Chalkboard Presentation

what does " teach consciously" mean to you?

please write your answer to sticky note and place it on poster board.

Your content is good, but it’ll engage much more if it’s interactive

High impact teaching strategies (hits)

agenda

Overview of High-Impact Strategies

Classroom Applications

Interactive Examples/Self Reflection lesson plan

Q&A

what is hits?

1. Setting Goals

10. Differentiated teaching

9. Metacognitive Strategies

4. Worked Examples

2. Structuring Lessons

3. Explicit Teaching

5. Collaborative Learning

6. Multiple Exposures

7. Questioning

8. Feedback

what hits strategy is/are used?

go over your lesson plan and list what hits strategy you used.

q/a ?/ Teach consciously?

SCAN QR CODE AND COMPLETE EXIT TICKET PLEASE:)

• Setting challenging goals, rather than ‘do your best’ goals relative to student starting places.
• What students need to understand, and what they must be able to do.
• Demonstrates a purpose for learning by linking a specific activity to the learning goals/ not demonstrated praises all work regardless of quality and effort

• Demonstration of the steps required to complete a task or solve a problem.
• Demonstrated: unpacks the learning process, highlighting options available to arrive at the correct solution
• Not Demonstrated: uses the same worked examples for all learners, including those with an already advanced knowledge of the topic or subject matter.

• Decides on learning intentions and success criteria, makes them transparent to students, and demonstrates them by modelling.
• Demonstrated: Guides student practice by monitoring their work and providing help when it is needed .
• Not Demonstrated: Restricts class discussions and student input is discouraged.

• When students work together in small groups and everyone participates
• Demonstrated: explicitly teaches students to work as a team by assigning different roles within groups so that students take responsibility for particular aspects of tasks
• Not Demonstrated: gives students few opportunities to interact with, and support, each other.

• Maps teaching and learning
• Reinforce routines, scaffold learning via specific steps/activities, and optimise time on task and classroom climate using smooth transitions
• Demonstrated: creates transparent, predictable and purposeful routines for students
• not demonstrated: producing unhelpful unpredictability

• stimulates interest and curiosity in the learning.
• Unfolds opportunities for students to talk together, discuss, argue, and express opinions and alternative views.
• Demonstrated: asks questions that probe student thinking and prompt them to justify their responses
• Not demonstrated: Allows the class discussion to wander without focus

• Awareness of the learning process enhances control over their own learning.
• thinking about own thinking.
• Not Demonstrated: gives students a choice of activities but does not explain how they can use specific strategies to achieve particular learning goals
• Demonstrated: uses ICT (information/communication/technology) to increase student choice and flexible learning.

• Multiple opportunities to encounter, engage with, and elaborate on new knowledge and skills. It is not simple repetition or drill work.
• Demonstrated: uses a variety of learning and assessment tasks that vary students’ interactions with the knowledge and/or skills
• not Demonstrated :repeats the same activity many times with no variation in context, resulting in dull repetition

• Extend the knowledge and skills of every student in every class, regardless of their starting point. The objective is to lift the performance of all students, including those who are falling behind and those ahead of year level expectations.
• Demonstrated: uses a range of teaching strategies that support different abilities and ways of thinking and learning
• Not Demonstrated: Assesses all student work against general criteria • applies differentiated teaching strategies only for gifted students

• informs a student and/or teacher about the student’s performance relative to learning goals. Its purpose is to improve the student’s learning
• provides detail, such as ‘You achieved a good outcome because you...,’ rather than just ‘correct’ or ‘incorrect’
• Demonstrated: gives timely feedback, acknowledging areas well-handled and suggesting areas for improvement
• Not Demonstrated: provides feedback that is about the person (such as, ‘you are my best student’) or vague (such as, ‘good job’)