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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

1. Has a classroom that reflects a positive, safe, environment 2.
Has a classroom that reflects a positive, safe, Speaks with appropriate tone and volume
environment Invests time before and after school
Practices self-reflection for improvement

Core Values (TIU3)

Accountability Understanding

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Brief Description Learning is a change in Learning involves a Learners bring their It's necessary to study a
behavior caused by an change in knowledge own past experiences person as a whole to
external stimulus stored in memory, not and cultural factors into determine learning.
 Focus on observable just a change in every situation i.e. Focusses on human
behavior behavior learning looks different freedom, dignity and
Focus on mental for each person potential (socio-
processes emotional learning).
Theorists Associated Pavlov, Skinner, Piaget Vygotsky, Dewey, Maslow
Bandura Erikson, Bloom,
Gardner, Burner

IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Rigor 4. routing 7. retaining
2. Relevance 5. re-exposing 8. rehearsing
3. Retrieve 6. relationships 9. recognize

Stages of Development (TIU7)

Social Emotional Physical Mental
2-4 • Fear of dark and injury • Jumps with feet together • Self-sufficient in many
• Likes to share, cooperative• Mature motor control routines
play with other children • Ball skills improve – throwing• Dresses/undresses self
• May have an imaginary and catching • Copies complex shapes
friend • May be ready to learn to ride• Asks a lot of questions
• Becomes competitive and a bike by 4-5 • Tells stories
 doesn't want to lose • Cuts on the line with scissors• Begins to imitate and write
• Develops an understanding name – by 5 years old, they
of rules, but still finds taking have settled on hand
turns difficult dominance
• Needs structure and routine • Paints
to feel safe • Threads beads on lace
• Understands 2-3 simple
things to do at once
• Sort objects by size and
type
• Understands that books
are a source of pleasure
and uses pictures to help
them follow the story
• Learn their letters,
counting, and colors.
• The most important mode
for learning is play

5-8 • Five- and six-year-olds are • The growth rate is slower • Around age 7, children
still quite self-centered, but than during infancy and early begin to think logically
they are becoming childhood-slow and steady. about their behavior and
interested in group The average rate of increase about things they can
activities. They become is 3 to 6 pounds per year. easily imagine, such as
sociable and interested in Children's need for food may sharing with a friend or
other children as friends. fluctuate with activity. going on a drive. They also
• They enjoy make-believe • Muscle coordination and have a difficult time making
stories and play. control is uneven and choices and decisions; they
incomplete. Large muscles are hesitant and indecisive.
• Attachment to friends
grows during this stage. (used for moving the arms and Adults can do simple
Children show friendship legs) are easier to control than reasoning with children
small muscles (used for now.
with possessions, secrets,
and time together. Children moving the fingers). • Children in this age group
want to continue playing Encourage children to begin to form ideas similar
with their friends and don't participate in activities to those of an adult. They
like to stop. They need a 5- involving speed and energy. can group things that
or 10-minute warning Intense activity may bring belong in one category (for
before they have to leave or temporary exhaustion. example, babies, fathers,
change activities. Children of this age need 10 and mothers are all people).
to 12 hours of sleep per night. • They learn to write letters
• Tattling is a common way of
•
attracting adult attention or Hand skills and eye-hand and numbers, often
helping to learn the rules. coordination, needed for backward. They cannot
They like to know the rules activities such as writing and read and write skillfully at
and may complain of unfair shoe lacing, continue to the beginning of this stage,
treatment by playmates. develop as children gain small but they should be quite
muscle motor skills. They self-assured in these areas
• These children value
 winning, leading, and being need to use large crayons and by the end. During this
first. They are competitive; paper. Projects often appear stage, children form a basic
they try to boss and are messy as children work on understanding of numbers.
unhappy if they lose. Non- polishing these skills. Encourage such skills by
competitive games are Encourage children to work letting them read signs,
important. briefly at tasks requiring small make lists, or write prices
• Children in this age group muscle control and then of objects they buy.
often become attached to return to running and • These children understand
an adult other than their jumping-tasks that use their the value and use of
parents. They see the larger, more skilled muscles. money. They can begin to
teacher as the authority. plan for their allowances
• Children in this age group and are learning to use the
release tension through money for items they want.
physical activity. They enjoy They can think through
rough-housing but don't their actions and situations.
know when to stop; they For example, a 7-year-old
may end up hurt, upset, or generally knows why he or
exhausted. Adults need to she was late for school.
encourage quiet play when • To enhance learning
children are tired from experiences, center them
exertion. around physical activity.
• More realistic fears replace • Five- to eight-year-olds
the common preschool fears have a short interest span:
of ghosts, witches, and up to 20 minutes. Don't
creatures in dark places. expect them to spend
These new fears revolve much more than 20
around school, social minutes alone on any one
relationships, and family loss task or activity.
of income. Adults need to • Children are curious about
give children practical nature, things, and people
information to help them and make collections of all
handle fears; never tease or kinds.
joke about ideas that
frighten them.
• A positive self-concept
continues to develop with
each successful experience.
Help children celebrate their
positive achievements.
Children at this age are
more ready to dish out
criticism than to receive it.
• Children often try out some
new behavior just to see
how it feels or to imitate a
friend--sometimes swearing
or challenging rules.
• Have a positive attitude
about school.
9-11 • Peer groups grow more • The range of height and • Children in early
important for members of weight widens. Becoming adolescence begin to think
this age group. critical of physical appearance abstractly and can plan for
• Children can be loud and increases (especially in girls). several weeks. They can
• Children in this age group are
rude at times and tend to be insightfully evaluate
moody and sensitive, with as coordinated as adults, behavior. Their attention
extremes in emotion. although lapses of span and ability to
awkwardness are common. concentrate increases from
• These children want to be 30 minutes to several
more independent of adults. • Energy abounds, and children hours.
Sibling rivalry is typical. may become overstimulated
• These children are
• They also show an attitude when participating in developing a sense of
change regarding school and competitive physical morals based on what they
may daydream, become activities. Children this age
need 10 to 11 hours of sleep have learned from adults.
restless, and mess around They need to know and
after school. each night.
understand "why;" and feel
• Children want to discuss sex independent and free to
often to correct information express themselves. They
from peers. quarrel less with peers and
• Signs of growing act cooperatively and
independence and friendly with strangers.
disobedience, perhaps even
backtalk and rebellious
behavior, become more
frequent. Common fears
include the unknown,
failure, death, family
problems, and non-
acceptance. Concepts of
right and wrong continue to
build.
• A sense of humor develops
during this period.
• Every time children succeed
at something, their self-view
improves.
• They have a strong
attachment to their own sex
and show antagonism
toward the opposite sex.

