tools for implementation and how this impacts your dpp. Please report directly to your department meeting for a small group discussion.

41. Tools for growth in 3b
Each teacher should receive a copy of each of the following tools:
Questions to Help Promote Student Discussion
Activities for Involving Students in Discussions
Integrating Writing into Discussion
Monitoring Participation in Classroom Discussion Template/Example
How can each of these tools help us increase our level of proficiency with the strategy?
Provide a copy of the tools listed above. Take a few minutes to review each tool and discuss briefly how the tools can be used to increase their level of proficiency with the strategy. The exit slip provided at the end of the PD will ask teachers to select one tool to try in their classroom prior to the next Early Release PD.

42. DPP COMPONENT PARTNERS
Split into groups based on the components you are focusing on with Deliberate Practice Plan domains/components.
Spend some time sharing your progress with one another.
This is an option for your faculty and can provide collaboration time in connection with their DPP.
Depending on the size of your school, you may want to group teachers by domains, rather than components of focus. You may also need to plan to divide some of the most prevalent DPP components (3B, 3C, etc.) Either way, groups larger than 4 probably won’t have time to talk adequately with one another.

43. Exit Slips
We will be using Poll Everywhere for our Exit Slips today so that you can see what a short answer poll would look like!
The only difference when you respond to a short answer question in Poll Everywhere is that you need to add a number to the beginning of your answer. We would also like you to add your name to the end of your answer.
Exit slip (Use paper handout on website or Edmodo to respond)
Side Note: This is a great formative assessment strategy to use with your students if it is aligned to a standard.

44. EXIT SLIP Question
What will you try because of what you learned today? Which tool could you try before the next Early Release PD?
This slide is just for your own notes, as a presenter or instructor. You may print these, memorize them, or actually put them into the Notes portion of a slide in your own presentation. 44

45. Text ANSWER To 37607 English 104038 Your message and name CTE
Department
Add this number to your message before your answer and your name!
English
Your message and name
CTE
Your message and name
ESE
Your message and name
Math
Your message and name
PE & ROTC
Your message and name
Science
Your message and name
Social Studies
Your message and name
Visual/Performing Arts
Your message and name
World Languages
Your message and name
Non-Classroom Teachers
Your message and name

46. Poll: English: What will you try because of wh...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: English: What will you try because of wh...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: English: What will you try because of wh... 46

47. Poll: CTE: What will you try because of what y...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: CTE: What will you try because of what y...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: CTE: What will you try because of what y... 47

48. Poll: ESE: What will you try because of what y...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: ESE: What will you try because of what y...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: ESE: What will you try because of what y... 48

49. Poll: Non-Classroom Teachers: What will you tr...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Non-Classroom Teachers: What will you tr...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Non-Classroom Teachers: What will you tr... 49

50. Poll: Math : Math: What will you try because o...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Math : Math: What will you try because o...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Math : Math: What will you try because o... 50

51. Poll: PE & ROTC: What will you try because of ...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: PE & ROTC: What will you try because of ...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: PE & ROTC: What will you try because of ... 51

52. Poll: Science: What will you try because of wh...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Science: What will you try because of wh...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Science: What will you try because of wh... 52

53. Poll: Social Studies: What will you try becaus...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Social Studies: What will you try becaus...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Social Studies: What will you try becaus... 53

54. Poll: Visual/Performing Arts: What will you tr...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: Visual/Performing Arts: What will you tr...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: Visual/Performing Arts: What will you tr... 54

55. Poll: World Languages: What will you try becau...
Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Poll: World Languages: What will you try becau...
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Poll: World Languages: What will you try becau... 55

56. Extended Learning Options: WEBINAR
To access the follow-up webinar referenced during last month’s training:
Log into VIMS
On the front page, locate the box entitled “Early Release Follow-up Optional Webinars”
Click on appropriate webinar link
You can also access this webinar through MyPGS on the CCSS Online Help tab
[This is the same slide from the Sept. 26 secondary training]—Review if needed (Delete if not)
Remember, this part is all optional…
These webinars are an optional extended learning opportunity for educators—there are separate webinars for elementary and secondary teachers. Please click on the appropriate link to view the webinar.
Teachers should send their questions about this webinar to their Elementary APs or Middle and High School Curriculum APs. APs should send their questions to Kelly Conway, Karyn Scarcella, or Christine Cyrier.

57. Extended Learning Options: ACTION RESEARCH
Information on the optional Action Research Project available for use with Deliberate Practice Plans can be found in the same two sites
Click on: Optional Extended Learning Activities Document or Optional Action Research Project
[This is the same slide from the Sept. 26 secondary training]—Review if needed (Delete if not)
Remember this part is all optional…
The action research is designed to be completed after viewing the webinars.
This is an option for teachers to use in support of their Deliberate Practice Plan, provided that participating in this action research aligns with the component on which they have chosen to focus for their Deliberate Practice Plan.
Teachers should send their questions about this webinar to their Elementary APs or Middle and High School Curriculum APs. APs should send their questions to Karen Beattie.

58. Extended Learning Options: Earning inservice points
Keep your work in a folder.
End of 3rd 9 weeks: Common Core Contacts request work folders, review them for completion of activities, and determine points. 
Individuals can receive partial points. 
[This is the same slide from the Sept. 26 secondary training]—Review if needed (Delete if not)
Once again, this part is all optional…
1. Teachers wishing to receive inservice points for watching the optional webinars with reflection questions and doing the optional Deliberate Practice Action Research will need to keep their work in a folder.
At the end of the third quarter, Common Core Contacts are to request the work folders from the teachers, review them for completion of activities and determine awarding of the points. 
Individuals can receive partial points (i.e.  watch only 2 webinars and receive only 2 points of the 8 available for webinars). 
For administrators who choose to complete these webinars and their own version of the action research project, the principal of the school is responsible for reviewing their work folders and awarding points to administrators.