Shoulder Partners and Pop-Up: DCPS-Teaching-and-Learning-Framework T7.pdf

 
 
 
DCPS-Teaching-and-Learning-Framework T7.pdf
Teacher Planning Resource
 
 
This is Teach 7 of the DC Public Schools Teaching and Learning Framework, a framework designed to ensure teachers deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards. This strategy gives students the opportunity to talk about and explain the content with thier peers and for the teacher to check for and respond to student misunderstandings
  • DCPS-Teaching-and-Learning-Framework T7.pdf
  • DCPS-Teaching-and-Learning-Framework T7.pdf
Teacher Planning Resource
 
 
This is Teach 7 of the DC Public Schools Teaching and Learning Framework, a framework designed to ensure teachers deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards. This strategy gives students the opportunity to talk about and explain the content with thier peers and for the teacher to check for and respond to student misunderstandings
 
Collaborative Student Groups

Shoulder Partners and Pop-Up

My students respond well to kinesthetics. Popping up for an answer choice or when they are ready to move on to the next topic is a way to keep the students engaged and also check for understanding. Turn and talk - students turn to talk to their neighbor about a question/problem/scenario that was posed. One of the partners then reports out by either being chosen from the equity sticks or by volunteering by putting their thumb up. I use Shoulder Partner strategy to give students the opportunity to talk, share and explain content to each other. This strategy is good to increase the accountable talk in classrooms and to practice speaking and listening skills.

Strategy Resources (2)
Teacher Planning Resource
 
 
This is Teach 7 of the DC Public Schools Teaching and Learning Framework, a framework designed to ensure teachers deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards. This strategy gives students the opportunity to talk about and explain the content with thier peers and for the teacher to check for and respond to student misunderstandings
 
Teacher Planning Resource
 
 
This is Teach 7 of the DC Public Schools Teaching and Learning Framework, a framework designed to ensure teachers deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards. This strategy gives students the opportunity to talk about and explain the content with thier peers and for the teacher to check for and respond to student misunderstandings
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Quick
Subject:
Social Studies
Grade:
Eighth grade
Similar Strategies
Independent Student Learning
Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

 
Instructional Closings
Independent Station Whip Around

There are times when the work being completed at the independent station is not designed to be completed in one session. I noticed that, while I could get an accurate pulse of the small-group session and collaborative station, assessing the independent station was more challenging. My students are expected to account for the work they did or did not complete during the independent station by commenting on their progress or by talking about something that was interesting or challenging. This is an extremely powerful accountability strategy and also an opportunity for my students to practice their speaking and listening skills.

 
Academic Culture
SMART House Rules

My co-teachers and I use a simple set of three rules to guide our blended classroom: 1. Respect all people, property, and ideas; 2. Follow directions the first time; and 3. Be prepared. The consistency of these rules is really important for middle schoolers and creates a great culture of learning in our House. We share these rules with students at the beginning of the year in a community-wide Town Hall Meeting.

 
Something went wrong. See details for more info
Nothing to upload
details
close