12-14• •
Adolescents are increasingly Adolescence is a period of • Having moved from
comfortable interacting in rapid growth and physical concrete to abstract
the community and with change. It can be an uneasy thinking, adolescents enjoy
their peers. For some time for individuals whose cognitive activities. They
 activities, they enjoy mixing physical changes are apparent need to be allowed to find
with both sexes, while for and those who seem to be at solutions to their problems,
others, they prefer being a standstill. Throughout this learn from their mistakes,
with their sex. stage, adolescents must cope test ideas, and form
• Leadership experiences in with ungainly bodies and a opinions. However, they
clubs and groups are new sense of their physical still need the support and
valuable at this stage selves. guidance of adults.
because they allow young • For adolescents, physical
people to learn decision- development proceeds at a
making skills. In this stage, varied pace. Some children
adolescents also become experience growth spurts;
concerned about issues of others grow at a slower, more
justice and fairness. The even pace. Girls generally
family is still a vital anchor experience growth spurts
in teens' lives, and they earlier than boys, and some
continue to seek their girls attain their adult height
parents' counsel. Success is by age 12 or 13. For a time,
essential for adolescents. they are taller than many boys
Comparison with others is their age.
difficult for them, especially
with their friends.

15-18• Transition period— • Coordination and strength • Intense questioning and

teenagers detach increase; however, rapid uncertainty
themselves from their growth may cause clumsiness• Increasing accountability
parents. and lack of coordination. for finances, employment,
• They feel mature and want• There may be a general relationships
to be an adult but don’t awkwardness. • Teens test their language
have all the skills to do so. •By 19, the adolescent has full skills often using sarcasm.
• Feelings of insecurity, anger, motor capacities (boys usually• Arguing skills improve (and
and frustration begin. mature later than girls, but are are demonstrated often
• Less concerned with adult generally bigger). and with great passion)
approval and want more • Boys develop sex • Reasoning skills improve
peer approval. characteristics such as deep
• Begins with the ability to
• Develop close relationships voices and body hair. apply concepts to specific
with their gender • Girls and boys move through examples
• Develop an intense interest puberty at different rates.
This difference can be • Learns to use deductive
in the opposite sex reasoning and make
difficult for slow or quick
• Desire group acceptance developers to handle. educated guesses
and will follow peer dress
and behavior norms • Teenagers may become self-• Learns to reason through
conscious as body changes, problems even in the
odor, and possibly acne absence of concrete events
occurs. or examples

