Podcast
Questions and Answers
What is the first critical question that teams answer when conducting a cycle of inquiry?
What is the first critical question that teams answer when conducting a cycle of inquiry?
What is the first step that teams take when starting a cycle of inquiry?
What is the first step that teams take when starting a cycle of inquiry?
Why do teams identify essentials when conducting a cycle of inquiry?
Why do teams identify essentials when conducting a cycle of inquiry?
How many essential outcomes do teams generally study at a time when conducting a cycle of inquiry?
How many essential outcomes do teams generally study at a time when conducting a cycle of inquiry?
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What do collaborative teacher teams create to support their understanding of essential standards?
What do collaborative teacher teams create to support their understanding of essential standards?
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What do teams study to teach essentials effectively?
What do teams study to teach essentials effectively?
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What should teachers discuss before giving an assessment to ensure that they get results that can be compared across teachers?
What should teachers discuss before giving an assessment to ensure that they get results that can be compared across teachers?
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What is the purpose of common formative assessments (CFA) for collaborative teacher teams?
What is the purpose of common formative assessments (CFA) for collaborative teacher teams?
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What are good data sets designed to help teachers identify?
What are good data sets designed to help teachers identify?
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What should collaborative teacher teams target when planning interventions?
What should collaborative teacher teams target when planning interventions?
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When should interventions be provided to students who did not master grade-level essentials during initial instruction?
When should interventions be provided to students who did not master grade-level essentials during initial instruction?
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What is the goal of the collaborative inquiry process?
What is the goal of the collaborative inquiry process?
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What resources are used for analyzing CFA data?
What resources are used for analyzing CFA data?
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When should teams reassess student learning and practices after providing initial reteaching?
When should teams reassess student learning and practices after providing initial reteaching?
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What resources are used for planning interventions and extensions?
What resources are used for planning interventions and extensions?
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What should collaborative teacher teams provide to students who did not master grade-level essentials during initial instruction?
What should collaborative teacher teams provide to students who did not master grade-level essentials during initial instruction?
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What is the process of collaborative inquiry involved in?
What is the process of collaborative inquiry involved in?
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What should interventions target based on identified needs?
What should interventions target based on identified needs?
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When should teams provide interventions and extensions?
When should teams provide interventions and extensions?
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What is the fourth critical question that collaborative teacher teams answer when conducting a cycle of inquiry around their instruction?
What is the fourth critical question that collaborative teacher teams answer when conducting a cycle of inquiry around their instruction?
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What is the purpose of providing extensions to students who are working beyond grade-level expectations?
What is the purpose of providing extensions to students who are working beyond grade-level expectations?
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What is one of the strategies for extending learning mentioned in the text?
What is one of the strategies for extending learning mentioned in the text?
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What must teams do first to improve the work they do with extensions?
What must teams do first to improve the work they do with extensions?
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What type of activities should be developed for students to complete during schoolwide intervention periods?
What type of activities should be developed for students to complete during schoolwide intervention periods?
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What resources can be used to support teams who are asking students to produce a product based on an essential?
What resources can be used to support teams who are asking students to produce a product based on an essential?
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What is Bill Ferriter most proud of?
What is Bill Ferriter most proud of?
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What is the purpose of using nonessentials for extension?
What is the purpose of using nonessentials for extension?
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What is the purpose of intentionally setting aside high-interest nonessentials in unit planning?
What is the purpose of intentionally setting aside high-interest nonessentials in unit planning?
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What is the main focus of the critical question of learning mentioned in the text?
What is the main focus of the critical question of learning mentioned in the text?
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What is the purpose of developing tasks that require students to produce a product based on the essential being studied?
What is the purpose of developing tasks that require students to produce a product based on the essential being studied?
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What is the purpose of working with collaborative teams to identify high-interest nonessentials early in the unit planning process?
What is the purpose of working with collaborative teams to identify high-interest nonessentials early in the unit planning process?
