1. Welcome! Please get some breakfast

2. Setting the Stage  Step 1: Learning Requirements  (What do students need to know & be able to do?)  Step 2: Class Learning Goal  (SMART)  Step 3: Class Learning Results  (Big Picture Data showing where the students are starting compared to where they need to be)  Step 4: Mission Statement  (Aligned to learning requirements & reflects commitment to closing the gap between where your current students are & where they need to be)

3. Step 1-Discussion I have clarified and communicated the learning requirements (standards) to students and their families.

4. Ste p 1

5. Step 2-Discussion I have published and posted a SMART learning goal for the class.

6. Ste p 2 By the end of the year, 100% of our class will score 457 or better on their Comm Arts Acuity Benchmark Test.

7. Step 3-Discussion I have charted class learning results for big picture data.

8. Ste p 3

9. Step 4-Discussion I have engaged my students in writing and using a mission statement for our current class.

10. Ste p 4

11. Plan Do Act Study Learning Loops

12. Plan includes 1) Date Range, 2) Short-term Learning Requirement(s), & 3) How it/they will be measured (pp.32-34)

13. Do includes 1) Featured learning strategy(ies), 2) What role the teacher has in those strategies, & 3) What role the student has in those strategies. (pp.36-43)

14. High Yield Strategies Identifying similarities & differences Summarizing & note-taking Reinforcing effort & providing recognition Homework & practice Nonlinguistic representation Cooperative learning Setting objectives & providing feedback Generating & testing hypotheses Questions, cues, & advance organizers Development of academic vocabulary pp.38- 39

15. Activities to Support Strategies Coding Underline activities you’ve used before. Circle activities you’ve heard of but never tried. Star activities you’d like to know more about.

16. Activities to Support Strategies Jigsaw 1.Read the learning activity your group is given. 2.Determine how to use it in class. 3.Discuss how you could use it in your own courses/grade levels as well as in other content areas. 4.Everyone in the group should be able to “teach” your activity to another group.

17. Study includes looking at the data to determine if the strategies helped students meet their individual & class goals. (pp.45-48)

18. Act entails determining which adjustments will be made by the teacher & students for the next learning loop based on the +/Δ conversation. (pp.50-52)

19.     = 1 thing that squares with my beliefs.   = 3 points I want to remember.   = 1 question that is still rolling around in my head. Ticket to Leave