CHOOSE 1 SENTENCE FRAME COMPLETE AFTER READING Module 6�Write down your response. You will be using it in your discussion.
1. “This part of the lesson indicates that the teacher values…”
2. “The students’ responses suggest they were…”
3. “A pattern I observed in the classroom was…”
4. “I think the purpose of that instructional move was to…”
5. “Watching this clip challenged me to think differently about…”
CHOOSE useful LANGUAGE FRAMES to use AFTER VIEWING to shape your discussion.
North Compass Partners
Lasso your ideas about using students’ names productively.
Exploring Relationships
Students’ names are used in positive and productive ways.
Proximity is used to foster connections with students and ensure their learning.
Students’ interactions with peers are respectful and productive.
Academic risk-taking is encouraged and celebrated.
Student ideas are valued and explored as bridges to learning.
Indicator 1
Indicator 2
Indicator 3
Indicator 4
Indicator 5
RIGOR
Classroom Management Requires Attention To:
Climate: ensuring the classroom feels safe and welcoming.
Classroom Management Requires Attention To:
Relationships: building trust and mutual respect between teacher and students, and among peers.
Classroom Management Requires Attention To:
Instructional design: organizing lessons, routines, and structures that make learning clear, engaging, and purposeful.
Classroom Management Requires Attention To:
Teacher presence and credibility: establishing consistency, predictability, and responsiveness so students know they matter.
Disruptive behavior occurs throughout the school day.
Have a response toolkit
Proximity is a great method for reducing the problematic behavior, and effective teachers know that this is especially true for minor situations like chatting during a lesson.
There are times when a student needs more specific intervention to redirect their behavior. Move close to the student and whisper quietly, “Remember what we’re doing right now in class. You’ll need to be on page 87.”
Challenging behavior can emerge when a task is too difficult. Reduce the task demand by breaking it down into smaller chunks. For example, if the student has stalled in their work, find out if they need more instruction, then ask him to do the next task and talk with you again.
Give the student a competing task to do that makes it difficult for them to continue with the problematic behavior. If they are bouncing around a lot in their chair, it might be the perfect time to ask them to help you distribute supplies to each of the groups.
Read p. 18 to build your background knowledge.
Next, we’ll watch a video of a teacher using proximity during a busy science project.
CHOOSE 1 SENTENCE FRAME COMPLETE AFTER READING Module 6�Write down your response. You will be using it in your discussion.
1. “This part of the lesson indicates that the teacher values…”
2. “The students’ responses suggest they were…”
3. “A pattern I observed in the classroom was…”
4. “I think the purpose of that instructional move was to…”
5. “Watching this clip challenged me to think differently about…”
CHOOSE useful LANGUAGE FRAMES to use AFTER VIEWING to shape your discussion.
South Compass Partners
Lasso your ideas about using proximity to build relationships and strengthen classroom management.
Section 2: Exploring Instruction
Exploring Instruction
Evidence of student learning is used to inform instruction.
Students interact with peers in meaningful discussions using academic language to complete tasks.
Scaffolds are strategically used to support learning, invite productive struggle, and ensure productive success.
Lessons include input based on student learning needs.
Students practice and apply what they have learned to familiar and new situations.
Indicator 1
Indicator 2
Indicator 3
Indicator 4
Indicator 5
RIGOR
Evidence as a Driver of Learning
What do I want students to learn?
What evidence would I accept to verify their learning?
Ralph W. Tyler, 1949
QUESTIONS TO GUIDE EVIDENCE-GATHERING DECISIONS
What evidence do I need and from whom?
What is my purpose for gathering evidence?
What different opportunities will I provide for students to show their thinking?
QUESTIONS TO GUIDE EVIDENCE-GATHERING DECISIONS
How will I gather evidence: whole group, partners, groups, individuals?
How will I mix formal assessment opportunities (tasks, writing assignments, exit tickets, tests) with informal ones (response to questions, discussions, whiteboards)?
How often will I provide evidence-gathering opportunities throughout the lesson? The unit?
Assessment Cycles
LONG-CYCLE
Assessments
MEDIUM-CYCLE Assessments
(Wiliam, Fisher, & Frey, 2024)
SHORT-CYCLE Assessments
Assessment Cycles
Wiliam, D., Fisher, D., & Frey, N. (2024).
Assessment Cycles are Nested
Each Informing the Next Level
Short-cycle assessment
occurs within and between lessons, day-to-day and even minute-to-minute; not so much every six to ten weeks, but rather every six to ten minutes!
Wiliam, Fisher, & Frey, 2024
Temperature Checks
Medium-cycle assessment typically occurs within an instructional unit.
Guidance during an extended trip.
Wiliam, Fisher, & Frey, 2024
Long-cycle assessment involves cycle lengths of four weeks or more.
Wiliam, Fisher, & Frey, 2024
Universal Responses:
Short Cycle Assessments That Propel Learning
A good rule of thumb:
Provide a universal response opportunity at least every 10 minutes.
A 2023 meta-analysis of 29 studies found that students using response cards showed:
Marsh, R. J., Cumming, T. M., Randolph, J. J., & Michaels, S. (2023). Updated Meta-Analysis of the Research on Response Cards. Journal of Behavioral Education, 32(3), 450–473. https://doi.org/10.1007/s10864-021-09463-0
“Our teacher really wants to know what we think.
Everyone is important and she waits to make sure that we all have an answer.
Then she helps us if we need it.”
Peer response is one example of medium-cycle feedback.
Emily Brokaw, Grade 11
Read p. 40 to build your background knowledge.
Next, we’ll watch a video of a teacher using peer response in her ELA classroom.
CHOOSE 1 SENTENCE FRAME COMPLETE AFTER READING Module 6�Write down your response. You will be using it in your discussion.
1. “This part of the lesson indicates that the teacher values…”
2. “The students’ responses suggest they were…”
3. “A pattern I observed in the classroom was…”
4. “I think the purpose of that instructional move was to…”
5. “Watching this clip challenged me to think differently about…”
CHOOSE useful LANGUAGE FRAMES to use AFTER VIEWING to shape your discussion.
Where to Next?
Consistency
Consistent Collaboration in Professional Learning Communities
Teachers work in structured teams to improve instruction.
Focus on instruction
Leaders use PLCs to reinforce school expectations for instruction and identify variations in teacher or student performance.
Simple questions
Discussion questions prompt data-driven reflection focused on individual students.
Concrete actions
Teachers commit to concrete actions for individual students, rnot just groups.
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1
3
Peers are under-utilized in the professional learning of schools. Planned visits to each other’s classrooms equip teams with tools to spread innovation and support one another.
“Whilst frequency of observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers” (p. 506)
A Focus on Quality of Teaching in Schools Increases Students’ Progress of Attainment (Bernhard et al., 2024)
Focus on observable, specific evidence aligned
with school priorities and PLC team instructional goals.
West Compass Partners
What will you use peers in this quarter to strengthen:
Thank you!
www.fisherandfrey.com