We are back in the swing fast llamas!
Here are some suggestions, based on the conversations during our data digs... what else can you add? We are at an advantage that time each week is devoted to "closing the gap", this shut down time can be devoted to repeated review and practice that was difficult to normalize in a pre-covid year.
Reflecting on CTG Time
When thinking about the best use of CTG time, there are a few mindsets:
Both mindsets are grounded in good pedagogical decisions… teaching is iterative.
1. Going over Unit Tests - do we go over every unit test in depth with students, talking with them about most missed questions and distractors (testing strategies/how to begin/when do I need to use scratch paper, etc)? Metacognitive stuff.
2. Test Corrections - do we ever use CTG to do test corrections?
3. Going over the TEKS test - are there plans to go over the TEKS test in depth? What value does this serve for kids to know the percentage of questions missed and distractors and “where the thinking might have gone wrong”... conversations about this are always eye opening. There is something in celebrating where students were successful… especially if it was a challenging question. This can build rapport…
4. Practicing reading Graphs - where to start when reading a graph, what is important info on a graph?
5. Creating Graphs? Is this a thing that is important?
6. Practicing how to approach a question - How many steps are needed? Can I answer without looking at answer choices?
7. Vocabulary - Direct teaching of vocabulary using strategies like Frayer Model or other activities
8. Word Walls
9. Teaching and using Brick and Mortar Words
10. TELPAS - practicing writing, practicing speaking
11. Anchor charts - that are up during the unit and referred to, reviewed with daily/removed with testing is occurring…
I am a big fan of their use, since it can take up to 3 - 7 sleep cycles for learning to be converted into long term memory. Recapping an anchor chart is a way to review previously learned material each day to help students make memory.
12. Using Retrieval Practice - can students retrieve info from memory? Do they know they really know it?
Can they create their own Anchor Chart without looking at yours? Can they speak and describe the Anchor Chart to you or others? (again, this is helpful for TELPAS)
Reflecting on CTG Time
When thinking about the best use of CTG time, there are a few mindsets:
- Do we use the time to review concepts missed from previous units?
- Do we use the time to prepare for new concepts in real time?
Both mindsets are grounded in good pedagogical decisions… teaching is iterative.
1. Going over Unit Tests - do we go over every unit test in depth with students, talking with them about most missed questions and distractors (testing strategies/how to begin/when do I need to use scratch paper, etc)? Metacognitive stuff.
2. Test Corrections - do we ever use CTG to do test corrections?
3. Going over the TEKS test - are there plans to go over the TEKS test in depth? What value does this serve for kids to know the percentage of questions missed and distractors and “where the thinking might have gone wrong”... conversations about this are always eye opening. There is something in celebrating where students were successful… especially if it was a challenging question. This can build rapport…
4. Practicing reading Graphs - where to start when reading a graph, what is important info on a graph?
5. Creating Graphs? Is this a thing that is important?
6. Practicing how to approach a question - How many steps are needed? Can I answer without looking at answer choices?
7. Vocabulary - Direct teaching of vocabulary using strategies like Frayer Model or other activities
8. Word Walls
9. Teaching and using Brick and Mortar Words
10. TELPAS - practicing writing, practicing speaking
11. Anchor charts - that are up during the unit and referred to, reviewed with daily/removed with testing is occurring…
I am a big fan of their use, since it can take up to 3 - 7 sleep cycles for learning to be converted into long term memory. Recapping an anchor chart is a way to review previously learned material each day to help students make memory.
12. Using Retrieval Practice - can students retrieve info from memory? Do they know they really know it?
Can they create their own Anchor Chart without looking at yours? Can they speak and describe the Anchor Chart to you or others? (again, this is helpful for TELPAS)
13. Games - let's have some fun
14. Peer teaching
15. Set up classroom jobs and tasks - this is great for building connections and giving students a sense of autonomy. Use this time to build rapport and strengthen relationships. Because when the culture is right, achievement can happen.
Until next time...
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