The ASOT Reflection
Region 9 High Reliability Schools-January 2019
Happy New Year!
As with any goal, it tends to work best when we have someone for accountability. In this case, your own students can hold you accountable to your goal, and we would love to be involved in your goal setting and achieving!
Design Area Spotlight: Providing and Communicating Clear Learning Goals
According to The Art and Science of Teaching (p. 11), "the desired mental states and processes for clear learning goals are that: Students understand the progression of knowledge they are expected to master and where they are along that progression."
Strategy Spotlight: Providing Scales and Rubrics
We've put together a proficiency scales tutorial, complete with links to templates and other resources. Feel free to use this as a refresher or to help your colleagues understand what proficiency scales are and how to use them.
Strategy Spotlight: Tracking Student Progress
The scale lends itself to tracking our growth. Here is an example of a tracking tool for teacher tracking (similar to the one for student progress).
A tool we created is this self-reflection journal. Once you make a copy, you'll be able to set a goal, track that goal, and have access to lots of resources to help you meet your goal.
Many of you have already reached the goal you originally set in the fall. If that is the case, the new year provides an excellent opportunity to set a new goal. Use the self-audit to determine your next course of action. Remember that your goal can be an area you want to grow or an area in which you are particularly interested. Use those ASOT elements as possible goals...and growth!
You've got questions...we've got answers!
If you have any questions for this section, please let us know by emailing Christy at firstname.lastname@example.org.
When should I use direct instruction?
Although direct instruction has received a tarnished reputation recently, direct instruction still has a very essential role when presenting new content to students. We tend to associate DI with boring, lecture-oriented presentations, but information must be directly taught to students in the beginning. The content area of the ASOT model is like building blocks. It starts with the direct instruction from the teacher, then practicing and deepening from the students, and finally the knowledge application is the last step. Teachers must be mindful when using direct instruction that students attention span to retain information is very short. For a five-year-old student the average attention span is 2 minutes, and for an 18 year-old student the average is 7 minutes, so chunking content and giving a student breaks from direct instruction is a must.
The video below gives an example of a high school English teacher engaging students in Direct Instruction in various ways.
How does ASOT fit with other initiatives (Seidlitz, Fundamental 5, etc.)?
One thing that can help is when campuses develop an instructional framework that ties together the initiatives and how they are connected. A visual representation can help teachers utilize strategies and elements of each during planning and give teachers a toolbox of strategies to use during instruction. If you aren't sure if your campus has an instructional model that ties together the initiatives of your campus, check with your HRS leadership team to see if they are working on a framework like this.
How can I instill a growth mindset in kids?
Resource: R9 HRS Site
ASOT in Action Submissions
You can use the form below for easy submission of your photos and/or videos or you can email them to email@example.com with a brief explanation of what you tried and what you thought of the strategy.