• Always hungry; appetite is • Becomes able to construct

great. hypothetical solutions to a
problem and evaluate
• The need for sleep increases;
 they may sleep quite late on which is best
weekends. • Learns to recognize that
• Sweating increases current actions can affect
• Sexual desires and fantasies the future
increase. • Starts to set personal goals
(and may reject goals set by
others)
• Decision-making skills
improve
• Begins independently to
differentiate right from
wrong and develop a
conscience
• Learns to evaluate the
credibility of various
sources of information
• Becomes able to anticipate
the consequences of
different options
• May challenge the
assumptions and solutions
presented by adults

Hattie’s most effective influences on instruction (throughout SS)

 What is Academic Language? (SS1)
Academic language is the primary vehicle for learning and instruction. It is not only a means for
communicating information, it also plays a key role in deepening the understanding of important
ideas.

Academic language is the oral, visual and written language that students need in order to:
• understand (read, listen, think)
• communicate (listen, speak, write, connect)
• perform (think, read, write, listen, speak, create)

Strategies to teach the Vocabulary (SS1)

• Repetitive exposure to words
• Learning vocabulary words before reading the text
• Indirect learning of vocabulary, for example, using vocabulary words in numerous different
contexts
• Learning vocabulary in both written text and oral speech

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

1. Tiered Instruction: 2. Anchoring 3. Flexible Grouping: 4. Compacting
Changing the level of Activities: These are This allows students Curriculum:
complexity or activities that a to be appropriately Compacting the
required readiness of student may do at challenged curriculum means
a task or unit of any and avoids labeling a assessing a
study in order to time when they have student’s readiness as student’s knowledge
meet the completed their a static and skills, and
developmental needs present state. It is important providing
of the students assignment or when to permit movement alternative activities
involved. the teacher is busy between for the student who
with other groups because has
students. They may interest changes as already mastered
relate to specific students move curriculum content.
needs or from one subject to This can
enrichment another be achieved by pre-
opportunities, testing basic
including problems concepts or
to using performance
solve or journals to assessment methods.
write. They could Students
also be part demonstrating they
of a long term project do not require
instruction move on
to tiered problem
solving
activities while
others receive
instruction.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
Example 1 Example 2
Cooperative Grouping Group Work Think-pair-share
Graphic Organizer Anchor chart Concept maps
Advanced Organizer Venn Diagram KWL Chart
Similar/Different T-chart Compare and Contrast
Summarizing/Notes Plot Diagram Cornell Notes
Cue & Question 1-minute paper 1 question 1 comment

Bloom’s Verbs and Technology Apps (SS9 and SS11)

APPS:
APPS:

Create Padlet,
Canva, Notion
Anchor
Evaluate

APPS:

Analyze Wufoo, ThingLink

APPS:

Apply Soundation, Pixlr

APPS:

Comprehension Feedly, BeFunky

APPS:

Remember Wordle, Vocaroo

Components of a social emotional learning program (SS12)
1. Social and emotional learning
2. Self-awareness
3. Self-management
4. Decision Making
5. Relationships

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

Is responsive to situations and students’ needs Provides a variety of methods for learning:
Implements changes as suggested by peers & visual, auditory, and kinesthetic
admin. Provides a variety of feedback

Create a welcoming space (CBM3)

1. Create an inviting classroom with decor and layout
2. Clearly posted expectations and rules
3. Daily/weekly agenda on whiteboard
4. Stand at the door and greet every student
5. Make a point to try and match names to faces before the first day
6. Clearly post assigned seat on first day, add something fun to the desk to make
students feel welcome.
Lemov’s techniques to “Teach like a Champion” (CBM4)

1. No Opt Out. Teachers with high expectations don't accept "I don't know," but expect
students to be engaged and "give it a shot."
2. Post It. Be sure your students know your objective for the day by posting it on the board.
3. Exit Ticket. An exit ticket is a quick formative assessmentLinks to an external site. of the
lesson your students just finished.
4. Cold Calls. Like the sales technique, the teacher asks someone unsuspecting for an answer. It
avoids "opting out," and keeps all your students on their toes.
5. Entry Routine. Having a structured entry routine expedites the beginning of instruction.
6. Threshold. This threshold is the one at the door. By meeting and greeting students as they
enter, you can set the tone for your class.
7. Normalize Error. If students understand that errors are not the end of the world but an
opportunity to learn, they will be more willing to take risks and more likely to learn.
Explain Everything. Be sure your students understand why you do what you do. The "WHY"
is an important part of instruction.

