Keri Campbell, Brittany McKinsey, Amanda Ladoux
- What did you learn?
- How did the content of the episode shift or support your understanding of whole group?
- If we think of engagement as students doing the bulk of the work, talking, & learning; what might this mean how might this shift your thinking around whole group time?
- How can whole group instruction and small group instruction feed into one another?
- What curricular resources do you want to investigate further to help your instructional practice?
- Goal setting for lessons-what do you want your kids to learn and be able to do at the end of the lesson.
- Teachers are using Thinking Maps-bridge map used for making connections, cause and effect map-teachers using as well as GT teachers – Thinking Maps and Text Structure
- Mixed ability groups-primarily during whole group cooperative learning time.
- Routines – going back into the text and finding information – Scaffolded Strategies Handbook, write-turn-talk, turn-talk-write, “What did you hear your partner say?”
- Socratic Seminar approach during whole group.
- Nearpod-Interactive lessons/whole group/formative assessment/student engagement (District Nearpod Library access)
- Best practices for engagement – Marzano’s Best Practice Instructional Strategies
Technology Integration Resources:
- Padlet – (student engagement tool for responses, sharing ideas, etc)
- Clips – (can be used to video, voice record, take photos, create/choose filters, text bubbles-similar to iMovie. Clips is very user friendly for students. Is a great resource for adding creativity in learning vocabulary.
Ready Gen routines-think/pair/share, read aloud routine
- Scaffolded Strategies Handbook
- Leveled Readers
Flexible Seating Approach during whole group: