Welcome to NTA!September 2012

BELL RINGER:

WHAT DO GREAT TEACHERS DO?Draft a list of the most important things that our profession’s

all-stars do that sets them apart.

Complete A Self-Evaluation

Procedures forEffective

Partnering~thoughts for

teachers~NTA September 2012

Non-Accountable Lessons:

• Have insufficient structure• Suffer from a lack of linguistic support (effective vocabulary instruction, response frames)

• Inadequately model language• Lack productive checks for comprehension from

all students• Offer limited wait time for responses• Fail to have negative consequences for passively

observing• Deliver questionable conceptual and linguistic

gains for most students

The Case for More Verbal Participation in Classrooms

Fact:Only 4% of a student’sschool day is spentengaging in academicstudent talk

Fact:Only 2% of a student’s

school day is spent discussing focal lesson content RARELY spent speaking in complete

sentences or applying relevant academic

language

How We Learn

Student Power Point for

Effective Partnering

~template for students~NTA September 2012

How We Work in This Class:PARTNERSHIPS

• You will be assigned a student partner• Each of you will determine #1 and #2 status• Each of you will be responsible for distinct tasks• We will honor the 4 Ls during partner work:

1. Look (make eye contact)

2. Lean (lean toward your partner)

3. Low voice (use private voice)

4. Listen (show active, respectful attention)

Partners & Learning

Participation Expectations:

• Be ready to participate in partners. Be ready to present to the whole class.

• Keep your hand down until I ask for volunteers

• Use your ‘public voice’ to report out. It is 2x slower and 3x louder than your ‘private voice’

• Expand your vocabulary by practicing more professional, adult register (don’t worry – we’ll help you!)

• Demonstrate respect for others at all times.• Come every day ready and willing to learn

Partners for Today/Tomorrow

• I will be assigning your partners based on a variety of information you provide on your student information form.

• If you have any concerns about working with a particular student in this class, at the bottom of your student info form please write, “I have concerns about working effectively with: ----”

Don’t be ‘absent’; be present!

• Sometimes, students are physically absent from school . . . other times, they are mentally absent from tasks.

• If you are ‘absent’ physically or mentally, you will be responsible for completing all partner work independently.

• Working with a partner is a privilege that can be lost if you don’t do your part.

• Expand your vocabulary by practicing more professional, adult register (don’t worry – we’ll help you!)

• Demonstrate respect for others at all times.• Come every day ready and willing to learn

End of Templatefor Students

Accountability Check:

• Does the task at hand truly lend itself to group work?

• What distinct jobs/roles did you assign to each student?

• How is each student held accountable for all of the work done by their whole group?

• (In a jigsaw), how is each student held accountable by work done by other groups?

• What is your plan for checking for comprehension from each and every student?

• What other choices/consequences exist for mentally or physically absent students(and do students know this) ?

Procedures forCooperative

Groups?#1: How could you modify parterning

protocols to suit larger groups?#2: Why should you do so?

Your Thoughts: