Watch this math lesson to observe how teachers are using inclusive directions (roles, turns, rules, and time), clear definitions or independent, group, and table talk tasks, and the play structure (goals, starting position, actions, and return reflection). Notice how the teachers give the students traction by building on their strengths. Notice the teachers’ roles in the lesson.
Handout : Math Video Watching Guide
Note: This video has NO audio. See Adjoua and her math class, how even in the smallest rooms, students can use triad stations for rigorous discussion followed by a Domino Discover to collect formative assessment data on student learning. Notice the teachers role during this “play” to listen and assess student understanding.
Watch how Zac provides directions for the group learning routine, Domino Discover. Notice how we has created a meaningful name for his class, “Let it Rock” for the routine. See how feedback is given to improve the routine for the next time, also notice how he uses a paper clip to determine who will go first in each group. Domino is used here at the end of a lesson prior to the Exit Ticket to check for understanding.
Watch how two different science teachers, Ilona and Didi use the directions and structure of Domino Discover to ensure all learners engage with the Do Now problem to both discuss and correct their answers. Notice how Didi collects responses to tailor the next part of the mini lesson to meet student needs.
Adjoua asks reporters from each group to “Rise-Up” or “Rise and Report” to share their group’s response. In this way, student reporters are louder and easier for all students to see the speaker. It also gives students practice in presenting their ideas to a group. Notice how one reporter from each group speaks, giving Adjoua time to listen and determine the best next steps for the class in her lesson. She can tailor the next steps based on this formative assessment from Domino Discover.
Adrianna Delgado, Fordham University captures a few moments of elementary students discussing ideas using the routine Dialog Lines. Notice how she has students standing in an inner and outer circle. Depending on room size – lines or circles can work very well.
Listen to Ilona offer directions for students to complete the Save the Last Word for Me, group learning routine for students to receive feedback on their comprehension of a text in a science class.
Lousie and her elementary aged students use rumors as a formative assessment to check how many vocabulary words from the previous lesson students remember. Notice how she calls out a rule to ensure student engagement during the routine, using inclusive directions. Also, note how the formative assessment data is collected at the end of the routine enabling her to tailor the next part of instruction.eeee
Nicolas explain how he uses the ALL-ED formula for adjusting rigor in tasks.
After teaching a mini-lesson, Adjoua asks students to get into triad stations to complete TTO. During “Talk” the students summarize the most important points from the mini-lesson. Students think about the summary in-between each speaker. Students may either confirm the points of previous students and/or add new important points or vocabulary words as the summary of the lesson develops. Following each person’s turn as a speaker, the students have an open exchange to ask questions and discuss what they have learned. Students report out their summary or a question that needs answering prior to completing independent work. Based on the summaries and/or questions, Adjoua can tailor her instruction or the assignment for independent practice.
In this video we see students exchanging ideas through the Rumors routine in the high school setting. The teacher, Marvin, is ringing a bell whenever he sees a “high” quality exchange – meaning that students both read and listened to each other’s rumor before moving on to a new partner. The students have the directions on one side of their paper and their answer on the other side of the paper.
High school dropout turned Harvard faculty talks about how a simple new way of thinking helps nurture individual potential. L. Todd Rose is co-founder and president of The Center for Individual Opportunity, an organization dedicated to providing leadership around the emerging new science of the individual and its implications for education, the workforce, and society. In addition, he is a faculty member at the Harvard Graduate School of Education, where he teaches Educational Neuroscience. Todd is also the author of Square Peg: My Story and What It Means for Raising Innovators, Visionaries, and Out-of-the-Box Thinkers.
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Published on Nov 21, 2013
A Pecha Kucha has 20 slides with 20 seconds of description for each image. This presentation was given by Rhonda Bondie at the TED 2013 Conference in Fort Lauderdale, FL. TED is the Teacher Education Division of the Council for Exceptional Children. Rhonda examines sample teacher assignments and learning routines to explore how teachers both celebrate and develop student academic diversity.
Dr. Anita Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words. In this video segment, Dr. Archer is introducing two vocabulary terms: elude and intention.
Reflections from the CLAIR graduate students on Learning Styles: Fact or Fiction?
In this short video, Dr. Rhonda Bondie describes how she used her own teaching practice and research on teaching to develop the framework, ALL-ED.
This is a short description of task analysis, an essential tool in differentiating instruction.
