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REMEMBER TO MENTION (DURING NEXT ILT): all new teachers have been
presented with the “modules” by Liz Qualman.
We’ll start this week’s meeting at 7:30. Observing the first team meeting as well
as incorporating some extra training into our plans has caused us to make some
changes to the long term schedule. Presenting the “Questions” component of the
rubric to our teams has now been postponed. This Monday we’ll meet in Room
215 for some tech training on Power School. This will come in handy for all of our
teachers in preparing for P/T conferences on Wed. Oct 3rd and save Dave from
many, many, one-on-one tutoring sessions. I’ll present the 10 day out plan at this
meeting as well. Since we won’t be planning for next Monday, it seemed a good
time to shorten a meeting!
Note: We’ll ask team members to bring laptops, text books, lesson plans, and other
needed resources to the Monday morning meeting as it will be a working meeting.
Oct 8th prep: How can a top notch ELL Strategy be used in a discussion on Questions
from the Professional Practice rubric?
1. Introduction
2. Questioning Strategy
Read selection from Handbook
♦ What does “appropriate mix of” mean?
♦ What are the most impactful?
♦ Is Bloom outdated?
♦ Vary according to lesson?
♦ What is signaling?
♦ How to lea to student response?
♦ Strategy for students to generate questions?
♦ How cog needs questions should be structured?
♦ What is adequate time of ques?
♦ Rubric – verbal vs. written?
♦ Do we have to have an answer for all questions?
Complete Strategy- share out
3. Look at questioning on the rubric
compare /contrast a 3 with a 5
find the essential difference
4. Bringing questioning to the content area
5. ELL overview chart
Thursday, October 11, 2007
1. Introduction (RTI)
2. Oct 22 meeting
*Teachers will share lists of failing students from their classes
*Teachers will look for trends or patterns
Some Questions to ask:
Is the student weak in certain kinds of assessments? Homework, labs, projects? Tests?
Are certain groups of students struggling? (ELL, boys?, girls?)
Are there specific units the students are weaker on compared to others?
*Teachers will brainstorm and create lists of classroom strategies that might help support
the students (instructional or motivational), not in addition to school time. The focus
should be on maximizing teaching time with these students.
3. Data followup- if mentors have teachers requesting more specific data schedule time
with Diane for this.
A. Oct 22 meeting goal: to help student failing students from all classes
EQ: What are some classroom strategies to help make failing students more
successful?
1. Bring class lists and look for patterns of failure
2. Whip around, names of students and why they are failing
Some Questions to ask:
Is the student weak in certain kinds of assessments? Homework, labs,
projects? Tests?
Are certain groups of students struggling? (ELL, boys?, girls?)
Are there specific units the students are weaker on compared to others?
*Teachers will brainstorm and create lists of classroom strategies that
might help support the students (instructional or motivational), not in
addition to school time. The focus should be on maximizing teaching time
with these students.
3. Create a T-chart for causes/solutions on big chart paper
List commonalities (causes)
4. Brainstorm and list interventions
5. Each teacher should determine 1-3 strategies to try. *We’ll look at these
lists at the end of the trimester and see how successful we were, so
teachers should save the lists.