Four Questions to redirect behavior (CBM7)

1. What are you doing?
2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Glow Grow
1. Has makeup work ready for absentees 1. Clean and orderly classroom
2. Displays student work 2. Consistency with rules and consequences
3. Has effective seating chart

Categories of Disabilities in SPED (E4)

Characteristics Impact on Classroom
Autism • A neurological disorder • Perseverate on a topic
• Cognitive abilities range from • Struggle to attend to a task or
gifted to cognitively delayed appear to not be paying
• Usually identified in the first attention
three years of life • Have difficulty sharing/taking
• 4:1 male to female ratio turns or call out answers
• Have difficulty with noise or
visual stimuli
• Not understand the big picture
or abstract concepts
• Struggle with transitions or
change to routine
• Fidget, rock, flap, stimulate,
echo or mimic phrases
• Run or fight in stressful
situations
• Lack reciprocal communication
skills or be nonverbal
• Not understand non-verbal
cues, jargon, or slang terms
• Have difficulty with volume
control, cadence, and intonation.

Deaf/Blind • A student who falls into this • Require Information to be

eligibility category has any introduced deliberately and
combination of vision and systematically
hearing loss, though not • Utilize the service of a
necessarily complete deafness specialized Support Service
and/or complete blindness Provider (SSP).
• A wide range of cognitive and
developmental abilities

Deafness • May also have difficulty with • Need special seating, being in
speech, reading, and writing view of the teacher
skills • Need written supplements to
• May use speech, lip-reading, oral instruction like visual
hearing aids, and/or another aids/cues
amplification system • Require eye contact prior to
• American Sign Language (ASL) speaking
may be their first language and • Have difficulties with
English may be their second social/emotional or
interpersonal skills
• Exhibit some form of articulation
 difficulty
• Become frustrated and may
have behavioral concerns
• Use hearing devices, which DO
NOT return hearing to normal

Emotional Disturbance • Hyperactivity • Exhibit inappropriate behavior

• Aggression or self-injurious under ordinary circumstances
behavior • Not be able to maintain
• Withdrawal relationships
• Immaturity • Display inappropriate
manifestation of physical
• Learning difficulties symptoms or fears in response
to school or personal difficulties.

Hearing Impairment • Articulation difficulties and • Wear hearing aids or FM

language delays systems
• Easily frustrated • Read lips or use ASL
• Difficulty with oral expression • Need a quiet environment with
• Difficulty with social/emotional many visuals to be successful
skills • Need a slower rate of speech
and clear enunciation

Intellectual Disability • Struggle with overall academics• Not be working on grade level
• Struggle with attention, memory materials
• • Not understand social norms
Struggle to make generalizations
• Trouble interacting socially • Struggle with problem-solving
across all areas (academic as
well as functional living skills).

Multiple Disabilities • Hampered speech and • Require multiple services

communication skills • Use alternate communication
• Challenges with mobility methods
• Need assistance with everyday • Require alternate curriculum
tasks materials.
• Usually has medical needs

Orthopedic Impairment It is difficult or perhaps • Have no cognitive concerns

impossible to generalize the • Be integrated into the general
characteristics of a student who education setting all the time
qualifies under OI. For example,
a child with spinal cord injury • Use assistive technology.
could have immobility limited to
one side of his or her body, just
the arms or legs, or total
 paralysis. A child with cerebral
palsy may have movement but
need a wheelchair since walking
may be difficult.
Other Health Impairment Having limited strength, vitality,
or alertness, including a
heightened alertness to
environmental stimuli, that
results in limited alertness with
respect to the educational
environment, that is due to
chronic or acute health
problems such as asthma,
attention deficit disorder, or
attention deficit hyperactivity
disorder, diabetes, epilepsy, a
heart condition, hemophilia,
lead poisoning, leukemia,
nephritis, rheumatic fever, sickle
cell anemia, and Tourette
syndrome and adversely affects
a child’s educational
performance.
Specific Learning Disability May Impact • Slower reading rate
• Reading • Frequent spelling errors
• Writing • Difficulty copying
• Oral Language • Difficulty memorizing basic facts
• Math • Difficulty describing events
• Study Skills • Difficulty interpreting subtle
messages.

