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NYC DOE – Office of Teacher Effectiveness C . Introduction to Taking Low-Inference Notes

NYC DOE – Office of Teacher Effectiveness C . Introduction to Taking Low-Inference Notes. Objectives. Participants will: Distinguish between low-inference evidence and opinion/interpretation Describe how low-inference note-taking helps observers accurately interpret teacher practice.

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NYC DOE – Office of Teacher Effectiveness C . Introduction to Taking Low-Inference Notes

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  1. NYC DOE – Office of Teacher EffectivenessC. Introduction to Taking Low-Inference Notes

  2. Objectives • Participants will: • Distinguish between low-inference evidence and opinion/interpretation • Describe how low-inference note-taking helps observers accurately interpret teacher practice

  3. What are low-inference notes? Low-inference notes describe what is taking place without drawing conclusions or making judgments. • What do you see and hear the teacher and students doing? • What evidence can you gather of student learning? • What will students know and be able to do at the end of the lesson?

  4. Comparing Notes What makes the first example stronger?

  5. Activity: Identifying Low-Inference Evidence • Read each statement. Decide – is it low-inference evidence or not? • Discuss your answers with a partner. • What distinguishes the low-inference notes? • How would you reword statements that are not low-inference?

  6. Reflection • Why is it important to collect low-inference evidence before trying to assess teacher practice? • How can low-inference evidence support teacher development?

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