Becoming Data Wise
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Instructional Rounds
Reflective Summary of Instructional Rounds: This summer I attended a training on Instructional Rounds. The model provides a basic framework for how to intervene in the instructional process. This in turn has shown to improve the quality and level of student learning. There are seven principles described in the first chapter of Instructional Rounds in Education by Elizabeth City, Richard F. Elmore, Sarah E. Fairman, and Lee Teitel (2010) which guide the work with the instructional core. The instructional core consists of the student, teacher, and content. The authors note that when teacher level of knowledge and skill are increased, the level and complexity of content students received is increased, and we change to role of the student in the instructional process, student learning is improved. All three pieces are instrumental.
The goal of Instructional Rounds is not to provide feedback or evaluative data to teachers. Rather, the purpose is to compare instructional practices and to improve instruction. Rounds are conducted in groups (4-6) and focus areas are identified in advance. The members of the team record what the see/hear in 20 minute sessions per classroom. It is recommended the members go to four different classrooms during a campus visit. After observations, the team meets to debrief on recorded data. During the debrief, the members write analysis statements and short term targets and suggests next level of work to support short term targets or address future goals. This information is left with the campus principal to work with campus leadership to improve the instructional process on campus. |
The Power of Feedback
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Problem of Practice
Data indicates that students task are not at the blooms' higher level which stimulate a student's thinking. Tasks are defined as opportunities for students to verbalize, write, or demonstrate their thinking through collaboration, answering questions, completing group and independent work, discussion and/or reflections. Higher level thinking is defined as using cognitive processes at the apply, analyze, evaluate, or create level. Theory of Action If student tasks are planned, facilitated, monitored and assessed at a higher level, then students will be successful, independent thinkers, communicators, and problem solvers in all environments, situations, and circumstances. |
What is Questioning?
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Questioning With Bloom's Taxonomy
https://www.haikudeck.com/p/IjCvJkuYWS/av-cato-cip-update-feb-2015
A.V. Cato CIP Update Feb. 2015 - Created with Haiku Deck, presentation software that inspires
A.V. Cato CIP Update Feb. 2015 - Created with Haiku Deck, presentation software that inspires