Collaborative Teacher Teams Quiz

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.”

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

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.

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

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

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 ______ that require students to produce a product based on the essential that is being studied.

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

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

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.

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

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

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

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

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 ______”

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 ______

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

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

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

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

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

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

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

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

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

Resources for ______ 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 ______ 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.

Resources for ______ 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 ______ involves analyzing CFA data, planning interventions, and reassessing student learning and practices.

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

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

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

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

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

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 introducing students to nonessential outcomes in the required curriculum?

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

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

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

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

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

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

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

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

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

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

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

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

What do teachers do after developing common assessments?

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

What is the purpose of developing common formative assessments?

What should common formative assessments be intentionally aligned with?

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

What do teachers ensure when administering the common formative assessment?

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

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

What do teachers begin teaching after developing common assessments?

What do collaborative teacher teams experiment with when teaching essentials?

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

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

When should interventions be provided to struggling students?

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

What is the process of collaborative inquiry for teacher teams?

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

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

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

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

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

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

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