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Toolkit for Completing a Cycle of Inquiry on a Collaborative Team Click Here for ______ on Using this Toolkit Click Here for Information for Crediting or Contacting Bill Ferriter -- the Creator of this Toolkit. Direct Link to Toolkit
Toolkit for Completing a Cycle of Inquiry on a Collaborative Team Click Here for ______ on Using this Toolkit Click Here for Information for Crediting or Contacting Bill Ferriter -- the Creator of this Toolkit. Direct Link to Toolkit
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What Do We Want Student to ______: The first critical question that teams answer when conducting a cycle of inquiry around their instruction is, “What do we want students to learn.” Our goal is to identify a small handful of truly essential outcomes that we can study together. We identify essentials to provide focus for our collaborative efforts. If we have a limited amount of time to collaborate, let’s spend that time studying things that REALLY matter. To learn more about the steps teams take when identifying essentials, return to the cycle and click on the colored boxes listed under the first critical question of learning.
What Do We Want Student to ______: The first critical question that teams answer when conducting a cycle of inquiry around their instruction is, “What do we want students to learn.” Our goal is to identify a small handful of truly essential outcomes that we can study together. We identify essentials to provide focus for our collaborative efforts. If we have a limited amount of time to collaborate, let’s spend that time studying things that REALLY matter. To learn more about the steps teams take when identifying essentials, return to the cycle and click on the colored boxes listed under the first critical question of learning.
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Identify an Essential: The first step that teams take when starting a cycle of inquiry is identifying one essential outcome that they want to study together. Essentials are often specific standards from the grade level curriculum, but teams can also study academic skills and ______ together. Teams generally study one essential outcome at a time. Doing so ensures that the team has the time to think deeply together about the best ways to teach that outcome to students.
Identify an Essential: The first step that teams take when starting a cycle of inquiry is identifying one essential outcome that they want to study together. Essentials are often specific standards from the grade level curriculum, but teams can also study academic skills and ______ together. Teams generally study one essential outcome at a time. Doing so ensures that the team has the time to think deeply together about the best ways to teach that outcome to students.
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Directions for Using This Toolkit: https://youtu.be/cmJdeErRr2w.si=UfL5dIeXjKU6caqR ______ for Using this Toolkit
Directions for Using This Toolkit: https://youtu.be/cmJdeErRr2w.si=UfL5dIeXjKU6caqR ______ for Using this Toolkit
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Collaborative teacher teams work together to identify essential ______ and build shared clarity on what mastery of an essential looks like
Collaborative teacher teams work together to identify essential ______ and build shared clarity on what mastery of an essential looks like
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They create ______ such as lists of essentials, unpacked standards, and proficiency scales to support their understanding of essentials
They create ______ such as lists of essentials, unpacked standards, and proficiency scales to support their understanding of essentials
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Teams study ______ for teaching essentials, reference district-level curriculum materials, and experiment with different teaching approaches
Teams study ______ for teaching essentials, reference district-level curriculum materials, and experiment with different teaching approaches
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They develop common formative ______ to identify students in need of intervention or extension and evaluate the effectiveness of their instructional practices
They develop common formative ______ to identify students in need of intervention or extension and evaluate the effectiveness of their instructional practices
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Common ______ should be intentionally short and align with the essential that the team is studying together
Common ______ should be intentionally short and align with the essential that the team is studying together
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After developing common assessments, teachers begin teaching their ______ to their students, conducting informal checks for understanding, and providing differentiated support
After developing common assessments, teachers begin teaching their ______ to their students, conducting informal checks for understanding, and providing differentiated support
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They administer the common formative ______ they wrote together, ensuring reliable results by discussing factors such as initial instruction time, directions, and support for struggling students
They administer the common formative ______ they wrote together, ensuring reliable results by discussing factors such as initial instruction time, directions, and support for struggling students
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Teams should intentionally target ______ based on identified needs of struggling students
Teams should intentionally target ______ based on identified needs of struggling students
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Resources for ______ interventions and extensions include tools for targeting interventions and reengagement strategies
Resources for ______ interventions and extensions include tools for targeting interventions and reengagement strategies