Speech or Language Impairment • Articulation disorder • Tend to emerge at a young age

• Abnormal voice • Have difficulties with
• Fluency disorder comprehension
• Language disorder • Have difficulties being
understood
• Have difficulty expressing
needs, ideas, or information
• Struggle with social interactions
• Work closely with a
speech/language pathologist to
support the student.

Traumatic Brain Injury • Memory and attention concerns• Struggle to process visual
• Social skill concerns information
• Struggle to follow multi-step
 • Emotional regulation concerns directions
• Speech and language concerns • Struggle to communicate
• Physical concerns • Have difficulty with grade-level
work
• Struggle with logic, problem-
solving, and reasoning skills.

Visual Impairment Inc Blindness • Spatial positioning

• Short attention span
• Sensitivity to bright light
• Poor eye and hand coordination
or clumsiness
• Poor academic performance

ARD Timeline Activity (E5)

Assistive Technology (E7)
1. Closed captioning
2. Graphic organizers
3. Slant boards
4. Visual timers
5. Word processing aids
6. Videos

Modifications and Accommodations (E6)

Quantity: Time: Level of Support:
Definition: Adapt the number of Definition: Adapt the time allotted Definition: Increase the amount of
items that the learner is expected and allowed for learning, task personal assistance to keep the
to learn or the number of activities completion, or testing. student on task, to reinforce or
students will complete prior to prompt the use of specific skills.
assessment for mastery. Example: Individualize a timeline Enhance adult-student
for completing a task; pace relationships; use physical space
Example: Reduce the number of learning differently (increase or and environmental structure.
social studies terms a learner must decrease) for some learners.
learn at any one time. Add more Example: Assign peer buddies,
practice activities or worksheets. teaching assistants, peer tutors, or
cross-age tutors. Specify how to
interact with the student or how to
structure the environment.

Input: Difficulty: Output:

Definition: Adapt the way Definition: Adapt the skill level, Definition: Adapt how the student
instruction is delivered to the problem type, or the rules on how can respond to instruction.
Terms to be assigned in the timeline:
learner. the learner may approach the
Initial Referral (IR), Initial ARD,
work. Example:
of ARD,InsteadYearly
of answering
Notice ARD,
Example: Use different visual questions in
Full Individual writing, allow
Evaluation, a
Dismissal,
aids, enlarge text, plan more Example: Allow the use of a verbal response.
Re- evaluation, Use a
concrete examples, provide hands- calculator to figure math communication
Notice/Consent bookEvaluation
for initial for some
on activities, place students in problems, simplify task directions, students, or allow students to show
cooperative groups, pre-teach key or change rules to accommodate knowledge with hands-on
concepts or terms before the learner needs. materials.
lesson.
Participation: Alternate Goals: Substitute Curriculum:
Definition: Adapt the extent to Definition: Adapt the goals or Definition: Provide different
which a learner is actively outcome expectations while using instruction and materials to meet a
involved in the task. the same materials. When learner’s individual goals. When
routinely utilized, this is only for routinely utilized, this is only for
Example: In geography, have a students with moderate to severe students with moderate to severe
student hold the globe, while disabilities. disabilities.
others point out locations. Ask the
student to lead a group. Have the Example: In a social studies Example: During a language
student turn the pages while sitting lesson, expect a student to be able lesson, a student is learning
on your lap (kindergarten). to locate the colors of the states on toileting skills with an aide.
a map, while other students learn
to locate each state and name the
capital.

Types of Assistive Technology (E7)

1. 4.
Venn Diagram of 504 and IDEA (E10)

Use the letters below and type them in the appropriate box above.
504 IDEA Both
A) Requires written consent.
B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.

Suggestions for working with Students in Poverty (E13)

Provide access to computers, magazines, Keep your expectations for poor students high.
newspapers, and books so low-income students Poverty does not mean ignorance
can see and work with printed materials. School
may be the only place where they are exposed to
print media.
Don’t make comments about your students’ Students who live in poverty may not always
clothes or belongings unless they are in violation know the correct behaviors for school situations.
of the dress code At home, they may function under a different set
of social rules. Take time to explain the rationale
for rules and procedures in your classroom
Be careful about the school supplies you expect Arrange a bank of shared supplies for your
students to purchase. Keep your requirements as students to borrow when they are temporarily out
simple as you can for all student of materials for class

