Please enable JavaScript.

Coggle requires JavaScript to display documents.

Assessment (Student Archetypes (Average SAT (Requires leadership/constant…

- - - - Show how to think through problems
        
        d
      - Don't let things slide
  - - - create an enjoyable environment
    - - !! Build rapport.
  - - - be vigilant in reinforcing good habits (will often revert)
    - - Need to convince that change needs to take place
    - - build up confidence with small successes
  - - - Give hope by praising fortitude,
        letting them know you're here to help
      - Set student up for small successes, build up confidence
      - Make them cognizant of improvements and accomplishments
  - - - Encourage them to push through problem, don't be afraid of making a mistake
    - - leaves satisfied after accomplishing goals
- - - - Did the student set up the problem correctly?
        
        Necessary preliminary work?
        
        brainstorm
        
        outline
        
        define variables/equations
        
        diagram/chart/timeline
        
        Indications that student noticed key information
        
        highlighting/underlining
        
        layout/formatting
        
        conducive to solving; not just pretty
    - - student following steps given in instruction portion?
        
        if no, can they justify their approach?
        
        departures from already-taught method: pattern? or random?
        
        Method chosen reveal anything deeper about student's understanding?
  - - - Can they explain steps while applying?
      - Can modify process in light of new/dif information; explain departures?
      - *assessing understanding
      - *bad explanation =/= bad understanding
    - - How narrow is their approach?
        
        Can they adapt approach to solve harder/differently-posed questions?
      - If student encounters an issue in solving, equipt to overcome it in their approach?
  - - - Care
        
        Genuinely want to solve the questions &// improve?
        
        Sloppy?
        
        Care when they get things wrong? Seek feedback/criticism?
      - Effort
        
        trying their best?
        
        Showing work
        
        Lazy in a way that impedes solving?
    - - Make connections to past/future concepts
      - Expand, broaden, generalize
      - Push students to see implications of reasoning, or whether the task/concept/assignment fits in the larger course
      - Anticipate common assignments/challenge problems, and ready students to tackle them
- - - - Look through all scores to follow progress
      - analyse most recent, ID what level material it suggests
        *If level suggested by score is dif than what is being taught, figure out why
    - - What materials assigned / how student scored
        
        possibly build off prior materials
      - Read through Focus On boxes
      - Ask other teachers for insight
- - - - demonstrate recall
      - Indicate potential
      - who/what/when/where/how
      - Focus on positive (what student always knows)
      - Emphasize lesson to come, what they will learn
    - - demonstrate ability to discriminate (which facts matter, and why)
      - Sample questions
        
        compare X and Y
        
        Explain X
        
        Why did X happen? What could have prevented it?
    - - Goals:
        
        Apply new facts to known situations
        
        Apply known facts to new/different situations
        
        Use known facts in new/different ways
      - Sample questions
        
        Which of the thing we've talked about demonstrate X?
        
        What facts, if true, would weaken your argument? Strengthen it?
        
        Ok, you proved that geometrically; great job! Can you prove it algebraically? **
- - - - Why coming to C2? (LT Goals)
      - Student's schedule? (LT Timeline)
        
        Assess the goal (baseline to goal, timeline)
      - Any concerns? (Low test scores? Etc.)
      - Anything else?
        
        Any weak subjects, etc.
    - - Examine test results (Score Report) in Red Binder
        
        Grade & Test Level
        Do they match up?
        
        base level of material based on test taken, not student grade level
        
        Date
        Recent?
        -> If not, need extra information (look through blue book)
        
        Scoring Information
        Use to select appropriate materials for the classroom
        
        Subscores
        ID points of emphasis & how much to lesson plan for a subject
- - - - Can break larger concept down into component parts and see connections among them and to see the whole
      - Ex. Analyze causes of Civil War and the relative strengths of the North and South heading into it.
    - - Can combine component parts into a new whole.
        
        understanding + Originality + Creativity
      - Ex. Pretend that Kentucky seceded and joined the Confederacy. Update your previous analysis.
    - - Ability to make judgements based on stated criteria
      - Ex. If my goal is the get the best value from a college education, which school should I attend and what should I major in? What if my goal is to have fun? What if I want a balance of both?
- - - - 1 assignment for each major content topic covered that day
    - - Student should be learning / doing something more than they would have on their own
  - - - grade at start of class, fix problems immediately
      - Regrade & review "double wrong" questions
    - - Grade quickly at beginning
      - Work on missing problems throughout session during "gaps"
- - - - IF not completed -
        
        cross out all assignments not completed
        
        If >50% complete & time ran out, assign exercise for HW by writing HW for the score
      - During prep, fill 3-4 assignment boxes per session
        
