HAND SIGNALS Raise one finger I wish to

HAND SIGNALS Raise one finger – “I wish to speak” Two fingers – “I wish to leave my seat” Three fingers – “I need your help”

GIVE ME FIVE PLAN! 1. 2. 3. 4. Eyes on Speaker Quiet Be still Hands free (putting things down) 5. Listen

HEADING UP YOUR PAPERS Name Date Title

DESCRIPTIVE FEEDBACK • What's working? • What's not working? • What's next?

IT’S ALL ABOUT THINKING!

AFL STRATEGIES 1. Learning Destination / Learning Outcomes 2. Criteria 3. Descriptive feedback • • • What's working? What's not working? What's next? 4. Questioning 5. Self-assessment and peer assessment 6. Ownership

GRADUAL RELEASE OF RESPONSIBILITY - model - guided practice - independent application

THE GOAL For YOU to see yourself as a SUCCESSFUL LEARNER!

Ask Yourself: What am I able to do, considering the crite for success? What is missing? or What do I need to learn? What is my plan for learning? Who can help me?

6 Well-Known Inclusive Teaching Practices 1. 2. 3. 4. 5. 6. assessment for learning open-ended strategies gradual release of responsibility cooperative learning literature circles and information circles inquiry

Key beliefs about teaching and learning: Ø learning is both individual and social Ø learning should be personally meaningful and authentic Ø learning builds from prior experience and background knowledge

Key beliefs about teaching and learning: Students, grades 5 -12: Ø must learn to work with a range of different teachers who may use different instructional styles and may convey different messages Ø must learn subject content and the subjectrelated thinking strategies to engage with, remember to connect to, process, and synthesize the content

BULLYING… IT’S NOT JUST THE MEAN THINGS IT’S THE NICE THINGS YOU NEVER DO