Team Teach Quiz: Collaborative Learning Strategies

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Questions and Answers

What is the first critical question that teams answer when conducting a cycle of inquiry?

When should we start the inquiry process?

Where can we find essential outcomes?

How can we improve collaboration?

What do we want students to learn? (correct)

What is the first step that teams take when starting a cycle of inquiry?

Analyzing student feedback

Creating a detailed timeline

Identifying one essential outcome (correct)

Developing multiple outcomes

Why do teams identify essentials when conducting a cycle of inquiry?

To prioritize administrative tasks

To provide focus for collaborative efforts (correct)

To limit the scope of the inquiry

To speed up the collaboration process

How many essential outcomes do teams generally study at a time when conducting a cycle of inquiry?

One Signup and view all the answers

What do collaborative teacher teams create to support their understanding of essential standards?

Lists of essentials, unpacked standards, and proficiency scales Signup and view all the answers

What do teams study to teach essentials effectively?

Strategies for teaching essentials and district-level curriculum materials Signup and view all the answers

What should teachers discuss before giving an assessment to ensure that they get results that can be compared across teachers?

Factors such as initial instruction time, time for assessment, delivery directions, and support for struggling students during the assessment. Signup and view all the answers

What is the purpose of common formative assessments (CFA) for collaborative teacher teams?

To analyze student learning and teacher practice Signup and view all the answers

What are good data sets designed to help teachers identify?

Struggling students and effective instructional practices Signup and view all the answers

What should collaborative teacher teams target when planning interventions?

Interventions based on identified needs of struggling students Signup and view all the answers

When should interventions be provided to students who did not master grade-level essentials during initial instruction?

During a dedicated school-wide intervention period Signup and view all the answers

What is the goal of the collaborative inquiry process?

To ensure all students master identified essentials through targeted interventions and effective instructional practices Signup and view all the answers

What resources are used for analyzing CFA data?

Tools for interventions, data tracking, and instructional implications Signup and view all the answers

When should teams reassess student learning and practices after providing initial reteaching?

To identify further needs and effective practices Signup and view all the answers

What resources are used for planning interventions and extensions?

Tools for targeting interventions and reengagement strategies Signup and view all the answers

What should collaborative teacher teams provide to students who did not master grade-level essentials during initial instruction?

Targeted reteaching Signup and view all the answers

What is the process of collaborative inquiry involved in?

Analyzing CFA data, planning interventions, and reassessing student learning and practices Signup and view all the answers

What should interventions target based on identified needs?

Struggling students Signup and view all the answers

When should teams provide interventions and extensions?

During a dedicated school-wide intervention period Signup and view all the answers

What is the fourth critical question that collaborative teacher teams answer when conducting a cycle of inquiry around their instruction?

How will we deepen the learning for students who have already mastered essential knowledge, skills, and dispositions? Signup and view all the answers

What is the purpose of providing extensions to students who are working beyond grade-level expectations?

To ensure that all students have the opportunity to learn at the highest levels. Signup and view all the answers

What is one of the strategies for extending learning mentioned in the text?

Introducing students to nonessential outcomes in the required curriculum. Signup and view all the answers

What must teams do first to improve the work they do with extensions?

Build their shared knowledge about what 'counts' as an extension. Signup and view all the answers

What type of activities should be developed for students to complete during schoolwide intervention periods?

Self-directed activities Signup and view all the answers

What 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 Signup and view all the answers

What is Bill Ferriter most proud of?

His 29 years of full-time classroom teaching experience. Signup and view all the answers

What is the purpose of using nonessentials for extension?

It requires less planning time and content development. Signup and view all the answers

What is the purpose of intentionally setting aside high-interest nonessentials in unit planning?

To use for extension Signup and view all the answers

What is the main focus of the critical question of learning mentioned in the text?

Extending learning for students who have already mastered grade-level essentials Signup and view all the answers

What is the purpose of developing tasks that require students to produce a product based on the essential being studied?

To extend learning for students Signup and view all the answers

What is the purpose of working with collaborative teams to identify high-interest nonessentials early in the unit planning process?

To use for extension Signup and view all the answers

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

Directions Signup and view all the answers

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.

Learn Signup and view all the answers

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.

dispositions Signup and view all the answers

Directions for Using This Toolkit: https://youtu.be/cmJdeErRr2w.si=UfL5dIeXjKU6caqR ______ for Using this Toolkit

Directions Signup and view all the answers

Collaborative teacher teams work together to identify essential ______ and build shared clarity on what mastery of an essential looks like

standards Signup and view all the answers

They create ______ such as lists of essentials, unpacked standards, and proficiency scales to support their understanding of essentials

products Signup and view all the answers

Teams study ______ for teaching essentials, reference district-level curriculum materials, and experiment with different teaching approaches

strategies Signup and view all the answers

They develop common formative ______ to identify students in need of intervention or extension and evaluate the effectiveness of their instructional practices

assessments Signup and view all the answers

Common ______ should be intentionally short and align with the essential that the team is studying together

assessments Signup and view all the answers

After developing common assessments, teachers begin teaching their ______ to their students, conducting informal checks for understanding, and providing differentiated support

essential Signup and view all the answers

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

assessment Signup and view all the answers

Teams should intentionally target ______ based on identified needs of struggling students

interventions Signup and view all the answers

Resources for ______ interventions and extensions include tools for targeting interventions and reengagement strategies

