Monthly Instructional Update
October 2018
General News
September/October Feedback
Strengths
Flexible learning spaces
Student groupings facilitate collaboration, not isolation (desks are in groups not rows)
Community Meeting Space for class meetings and workshop
Flexible seating
Classroom is arranged to minimize crowding and teachers actively facilitate learning
ELA
Anchor Charts are visible
Workshop Components in place (mini lesson, independent work time, teaching share)
Consistent use of mentor text in writing and reading
Teachers modeling their thinking
Readers are self selecting books of choice
Mentor Sentences are consistently taught
Students engaged in authentic work of readers/writers
Math
Teacher avoids yes/no questions
Number Sentences are consistently taught
Students are able to articulate the learning target
Students collaborate among each other
Next Steps...
While using technology, posting the "I can..." statement on a slide provides a reminder at that particular moment, however when the slide is not visible, neither is the learning target. Posting them on the wall/white board, provides an ever present reminder of the day's learning targets.
The graphs below indicate that many of us are posting the "I can..." statements and have learning targets that are aligned to the Unit of Study/IAG, however they are not consistently posted on classroom walls throughout the building.
Please be sure to post all I can statements in a visible place each morning.
Opportunities
Reading/Writing
Mini Lessons are in place. When planning a mini lesson, be sure to include all 4 components: Connect, Teach, Active Engagement, and Link. By fine tuning this piece of the workshop model, teachers are able to ensure explicit instruction and practice. Planning Sheet
Math
Students are engaged in collaboration and discussion during the We Do portion of the the math instructional model You Do, We Do, I Do. When planning the YOU DO, begin by starting your lesson by giving your students a task and see what they can do with it. Not just any task but a worthwhile task. For an engaging math task, It should have the following attributes:
- Provide multiple entry points
- Allow for varied solution paths
- Focus on process, not necessarily the answer
These types of rich tasks allow students to play around with mathematical ideas and use the math tools they currently have in their tool chest.