Strategies that most impact achievement (in order of impact) . Extended Thinking SkillsSummarizingVocabulary in ContextAdvanced OrganizersNon-Verbal Representations. Topics for 2010-2011. Full EATS Lesson plansVocabulary (Training on 8/19 or 8/20)Graphic OrganizersWrite One Share OneSubjects
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1. LFS Priorities for 2010-2011
2. Strategies that most impact achievement (in order of impact) Extended Thinking Skills
Vocabulary in Context
3. Topics for 2010-2011 Full EATS Lesson plans
Vocabulary (Training on 8/19 or 8/20)
Write One Share One
Subjects to principal by 6/9/10
Full EATS Lessons in all subjects
Extended Thinking Lessons/Activities
4. District Wide Expectations Common Assessments
Posting of Maps
Grade appropriate manner
Full EATS lesson Plans
Common Unit Assessments
Quadrant D Lessons (HS)
5. ES Special Circumstances ES- Will be using full EATS lessons in Mathematics, Language Arts, Science, Social Studies, and Math.
ES teachers will be monitored in Language Arts and one additional class.
6. Special Circumstances (cont.) Specialists will be responsible for adding one additional class to their LFS planning for 2010-2011.
Specialists will be responsible for at least one credit equivalent of planning.
7. Monitoring vs. Evaluation We are going to be monitoring for the skills we are focusing on this year.
We are not writing an evaluation of a teacher based on what we see.
We are going to be looking for and asking about the items we are focusing on this coming year.
Educational Rounds-will be done to promote best practices and foster discussions.
5x5’s will be done by administrators, department heads, and teachers.
8. Lesson Look For…
In large group lesson, uses numbered heads, in pairs to distribute summarizing/practice
Energetic pacing of lesson
Students actively engaged/thinking
How do you use collaborative pairs or numbered heads in your large group lessons?
How do you know when the lesson is moving too slow or too fast?
9. Vocabulary Look for…
Visual representation well organized, easy to use, graphic
Uses research-based strategies and direct instruction to preview vocabulary at the beginning of lessons and units.
Indirect instruction to build vocabulary through writing, reading, discussion, etc..
How are students aware of current vocabulary?
What vocabulary strategy do you usually use?
How is your current vocabulary organized for learning?
How do students use vocabulary for reading or writing?
10. Graphic Organizers Look For….
Guides instruction and student thinking
Guides writing extensions
Guides reading assignments and questions
How do students use a graphic organizer in today’s lesson?
Why did you choose that graphic organizer?