Guthrie and Humenick Strategies to increase reading motivation (R4

1. Provide content goals for reading: A content goal is a question or purpose for reading. Content
goals emphasize the importance of an increased interest in learning from what we read (Guthrie &
Humenick, 2004). Teachers can help students find a purpose for reading and foster their curiosity
during reading. For example, a student who is reading to find out how panda bears are becoming
extinct is more likely to read the text carefully and employ strategies that will help her understand
what she reads to answer her question (Grolnick & Ryan, 1987). Unlike performance goals –
completing a task or doing well on a test – content goals are based on attaining conceptual
knowledge.
2. Support student autonomy: Provide opportunities for students to choose which text they read
by offering a list of appropriate readings. Students who can select their own reading material employ
more effective reading strategies and perform better on comprehension tests. Give students control
over some aspects, such as where to sit, what type of product to produce (e.g., an essay or poster),
and which subjects to pursue. Allow students to select partners, join groups, or work alone.
3. Provide interesting texts: Students enjoy reading texts that they find interesting and will choose
to continue reading them during free time (Guthrie & Humenick, 2004). Further, people remember
interesting information more than the information they find uninteresting. High-interest text
increases the motivation to read. It also increases comprehension and achievement (Guthrie &
Humenick, 2004).
4. Increase social interactions among students related to reading: Allow students to
collaborate by reading together, sharing information, and explaining and presenting their knowledge
to others during reading-related tasks. Teach collaborative group work skills such as appropriate
group work behavior, providing feedback to group members, and maintaining individual
accountability so that students benefit from working together. Use collaboration to foster a sense of
belonging to the classroom community (Anderman, 1999).

Reading Strategies to Strengthen Literacy Skills (R8)

Think Pair Share List/group/label
When to use Strategy: when you would like to focus on Before reading, small group, whole class, during reading
comprehension of the material
Description of Strategy: Think-pair-share is a Mapping Activity for Vocab: Word map
collaborative learning strategy where students work
together to solve a problem or answer a question
about an assigned reading. This strategy requires
students to (1) think individually about a topic or
answer to a question; and (2) share ideas with
classmates. Discussing with a partner maximizes
participation, focuses attention, and engages
students in comprehending the reading material

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content
Prepare the lesson Graphic organizers, jigsaw reading, study guides
Build background Conceptualize key vocab, concept definition map,
personal dictionaries
Make verbal communication understandable Use appropriate speech, use a variety of techniques,
give explicit instructions
Learning strategies GIST summarizing, graffiti write, word splash
Opportunities for interaction Encouraging elaborate responses, fostering student-
interaction, provide ample wait time
Practice and application Small group discussion, semantic mapping, writing their
own test questions
Lesson Delivery Clear objectives, break up instruction with activities or
discussions, create clear and concise reference material
for students
Review and assess Review key vocabulary, real life connections

Reflections on the Reading STAAR (TL4)

NO MISSED QUESTIONS

Reflections on the Math STAAR (TL4)

Question 2: It could be missed due to lack of knowledge or reading the question
incorrectly.
Jimmy’s Report Card (TL6)

Three professional goals for my classroom (TL8)

1. I will utilize new and backed research when formulating lesson plans and
assignments to ensure I am providing the best instruction.
2. I will be able to provide appropriate differentiated assessments and instructions for
students.
3. I will enhance my ability to effectively grade and give feedback in a timely matter.
I will also enhance my ability to communicate with the parents.

Vision of an Educator (TL11)

1. What research-based strategies will you see in my classroom? Having the students be as mobile
as possible with stations and activities, I will also create a student lead learning environment,
while fostering a positive and collaborative environment.
2. What technology will you see in my classroom? Use of digital science labs on computers or
 tablets.
3. What are the important elements of lesson planning that need to be incorporated for student
success? Making sure the plan includes assessments and activities that keep the students engaged
while also being practical and informative.
4. In classroom behavior management, you learned about rules, procedures, routines, and
organization. What are the non-negotiables for my classroom? Bell ringer procedures and exit
procedures. As well as the way to answer questions, ask questions, or make comments in the
classroom.
5. In my classroom, how can I assure that all students have an equal opportunity to master learning?
I will make sure to assess each student as an individual and be able to then differentiate my lesson
plans to meet the student where they are at, or to help them build more on their own abilities.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..
Glow: Maintains an up-to-date calendar Grow: Is available for tutoring, before and after
school

The Effective Teacher monitors student progress and potential by…

Glow: Checking for understanding & providing Grow: Displaying consistency in grades – no
feedback extremes