SL B Newsletter
Dear SL B Executive Directors,
Happy October! I'm excited about our meeting Friday the 26th from 1-4 PM at Martin Luther King Jr. Learning Center. We will get to see Aggressive Monitoring in action.
Paul Bambrick shared that if you could do only one thing to dramatically improve student learning - this is it! Why Aggressive Monitoring? It is powerful because it combines several research-based methods into one clear practice. (1) it communicates clear expectations with exemplars and laps (2) it reinforces on task learning with constant observation (3) it gives formative feedback with verbal and written notes (4) it uses data to plan next steps like "show call" for engagement and error correction and (5) it creates a community of learning, focused on quality and achievement.
One of my favorite quotes: "Practice does not make perfect -- it is perfect practice that makes perfect"! Aggressive Monitoring is the tool for achieving perfect practice. Let's become experts. Please review all of the videos and docs in this newsletter before our Friday meeting.
Take a Deep Dive into Aggressive Monitoring:
- Access our PD link with training materials here
- Watch the videos for to "see it"
- Review the Summary & Rubric for "name it"
Aggressive Monitoring can be found on Paul Bambrick's Get Better Faster Coaching Waterfall
When do I Aggressively Monitor and How?
Aggressive Monitoring should happen whenever you ask students to practice during the lesson. Here's how:
- Have your exemplar for all independent practice in hand.
- Announce the purpose of each lap (identified through your exemplar).
- Follow the pathway of highest performing to lowest performing student.
- Provide written and verbal feedback to students using the established coding system and assessing and advancing questions.
- Collect qualitative data to inform instructional decisions based on each lap.
Video I: Responding to the Data Using Show Call (Literacy)
1. Teacher's set up for show call.
2. The explanation of why the exemplar was being shown to the class.
3. Student discussion related to the work sample.
3. The allotment of time for students to recreate the example in their own work.
BONUS: Do you see any other best practice strategies embedded in this video?