Deliberate Practice

What's That all About???

How do I get Started?

Intro Video - This introductory video will give you a starting place for navigating the myPGS system.

myPGS is replacing Avatar and iObservation. You can use the link below to get there. You should bookmark it and be sure to store your log in information in a secure place. (You will use your munis ID)
myPGS

When, where, who will give me support with my DP??

Kim Davis & Vanessa Moon will be available on September 2, during your planning period in the admin conference room. Stop by and get some assistance with navigating myPGS and completing your Deliberate Practice!
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What Can I Choose to Work On??

You should choose an area from the 8 Elements (Classroom Based Teachers) or the 4 Elements (Non-Classroom Based Teachers)
You will complete a self assessment. It is important that you are honest and reflective about your proficiency in the self assessment so that you can truly grow as a professional. You also may choose to have a discussion with your PLC about what your PLC goals are!!

Below you will find the 8 Elements and the associated rubric descriptions for the "Applying" rating. This information may help you decide what Deliberate Practice fits you and your needs.

Classroom Teacher Prioritized Elements

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What is the Learning Target?

8 Prioritized Elements


During the 2015-2016 school year, you will select one of the following prioritized elements as the focus of your deliberate practice. Below you will find the rubric description for an ‘applying’ rating for each of these practices.


1) DQ 1 Element 1 “Providing Rigorous Learning Goals and Performance Scales (Rubrics)”

Applying: Provides rigorous learning goals and performance scales or rubrics and monitors for evidence of the extent to which the majority of students understand the learning goal and/or targets and levels of performance. How might you adapt and create new strategies for providing rigorous learning goals and/or targets and performance scales or rubrics that address unique student needs and situations for all students?

2) DQ 2 Element 6 “Identifying Critical Content”

Applying: The teacher signals to students critical versus non-critical content and portrays a clear progression of information and monitors for evidence of the extent to which the majority of students are attending to critical versus non-critical content. How might you adapt and create new strategies for identifying critical content that address unique student needs and situations for all students?

3) DQ 2 Element 11 “Helping Students Elaborate on New Content”

Applying: Engages students in answering inferential questions and providing evidence for their inferences and monitors for evidence of the extent to which the majority of students elaborate and provide evidence on what was explicitly taught. How might you adapt and create new strategies for elaborating on new content that address unique student needs and situations for all students?

4) DQ 2 Element 12 “Helping Students Record and Represent New Knowledge”

Applying: Engages students in activities that help them record and represent their knowledge in understanding of important content using a variety of models and monitors for evidence of the extent to which the majority of students accurately organize and summarize the important content. How might you adapt and create new strategies for recording and representing knowledge that address unique student needs and situations for all students?

5) DQ 3 Element 17 “Helping Students Examine Similarities and Differences”

Applying: Engages students in activities that require them to examine similarities and differences related to content and monitors for evidence of the extent to which it deepens understanding for the majority of students. How might you adapt and create new strategies for examining similarities and differences that address unique student needs and situations for all students?

6) DQ 3 Element 18 “Helping Students Examine Their Reasoning”

Applying: Engages students in activities that require them to examine and defend their own reasoning or the logic of information as presented to them and monitors for evidence of the extent to which it deepens understanding for the majority of students. How might you adapt and create new strategies for helping students examine their own reasoning or the logic of information presented to them that address unique student needs and situations for all students?

7) DQ 3 Element 20 “Helping Students Revise Knowledge”

Applying: Engages students in revising their knowledge of previous content by correcting errors and misconceptions and monitors for evidence of the extent to which these revisions deepen the majority of students’ understanding. How might you adapt and create new strategies for revising knowledge of content that address unique student needs and situations for all students?

8) DQ 4 Element 22 “Engaging Students in Cognitively Complex Task Involving Hypothesis Generation and Testing”

Applying: Engages students in cognitively complex tasks requiring hypothesis generation and testing and analysis of their own thinking and monitors for evidence of the extent to which the majority of students are generating and testing hypotheses and analyzing their own thinking. How might you adapt and create new strategies for engaging students in cognitively complex tasks involving hypothesis generation and testing that address unique student needs and situations for all students?

Non-Classroom Instructional Support Prioritized Elements

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What it the Learning Target? (NCBT)

1) Providing Clear Goals and Scales (Rubrics)

Provides clearly stated goals accompanied by a scale that describes levels of performance and monitors understanding of goal and levels of performance.

4) Identifying Critical Information

Signals to participants which information is critical versus non- critical and monitors the extent to which participants are attending to critical information.
7) Elaborating on New Content

Engages participants in answering inferential questions and monitors the extent to which participants elaborate on what was explicitly taught.

8) Recording and Representing Knowledge

Engages participants in activities that help them record their understanding of new content in linguistic and/or nonlinguistic ways and monitors the extent to which this enhances participants’ understanding.