Collaborative Teacher Teams Quiz
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Collaborative teacher teams answer when conducting a cycle of inquiry around their instruction is, “How will we deepen the learning for students who have already mastered essential knowledge, skills, and dispositions.”

question

Students -- including those who have mastered grade-level essentials -- have the opportunity to learn at the highest levels.

ensures

To learn more about the steps teams take when extending learning, return to the cycle and click on the colored boxes listed under the fourth critical question of learning.

instruction

While most collaborative teams invest regular ______ into planning for intervention, few spend the same amount of time and energy on extensions.

<p>effort</p> Signup and view all the answers

That often leaves our most accomplished ______ at-risk because their unique learning needs aren’t being intentionally addressed.

<p>students</p> 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.

<p>extensions</p> Signup and view all the answers

Then, they must develop ______ that require students to produce a product based on the essential that is being studied.

<p>tasks</p> Signup and view all the answers

The following ______ can be used to support teams who are asking students to produce a product based on an essential:

<p>resources</p> Signup and view all the answers

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

<p>strategies</p> Signup and view all the answers

You probably already have ______ that you can use to introduce students to those outcomes -- so using nonessentials for extension requires less planning time and content development.

<p>materials</p> Signup and view all the answers

If this interests you, work with your collaborative ______ to identify high-interest nonessentials early in your unit planning process.

<p>team</p> Signup and view all the answers

Then, intentionally set those ______ aside to use for extension.

<p>outcomes</p> Signup and view all the answers

Finally, develop self-directed ______ that students can complete during schoolwide intervention periods.

<p>activities</p> Signup and view all the answers

Toolkit for Completing a Cycle of Inquiry on a Collaborative Team Click Here for ______ on Using this Toolkit

<p>Directions</p> Signup and view all the answers

What Do We Want Student to Learn: The first critical question that teams answer when conducting a cycle of inquiry around their instruction is, “What do we want students to ______”

<p>learn</p> Signup and view all the answers

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 ______

<p>learning</p> Signup and view all the answers

Essentials are often specific standards from the grade level curriculum, but teams can also study academic skills and ______ together.

<p>dispositions</p> 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

<p>standards</p> Signup and view all the answers

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

<p>proficiency</p> Signup and view all the answers

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

<p>approaches</p> Signup and view all the answers

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

<p>practices</p> Signup and view all the answers

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

<p>together</p> Signup and view all the answers

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

<p>differentiated</p> Signup and view all the answers

They administer the common formative assessment they wrote together, ensuring reliable results by discussing factors such as initial instruction time, directions, and support for struggling ______

<p>students</p> Signup and view all the answers

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

<p>teams</p> Signup and view all the answers

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

<p>teachers</p> Signup and view all the answers

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

<p>analyzing</p> Signup and view all the answers

Teams should intentionally target interventions based on identified needs of struggling students.

<p>teams</p> Signup and view all the answers

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

<p>planning</p> Signup and view all the answers

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

<p>teacher</p> Signup and view all the answers

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

<p>Interventions</p> Signup and view all the answers

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

<p>teams</p> Signup and view all the answers

Resources for ______ student learning and practices include tools for intervention practice reflection and rating interventions.

<p>reassessing</p> Signup and view all the answers

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

<p>planning</p> Signup and view all the answers

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

<p>inquiry</p> Signup and view all the answers

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

<p>students</p> Signup and view all the answers

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

<p>What do we want students to learn?</p> Signup and view all the answers

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

<p>Identify an essential outcome</p> Signup and view all the answers

What are essentials that teams study during a cycle of inquiry?

<p>Specific standards from the grade level curriculum</p> Signup and view all the answers

What is the goal of identifying essentials during a cycle of inquiry?

<p>To ensure all students master identified essentials through targeted interventions</p> 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?

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

What is the purpose of introducing students to nonessential outcomes in the required curriculum?

<p>To provide extensions for accomplished students with less planning time and content development</p> Signup and view all the answers

What is the focus of the toolkit created by Bill Ferriter?

<p>Completing a cycle of inquiry on a collaborative team</p> Signup and view all the answers

What should teams do to improve the work they do with extensions?

<p>Build shared knowledge about what 'counts' as an extension</p> Signup and view all the answers

What is the purpose of tiered task cards and lists of essentials in action?

<p>To support understanding of essentials and extension planning</p> Signup and view all the answers

What is the main reason for leaving accomplished students at-risk?

<p>Their unique learning needs aren’t being intentionally addressed</p> Signup and view all the answers

What is the purpose of introducing students to nonessential outcomes in the required curriculum?

<p>To provide extensions for accomplished students with less planning time and content development</p> Signup and view all the answers

What is the focus of the toolkit created by Bill Ferriter?