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Collaborative ______ teams should provide targeted reteaching to students who did not master grade-level essentials during initial instruction
Collaborative ______ teams should provide targeted reteaching to students who did not master grade-level essentials during initial instruction
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______ should be provided during a dedicated school-wide intervention period and target identified needs
______ should be provided during a dedicated school-wide intervention period and target identified needs
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Teams must reassess student learning and practices after providing initial reteaching to identify further needs and effective practices
Teams must reassess student learning and practices after providing initial reteaching to identify further needs and effective practices
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The process of collaborative ______ involves analyzing CFA data, planning interventions, and reassessing student learning and practices
The process of collaborative ______ involves analyzing CFA data, planning interventions, and reassessing student learning and practices
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The ______ is to ensure all students master identified essentials through targeted interventions and effective instructional practices
The ______ is to ensure all students master identified essentials through targeted interventions and effective instructional practices
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Common formative ______ (CFA) are used by teams to analyze student learning and teacher practice
Common formative ______ (CFA) are used by teams to analyze student learning and teacher practice
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Good ______ sets are designed to help teachers identify struggling students and effective instructional practices
Good ______ sets are designed to help teachers identify struggling students and effective instructional practices
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______ for analyzing CFA data include tools for interventions, data tracking, and instructional implications
______ for analyzing CFA data include tools for interventions, data tracking, and instructional implications
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Teams should plan interventions and ______ to deepen the learning for students who have already mastered the essentials
Teams should plan interventions and ______ to deepen the learning for students who have already mastered the essentials
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______ and Processes for Collaborative Teacher Teams
______ and Processes for Collaborative Teacher Teams
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Collaborative teacher teams invest regular effort into planning for intervention, few spend the same amount of time and energy on ________.
Collaborative teacher teams invest regular effort into planning for intervention, few spend the same amount of time and energy on ________.
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Teams must first build their shared knowledge about what 'counts' as an ______. Then, they must develop tasks that require students to produce a product based on the essential that is being studied.
Teams must first build their shared knowledge about what 'counts' as an ______. Then, they must develop tasks that require students to produce a product based on the essential that is being studied.
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The following resources can be used to support teams who are asking students to produce a product based on an essential: Tool - Building Your Team’s Knowledge Tool - Creating Tiered Task Cards to The following to support about Extensions resources can be used Extend Learning teams working to plan interventions and ________.
The following resources can be used to support teams who are asking students to produce a product based on an essential: Tool - Building Your Team’s Knowledge Tool - Creating Tiered Task Cards to The following to support about Extensions resources can be used Extend Learning teams working to plan interventions and ________.
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One of the easiest strategies for extending learning is to ______ students to nonessential outcomes in your required curriculum.
One of the easiest strategies for extending learning is to ______ students to nonessential outcomes in your required curriculum.
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Bill Ferriter has about a dozen titles—Solution Tree PLC, assessment and technology author and presenter, noted education blogger, regional Teacher of the Year—but what he is proudest of is his 29 years of full-time ________.
Bill Ferriter has about a dozen titles—Solution Tree PLC, assessment and technology author and presenter, noted education blogger, regional Teacher of the Year—but what he is proudest of is his 29 years of full-time ________.
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The fourth critical question that collaborative teacher teams answer when conducting a cycle of inquiry around their instruction is, 'How will we deepen the ______ for students who have already mastered essential knowledge, skills, and dispositions.'
The fourth critical question that collaborative teacher teams answer when conducting a cycle of inquiry around their instruction is, 'How will we deepen the ______ for students who have already mastered essential knowledge, skills, and dispositions.'
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Doing so will ensure that you have meaningful work for students to do after they demonstrate mastery of your grade-level essentials without overwhelming you with new ________.
Doing so will ensure that you have meaningful work for students to do after they demonstrate mastery of your grade-level essentials without overwhelming you with new ________.
