R 3: Scenario: - Group Work Students are divided into small groups, to complete an assignment where each student has different key points, and the group must analyze and evaluate the key points. Most groups rely on 1-2 students to finish, and there is no real assessment of student learning that confirms ALL students understand the material. For example: Mr. Popa wants to implement inquiry based learning in his classroom. He divides the class into small groups, based on achievement levels. Each group includes accomplished and fragile learners. He distributes the Guiding Question and the documents for students to use in answering the Guiding Question. Mr. Popa explains that the students will complete a poster that reflects their answer to the Guiding Question. The posters will be displayed in the hall for all students and visitors to see during the next Open House. Students in each group read the Guiding Question and then look over the documents. The accomplished learners quickly decide how to answer the question and how to present their findings on the poster. The posters are created and displayed in the hall. Mr. Popa is intrigued with the results. He implemented an inquiry based project, but he is concerned that only a few students understood the process and the final learning objective. He would like to ask his fellow colleagues for feedback to improve this lesson. The NBPTS process: Accomplished teachers use research and collaboration and are inventive in their planning. Ongoing learning from others (sharing of research, professional collaboration with Professional Learning Teams, soliciting input from Lead Teachers) helps deepen knowledge and skills. In addition, consistent tweaking of lessons to meet the students’ needs, using the tools to achieve the desired outcome of improved student learning and skills, and use of subject specific curriculum, all are strategies used to improve student learning. Teachers also consciously request feedback from the range of stakeholders represented in their schools to advance student learning. In the lesson presented, Mr. Popa asks his PLT (Professional Learning Team) for advice on how to include all students in the learning. He also asks his Lead Teacher to observe and give feedback so that he will improve his practice and advance student learning. The Lead Teacher recommends a variety of techniques: · choosing groups with learners who are less academically diverse and smaller with specific roles for each group member. · using the posters as a Gallery Walk and suggests that the group members clearly write their individual responsibilities. · requiring an individual reflection from each student in the group so that he can evaluate each student’s learning.
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