Bellwork 8 minutes 7 minutes 9 minutes 10 minutes 12 minutes TIME IS UP! 4 minutes 1 minute 2 minutes 3 minutes Tell whether each statement is TRUE or FALSE: At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit This is the 1st slide seen by students. The time does not begin until you click the slide. This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds. Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period. Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide. When this slide is finished, bellwork should be collected BEFORE you go over the answers. All bellwork must be graded and returned in 24 hours or the grade will not count.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. TRUE Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit TRUE Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE TRUE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit TRUE Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Bellwork Breakdown FALSE 3 minutes 4 minutes 5 minutes 2 minutes TIME IS UP! At BTW, the first 15 minutes of class is the only time students are allowed to go to the restroom without a hall pass. FALSE At BTW, teachers are encouraged to go over the answers to bellwork assignment before the assignment is collected. Teachers have 24 hours to return graded bellwork assignments or the grade will not count towards the student’s average. The bellwork slide should begin when the short bell sounds. Bellwork can be used in all of the following ways: pre-assessment, to introduce the lesson, to review concepts already taught, ticket out the door, to gauge what students already know about the unit Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Connection 5 minutes 4 minutes 3 minutes 2 minutes 1 minute TIME IS UP! Today, you will learn: Expectations and norms for the first 15 minutes of classes at BTW Why is this important?: Confidently and consistently introduce an effective lesson Today’s Text: INSIGHT survey Today’s Task: Using the INSIGHT survey questions assigned to your INSIGHT survey group, create the introduction to a 50-minute lesson (Bellwork, Bellwork Breakdown, Connection, Frontloading) that will evaluate BTWs performance in the INSIGHT area to which you are assigned. The information on this slide should also be written on the board (this is the white board protocol). After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide. Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total Why is this important: This should be written in student-friendly language and should have NOTHING to do with EOY testing. Write this statement in no more than 10 words total Today’s Text: Every lesson should be driven by text. What text will you use to drive this work? Today’s Task: Copy TODAY’S TASK from slide 2

Frontloading 1 minute TIME IS UP! Read the notes for this slide. Select one way to frontload with which you are extremely familiar. Select one way to frontload that you have never used OR you use rarely OR you just want to know more about. Write your selections on a sticky note and place your selection on the butcher paper that most closely aligns with your thinking. You have 5 minutes Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments: Knowledge level question stems (samples) What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples) Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples) Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples) Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples) Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples) Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ?

Frontloading 2 minutes 1 minute TIME IS UP! Read the notes for this slide. Select one way to frontload with which you are extremely familiar. Select one way to frontload that you have never used OR you use rarely OR you just want to know more about. Write your selections on a sticky note and place your selection on the butcher paper that most closely aligns with your thinking. You have 5 minutes Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments: Knowledge level question stems (samples) What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples) Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples) Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples) Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples) Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples) Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ?

Frontloading 2 minutes 1 minute TIME IS UP! Read the notes for this slide. Select one way to frontload with which you are extremely familiar. Select one way to frontload that you have never used OR you use rarely OR you just want to know more about. Write your selections on a sticky note and place your selection on the butcher paper that most closely aligns with your thinking. You have 5 minutes Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments: Knowledge level question stems (samples) What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples) Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples) Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples) Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples) Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples) Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ?

Reminders Call your assigned administrator when you’re going to be out (not me) No communication sent outside the building without running the communication by your assigned administrator (they will receive my approval) 1st fifteen and last fifteen are sacred (no movement) Bell to bell instruction Print rich environments (inside and outside the classroom) Expectations around student engagement Making sure students are writing and/or discussing the content the entire time they are in class Teachers being intentional about the way they question students The expectation that 100% of the students will be engaged 100% of the time (and the plan for those who refuse to remain engaged has been articulated, and there is follow-through)