        Title
        
        Content Explanation
        
        Time started
      - 20-50 min to complete ; NO MORE THAN 50 MIN
    - - Grade then immediately tally + record
      - numerical score ALWAYS
        
        Written/essay - X/6 for Thesis, organization, Supporting details, Grammar, Diction
        
        For topics w/o numerical grades, X/10 for mastery/comprehension
      - Schoolwork - write what was planned, covered, accomplished
        
        topic covered + score representing comprehension/mastery
        
        Practice problems used + pg numbers
  - - - must ask every student regardless of what they are here for
    - - critical information, like subjects urgently needing covered or direct requests. Initial the box next to note to indicate received it.
  - - - take adv. of a str
      - improve area of weakness
  - - - Total cumulative + how many for each subject / absence
- - - - repetition + review
  - - - Broken down into reasonable chunks
- - - - realistic yet ambitious
- - - - Unpaid
      - Admin
      - Training
  - - - Fully lesson plan for the day by the end of prep time
      - Have all resources including student binders, curriculum, answer keys, etc. ready
      - Come in at start of prep time
    - - Collect student binders
        
        Lesson plan
        
        Gather materials
        
        student binders
        
        curriculum
        
        Make copies ahead of time.
        Minimize copying - pref. workbook or loose-leaf.
        
        Answer keys
        
        Prefill Blue Books
        
        Fully lesson plan for the day by the end of prep time
        
        Go through the binders
        
        What they have been doing for last few days
        
        notes in "Focus on" box
        
        Red Binder
        All classroom information about a student
        
        Class material C2 teachers are holding on to
        
        Prepared backup assignments for the future
        
        Backups of notes from class
        
        Assignments to review later
        
        Notes from CS meetings, progress reports frm school, report cards
        
        DT/Interim Test (IT) results
        
        Blue Book
        AKA Student Progress Record
      - Look over day's schedule
      - Talk to CD/ACD about
        *About students who are new to you
        
        Student progress/concerns
        
        Upcoming tests/quizzes/assignments
        
        Specific day's goals
  - - - Start Teaching
        0:10 - 1:00
        
        Midpoint 1:00
        
        Home Stretch
        1:00-1:40
        
        End of class
        1:40-1:50
        
        Assign homework
        
        specific - pg #'s, problem #'s, due date
        
        Be clear who will check the HW (might not be you)
        
        Check out with each student
        
        Review goals set earlier
        
        Make sure the student can articulate what they accomplished
        
        Finish bluebooks
        
        Clean up desk / put away materials
        
        Notify CD about anything important
        *verbal or short note if CD not present
        
        Verify next day's schedule
        
        Review
        
        Follow up on earlier instruction
        
        go over old content for retention
        
        Introduce new topic?
        
        Get ahead in schoolwork/cover remedial schoolwork
        
        Cover most challenging aspects OR get shead OR review a previously difficult topic
        
        Catch up on admin tasks
        
        Blue book, pre-fill rest of blue books, gather HW materials
        
        Breaks
        
        5 min break
        
        give students break but don't let them run amok
        *esp important for younger students
        
        Cycle through students, ensure all get instruction time
        
        Should be no downtime
        
        If all are indep. working, interrupt one & guide the activity.
        
        Hw
        
        Do not need to check all HW at start of class - Use judgement
        
        If HW was assigned wisely & teaching was good, should be >85% correct
      - Greeting/rapport building
        
        gauge moods, adjust plan accordingly
      - Set an agenda
      - School check-up
        
        Find out about upcoming assignments, quizzes, exams, etc.
        
        If a student might need more classes to address student needs, let student&CD know.
      - Assign work
        
        2 students start off w/ independent work, begin instructing 3rd student.
      - Handle surprises
        
        If student needs help in something other than scheduled,
        
        if <15min, do it.
        
        if >15min, talk to and get approval from director
        
        You don't feel comfortable teaching the requested subject
        
        talk to CD
        
        Walk-in student?
        
        Completely new - quickly speak to CD to understand LT goals
        
        Look over DT to determine what material to work on
        
        Give student lots of attention
        
        test run of C2 + you as a teacher
        
        Already worked with
        
        Quickly review last few entries in blue book to come up with plan.
        
