Improving Instruction For :
Increased Expectations, Engagement, and Rigor Series
The ARIN and Riverview Curriculum Departments have developed...
The Achievement Mindset (4 Hours)
Participants will be able to:
Assess their understanding of how poverty affects student achievement
Identify the importance of teacher mindset and expectations for student success
Identify what “gusty goals” are, why they are important, and how to create your own “gusty goals”
Create gutsy result, process, and student relational goals
Identify how to use micro goals and feedback through the 3M process and SEA strategy
Tapping into the Four Lenses of Learning to Increase Student Engagement (7 Hours)
Participants will be able to:
- Identify the four lenses of learning
- Consider the implications of reading and writing process across each lens
- Identify instructional strategies that support lesson design through each lens
- Reflect on using strategies in face-to-face and virtual environment
- Develop a lesson plan implementing learned strategies for each lens
Formative Assessment at its BEST (7 Hours)
When developing engaging lessons, educators incorporate formative assessments to determine
where students are in the learning process and what supports can be provided to move the
learning forward. In the Google Classroom “Formative Assessment at It’s BEST!” participants
will learn how to effectively develop, administer, and assess formative assessments in a virtual,
blended, or face to face classroom environment.
Participants will be able to:
● Determine how they may use the four attributes of formative assessment: clarify intended
learning, elicit evidence, and interpret evidence in their lessons.
● Plan their own learning intention by using the information learned.
● Reflect on their current practices, and make a plan to guide learning using formative
assessments.
Webb's DOK (3 hrs)
Participants will be able to:
- Reflect on what they know about DOK and what they learned.
- Sort questions at each DOK level.
- Write questions at each DOK level.
- Describe potential learning activities to support thinking at each DOK level.
- Determine products that assess learning at each DOK level.
- Assess a lesson for DOK and revise it to reach higher levels of DOK.
PA Core Math Shifts (1.5 Hours)
The Common Core State Standards require us to make shifts in our Math
instruction. In this course, participants will describe the shifts in mathematics and determine the grade level(s) that the significant shifts or additions occur. At the end of this course, participants will reflect on their current teaching practices and consider changes that might be made to help students reach the high demands of the Common Core.
Participants will be able to:
● Identify and describe the shifts in mathematics.
● Determine the grade level(s) that the significant shift or additions occur.
● Reflect on current teaching practices and consider changes that might be made to help students reach the high demands of the Common Core.
PA Core ELA Shifts (1.5 Hours)
The Common Core State Standards require us to make three shifts in our ELA/Literacy
instruction. In this course, participants will describe the shifts in ELA and determine the grade
level(s) that the significant shifts or additions occur. At the end of this course, participants will
reflect on their current teaching practices and consider changes that might be made to help
students reach the high demands of the Common Core.
Participants will be able to:
● Identify and describe the shifts in ELA.
● Determine the grade level(s) that the significant shift or additions occur.
● Reflect on current teaching practices and consider changes that might be made to help students reach the high demands of the Common Core.
Unpacking the Standards (1.5 Hours)
In this course, participants will walk through the step by step process of
unpacking the standards and will unpack a standard independently. Steps in the process include: reviewing standards above and below grade level, reading a standard to identify what students have to do, have to know, and/or what they have to produce. Participants will also identify prerequisites skills and determine the depth of knowledge of the standard. This process will help participants to have a clear understanding of the standard to create focused learning targets for your students.
Participants will be able to:
● Review standards above and below grade level.
● Read a standard to identify what students have to do.
● Read a standard to identify what students have to know or what they have to produce.
● List concepts and skills that need to be mastered in order to reach the level of the standard.
● Determine the depth of knowledge of the standard.
Gradual Release of Responsibility (2.5 Hours)
The Gradual Release of Responsibility is an instructional framework that shifts the cognitive
load from the teacher as a model, to the joint responsibility of teacher and learner, to independent practice and application by the student. In the Google Classroom, The Gradual Release of Responsibility Model, participants will learn about and incorporate the components of the Gradual Release model into a lesson plan that checks for monitoring of learning.
Participants will be able to:
● Describe the characteristics of the components of the Gradual Release of Responsibility
Model.
● Create a lesson plan that incorporates the Gradual Release of Responsibility components
and check for understanding.