planning Signup and view all the answers

Collaborative ______ teams should provide targeted reteaching to students who did not master grade-level essentials during initial instruction

teacher Signup and view all the answers

______ should be provided during a dedicated school-wide intervention period and target identified needs

Interventions Signup and view all the answers

Teams must reassess student learning and practices after providing initial reteaching to identify further needs and effective practices

reassessing Signup and view all the answers

The process of collaborative ______ involves analyzing CFA data, planning interventions, and reassessing student learning and practices

inquiry Signup and view all the answers

The ______ is to ensure all students master identified essentials through targeted interventions and effective instructional practices

goal Signup and view all the answers

Common formative ______ (CFA) are used by teams to analyze student learning and teacher practice

assessments Signup and view all the answers

Good ______ sets are designed to help teachers identify struggling students and effective instructional practices

data Signup and view all the answers

______ for analyzing CFA data include tools for interventions, data tracking, and instructional implications

Resources Signup and view all the answers

Teams should plan interventions and ______ to deepen the learning for students who have already mastered the essentials

extensions Signup and view all the answers

______ and Processes for Collaborative Teacher Teams

Resources Signup and view all the answers

Collaborative teacher teams invest regular effort into planning for intervention, few spend the same amount of time and energy on ________.

extensions Signup and view all the answers

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.

extension Signup and view all the answers

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 Signup and view all the answers

One of the easiest strategies for extending learning is to ______ students to nonessential outcomes in your required curriculum.

introduce Signup and view all the answers

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 ________.

classroom teaching experience Signup and view all the answers

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.'

learning Signup and view all the answers

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 ________.

planning demands Signup and view all the answers

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

ChatGPT Signup and view all the answers

One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required ________.

curriculum Signup and view all the answers

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.

extensions Signup and view all the answers

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 ________.

development Signup and view all the answers

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.

nonessentials Signup and view all the answers

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.

Studying That Suits You

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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.

Collaborative Teacher Teams Quiz

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Questions and Answers

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?

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?

What do collaborative teacher teams create to support their understanding of essential standards?

What do teams study to teach essentials effectively?

What should teachers discuss before giving an assessment to ensure that they get results that can be compared across teachers?

What is the purpose of common formative assessments (CFA) for collaborative teacher teams?

What are good data sets designed to help teachers identify?

What should collaborative teacher teams target when planning interventions?

When should interventions be provided to students who did not master grade-level essentials during initial instruction?

What is the goal of the collaborative inquiry process?

What resources are used for analyzing CFA data?

When should teams reassess student learning and practices after providing initial reteaching?

What resources are used for planning interventions and extensions?

What should collaborative teacher teams provide to students who did not master grade-level essentials during initial instruction?

What is the process of collaborative inquiry involved in?

What should interventions target based on identified needs?

When should teams provide interventions and extensions?

What is the fourth critical question that collaborative teacher teams answer when conducting a cycle of inquiry around their instruction?

What is the purpose of providing extensions to students who are working beyond grade-level expectations?

What is one of the strategies for extending learning mentioned in the text?

What must teams do first to improve the work they do with extensions?

What type of activities should be developed for students to complete during schoolwide intervention periods?

What resources can be used to support teams who are asking students to produce a product based on an essential?

What is Bill Ferriter most proud of?

What is the purpose of using nonessentials for extension?

What is the purpose of intentionally setting aside high-interest nonessentials in unit planning?

What is the main focus of the critical question of learning mentioned in the text?

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 working with collaborative teams to identify high-interest nonessentials early in the unit planning process?

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

Directions for Using This Toolkit: https://youtu.be/cmJdeErRr2w.si=UfL5dIeXjKU6caqR ______ for Using this Toolkit

Collaborative teacher teams work together to identify essential ______ and build shared clarity on what mastery of an essential looks like

They create ______ such as lists of essentials, unpacked standards, and proficiency scales to support their understanding of essentials

Teams study ______ for teaching essentials, reference district-level curriculum materials, and experiment with different teaching approaches

They develop common formative ______ to identify students in need of intervention or extension and evaluate the effectiveness of their instructional practices

Common ______ should be intentionally short and align with the essential that the team is studying together

After developing common assessments, teachers begin teaching their ______ to their students, conducting informal checks for understanding, and providing differentiated support

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

Teams should intentionally target ______ based on identified needs of struggling students

Resources for ______ interventions and extensions include tools for targeting interventions and reengagement strategies

Collaborative ______ teams should provide targeted reteaching to students who did not master grade-level essentials during initial instruction

______ 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

The process of collaborative ______ involves analyzing CFA data, planning interventions, and reassessing student learning and practices

The ______ is to ensure all students master identified essentials through targeted interventions and effective instructional practices

Common formative ______ (CFA) are used by teams to analyze student learning and teacher practice

Good ______ sets are designed to help teachers identify struggling students and effective instructional practices

______ for analyzing CFA data include tools for interventions, data tracking, and instructional implications

Teams should plan interventions and ______ to deepen the learning for students who have already mastered the essentials

______ and Processes for Collaborative Teacher Teams

Collaborative teacher teams invest regular effort into planning for intervention, few spend the same amount of time and energy on ________.

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.

One of the easiest strategies for extending learning is to ______ students to nonessential outcomes in your required curriculum.

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 ________.

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.'

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 ________.

One of the easiest strategies for extending learning is to introduce students to nonessential outcomes in your required ________.

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.

Study Notes

Studying That Suits You

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