        Student doesn't show up
        
        If not there by 0:15, tell CD
- - - - Students
        
        Flexibility
        
        Cheaper for parents than individual instruction
        
        Independence
        
        Individualized attention
      - Teacher
        
        Stability - if one cancels, there are still others to teach
        
        Support from C2
        
        Engagement (tutoring 1:1 is boring?)
      - C2
        
        Growth, expansion
    - - Always orient body toward middle student
    - - Assign & Start
        
        Cycle 1:1 Instruction
        
        Recap & Close
        
        Recap accomplished goals
        
        today's goals -> LT goals
        Give praise, stress further urgency
        
        Assign HW
        
        clear instructions, due date
        
        Close & end class
        
        Always check in with least independent student before moving to another student
        
        If finishes early
        
        acknowledge & buy time
        
        if can't wrap up quickly, Assign second-line of independent work
        
        If finishes on time
        
        build rapport while grading
        
        Review (give step-based instruction based on missed question)
        Have student re-try rest w/ new instructions
        
        Give new instruction/assign next exercise
        
        If all still working
        
        Check in & interrupt
        
        Review work completed so far
        
        Give instruction & assign rest of exercise
        
        (SEPARATE FOR EACH STUDENT)
        
        Upcoming academic schedule
        
        Collect HW
        
        Acknowledge students that are waiting
        
        Ice breaker
        
        Order
        
        Red student first (w/i 1-2min)
        
        Assess/assign work (20-30 exercises)
        
        Blue student started (w/i 2-3 min)
        
        Assess/assign work (15-20 exercises)
        
        Begin 1:1 instruction with yellow student
        
        Build add'l rapport
        
        Begin 1:1 instruction
        
        State agenda/goals for ALL
  - - - Lead with instruction!!
        
        ID a need
        
        Teach skill (that can be practiced)
        
        Student practices the skill
        
        If student brings outside work:
        Evaluate material ->
        ID what you want the student to do ->
        Teach ->
        Assign work
      - AS OPPOSED TO:
        Student attempts work, then
        Teacher goes over what they had trouble with.
        Answer questions when student asks for help
      - Student will make fewer mistakes,
        remember skills more quickly
        
        Build independence
        -Saves time
        
        Nip bad habits or incorrect procedures in the bud
    - - Keep student active
        
        Back-up plans:
        
        Have student write sentences using vocab words properly
        
        Start making vocab flashcards
        
        Review/correct hw
        
        Redo an old assignment
        
        Do an easier version of the same topic
        
        Summarize the lesson in notes
        
        Work through example problems from textbook
        
        Assign a review quiz from a textbook
        
        Respond to interesting NYT article
        
        Head start on HW
        
        DO NOT:
        
        Assign next section without instruction
      - Always be watching
        
        Give current student one step and check in with other students
        
        Don't get locked into one question
      - No cell phones
        
        Give warnings
        
        Have students:
        Brainstorm/outline essay on paper
        Print out problem sets, work on them together
        Print rough drafts and edit them together on paper
      - Have students take notes
      - Always use answer keys
        
        Don't waste time solving the problem in front of student
      - Protect credibility
        
        If you yourself are stuck on a problem,
        
        Give student something else to work on
        
        Take a minute, solve on your own
        
        Use answer keys
        
        Ask another teacher (don't let your student see)
        
        If can't solve, tell the student "This problem is a weird one. I'm going to solve it for you when I have a few minutes and I will have it for you by next class."
      - Adapt to unexpected needs:
        
        Re-calibrate day's plan
        
        Address foundational issues: skill drills as independent work, remedial work as homework.
        (Discuss assignment, emphasize importance of extra work to get them back up to speed.)
        
        Leave detailed plan in blue book
  - - - Reading: Start more independent, with help needed later on
        (+ hx, bio)
        
        Writing: discuss/plan at start, indep. writing, then review essay.
        
        Math: instruction at start, only minor check-ins later
        (+chem, physics)
      - Exceptions:
        Assign micro-tasks for reading. (ex. citing evidence Q's require 1-2 paragraphs)
        For Math, can have student work through a few examples and get ready to teach the problem to you.
    - - Take curriculum level into account
        Yellow student may need more attention, etc.
      - Newer/less confidence - start class with instruction
      - C2 veteran/advanced - start with more independent material