<p>Completing a cycle of inquiry on a collaborative team</p> Signup and view all the answers

What should teams do to improve the work they do with extensions?

<p>Build shared knowledge about what 'counts' as an extension</p> Signup and view all the answers

What is the purpose of tiered task cards and lists of essentials in action?

<p>To support understanding of essentials and extension planning</p> Signup and view all the answers

What is the main reason for leaving accomplished students at-risk?

<p>Their unique learning needs aren’t being intentionally addressed</p> Signup and view all the answers

What is the focus of the toolkit created by Bill Ferriter?

<p>Completing a cycle of inquiry on a collaborative team</p> Signup and view all the answers

What do collaborative teacher teams do to support their understanding of essentials?

<p>Create lists of essentials, unpacked standards, and proficiency scales</p> Signup and view all the answers

What do common assessments developed by collaborative teacher teams need to align with?

<p>The essential that the team is studying together</p> Signup and view all the answers

What do teachers do after developing common assessments?

<p>Begin teaching their essential to students and conduct informal checks for understanding</p> Signup and view all the answers

What do collaborative teacher teams study strategies for when teaching essentials?

<p>Teaching essentials</p> Signup and view all the answers

What is the purpose of developing common formative assessments?

<p>To identify students in need of intervention or extension and evaluate the effectiveness of instructional practices</p> Signup and view all the answers

What should common formative assessments be intentionally aligned with?

<p>The essential that the team is studying together</p> Signup and view all the answers

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

<p>Lists of essentials, unpacked standards, and proficiency scales</p> Signup and view all the answers

What do teachers ensure when administering the common formative assessment?

<p>Reliable results by discussing factors such as initial instruction time, directions, and support for struggling students</p> Signup and view all the answers

What do collaborative teacher teams study strategies for when teaching essentials?

<p>Teaching essentials</p> Signup and view all the answers

What do collaborative teacher teams develop to identify students in need of intervention or extension?

<p>Common formative assessments</p> Signup and view all the answers

What do teachers begin teaching after developing common assessments?

<p>Their essential to their students</p> Signup and view all the answers

What do collaborative teacher teams experiment with when teaching essentials?

<p>Different teaching approaches</p> Signup and view all the answers

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

<p>To analyze student learning and teacher practice</p> Signup and view all the answers

What resources are used for analyzing CFA data by collaborative teacher teams?

<p>Tools for interventions, data tracking, and instructional implications</p> Signup and view all the answers

When should interventions be provided to struggling students?

<p>During a dedicated school-wide intervention period and targeting identified needs</p> Signup and view all the answers

What is the goal of collaborative teacher teams when planning interventions and extensions?

<p>To deepen the learning for students who have already mastered the essentials</p> Signup and view all the answers

What is the process of collaborative inquiry for teacher teams?

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

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

<p>Targeted reteaching</p> Signup and view all the answers

What resources are used for reassessing student learning and practices by collaborative teacher teams?

<p>Tools for intervention practice reflection and rating interventions</p> Signup and view all the answers

What is the focus of the collaborative teacher teams when providing interventions?

<p>Targeting interventions based on identified needs of struggling students</p> Signup and view all the answers

What is the focus of the toolkit created by Bill Ferriter?

<p>Building shared knowledge about what 'counts' as an extension</p> Signup and view all the answers

What is the goal of collaborative teacher teams when administering the common formative assessment?

<p>To ensure reliable results by discussing factors such as initial instruction time, directions, and support for struggling students</p> Signup and view all the answers

What do collaborative teacher teams study strategies for when teaching essentials?

<p>Reference district-level curriculum materials and experiment with different teaching strategies</p> Signup and view all the answers

What do collaborative teacher teams work together to identify and build shared clarity on?

<p>Essential knowledge, skills, and dispositions</p> 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.

Collaborative Teacher Teams: Cycle of Inquiry Summary

  • Collaborative teacher teams work together to identify essential standards and build shared clarity on what mastery of an essential looks like
  • They create products such as lists of essentials, unpacked standards, and proficiency scales to support their understanding of essentials
  • Teams study strategies for teaching essentials, reference district-level curriculum materials, and experiment with different teaching approaches
  • They develop common formative assessments to identify students in need of intervention or extension and evaluate the effectiveness of their instructional practices
  • Common assessments should be intentionally short and align with the essential that the team is studying together
  • After developing common assessments, teachers begin teaching their essential to their students, conducting informal checks for understanding, and providing differentiated support
  • They administer the common formative assessment they wrote together, ensuring reliable results by discussing factors such as initial instruction time, directions, and support for struggling students

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.

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