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The following resources can be used to support teams who are asking students to produce a product based on an essential: Tool - Building Your Team’s Knowledge Tool - Creating Tiered Task Cards to The following to support about Extensions resources can be used Extend Learning teams working to plan interventions and extensions: Video - Using ______ to Develop Tiered Task Cards Tool - Using ______ to Plan Extension Tasks Tool - ______ Prompts for High School Students Tool - Creating a Permission Slip for High School Student Use of ______
The following resources can be used to support teams who are asking students to produce a product based on an essential: Tool - Building Your Team’s Knowledge Tool - Creating Tiered Task Cards to The following to support about Extensions resources can be used Extend Learning teams working to plan interventions and extensions: Video - Using ______ to Develop Tiered Task Cards Tool - Using ______ to Plan Extension Tasks Tool - ______ Prompts for High School Students Tool - Creating a Permission Slip for High School Student Use of ______
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One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required ________.
One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required ________.
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To improve the work that they do with ______, teams must first build their shared knowledge about what 'counts' as an extension. Then, they must develop tasks that require students to produce a product based on the essential that is being studied.
To improve the work that they do with ______, teams must first build their shared knowledge about what 'counts' as an extension. Then, they must develop tasks that require students to produce a product based on the essential that is being studied.
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One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required curriculum. Here’s why: You probably already have materials that you can use to introduce students to those outcomes -- so using nonessentials for extension requires less planning time and content ________.
One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required curriculum. Here’s why: You probably already have materials that you can use to introduce students to those outcomes -- so using nonessentials for extension requires less planning time and content ________.
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One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required curriculum. Here’s why: You probably already have materials that you can use to introduce students to those outcomes -- so using ______ for extension requires less planning time and content development. If this interests you, work with your collaborative team to identify high-interest ______ early in your unit planning process.
One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required curriculum. Here’s why: You probably already have materials that you can use to introduce students to those outcomes -- so using ______ for extension requires less planning time and content development. If this interests you, work with your collaborative team to identify high-interest ______ early in your unit planning process.
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Study Notes
Resources and Processes for Collaborative Teacher Teams
- Common formative assessments (CFA) are used by teams to analyze student learning and teacher practice.
- Good data sets are designed to help teachers identify struggling students and effective instructional practices.
- Resources for analyzing CFA data include tools for interventions, data tracking, and instructional implications.
- Teams should intentionally target interventions based on identified needs of struggling students.
- Resources for planning interventions and extensions include tools for targeting interventions and reengagement strategies.
- Collaborative teacher teams should provide targeted reteaching to students who did not master grade-level essentials during initial instruction.
- Interventions should be provided during a dedicated school-wide intervention period and target identified needs.
- Teams must reassess student learning and practices after providing initial reteaching to identify further needs and effective practices.
- Resources for reassessing student learning and practices include tools for intervention practice reflection and rating interventions.
- Teams should plan interventions and extensions to deepen the learning for students who have already mastered the essentials.
- The process of collaborative inquiry involves analyzing CFA data, planning interventions, and reassessing student learning and practices.
- The goal is to ensure all students master identified essentials through targeted interventions and effective instructional practices.
Resources and Processes for Collaborative Teacher Teams
- Common formative assessments (CFA) are used by teams to analyze student learning and teacher practice.
- Good data sets are designed to help teachers identify struggling students and effective instructional practices.
- Resources for analyzing CFA data include tools for interventions, data tracking, and instructional implications.
- Teams should intentionally target interventions based on identified needs of struggling students.
- Resources for planning interventions and extensions include tools for targeting interventions and reengagement strategies.
- Collaborative teacher teams should provide targeted reteaching to students who did not master grade-level essentials during initial instruction.
- Interventions should be provided during a dedicated school-wide intervention period and target identified needs.
- Teams must reassess student learning and practices after providing initial reteaching to identify further needs and effective practices.
- Resources for reassessing student learning and practices include tools for intervention practice reflection and rating interventions.
- Teams should plan interventions and extensions to deepen the learning for students who have already mastered the essentials.
- The process of collaborative inquiry involves analyzing CFA data, planning interventions, and reassessing student learning and practices.
- The goal is to ensure all students master identified essentials through targeted interventions and effective instructional practices.
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Description
Test your knowledge of resources and processes used by collaborative teacher teams to improve student learning. This quiz covers topics such as common formative assessments, data analysis, intervention planning, reteaching strategies, and collaborative inquiry. Perfect for educators looking to enhance their understanding of effective instructional practices.
