We thoroughly enjoyed meeting with everyone around your EEPs last week. We continue to be impressed with the amount of teaming and collaboration that happens around students. We are excited to see these plans come to fruition and look forward to celebrating the successes that will follow!
As you move into the week, here are some videos from our last PD day's work. Thank you so much for your active engagement around the day's learning.
Videos from the afternoon PD session:
When do we preassess?
How should we preassess?
What should math preassess?
What should literacy preassess?
What do we do with preassessment data?
When teachers communicate with students, they communicate for a variety of purposes. How do you convey to your students that learning is a purposeful activity?
Bonus question - how many words do you think you say in a school day?
One of the ways I convey to my students that learning is a purposeful activity is by communicating what they are learning (I can ...) and how it fits in to the larger picture. I often use analogies/similes to help students understand, and sometimes I have a student(s) explain to their peers what it is they have to do (in their own "child - friendly" language).
ReplyDeleteBonus question: Since the average woman speaks 30,000 wpd(?) - I would have to say 50,000 - mainly because I am a teacher and that's what we do all day and I am a literacy teacher - I read to students out loud every chance I can get.
In Level 1 we are using a "goal setting" form at conferences and we often set goals during community circle in the morning. This helps our students focus on where they are at, what their goal is, and how to create action steps to get there. This way they are a part of the process that makes learning purposeful.
ReplyDeleteI try to present my learning target verbally before each mini-lesson. Then, after we learn about the goal or target, and practice it, we revisit the learning target after the share time. I often have the students reflect on their own learning with a simple thumbs up, thumbs to the side or thumbs down on their understanding and/or demonstration of the learning target.
ReplyDeleteI also do the same thing. I have the students (usually several) read the learning targets out loud before we begin, and then we have a check-in at the end to close up our lesson (when we don't run out of time) to see how kids are doing. I also like to use the "thumbs" method for a quick assessment. When I am in small groups, I do the same thing. We talk about the target we are working on and how we can meet it. And then we celebrate when kids meet the target!
ReplyDeleteI have no idea how many words I say...probably too many since kids sometimes only seem to hear half of my words! :)