Instruction - CHEC BULLETIN

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Improving Instructional Practices.
Checkpoint - During week 5, all students should be engaged in GRASPS 2.  

Essential Practice and Strategy Highlight
We are in the process of synthesizing all comments, recommendations and questions generated by our Staff Meeting on Impact and the Essential Practices. Once complete, we will provide a synthesis report and FAQ on planned next steps.  Each week in the bulletin, we will explore a different strategy and how it supports the Essential Practices.

As we explored the questions, comments and recommendations that were made during our Staff Meeting on Impact, one of the key requests was to have more focus and professional development opportunities for specific instructional strategies.  In other words, faculty are seeking to enhance their toolkit of strategies.

This week we will highlight Reciprocal Teaching.  Reciprocal Teaching is a structured, collaborative group strategy in which students use cognitive strategies such as summarizing, questioning, clarifying and predicting in order to grapple and understand a complex text. Students are assigned and practice roles, taking turns being the “teacher.” Students and teachers take turns leading the dialogue about the text, and utilizing textual evidence as a tool for learning and discussion. Reciprocal Teaching is one of our CHEC 7 strategies, and research confirms its effectiveness and impact on learning.

Effective implementation of Reciprocal Teaching, meets the criteria for  Level  4 in the Essential Practices for EP 1B, 3A, and 4A and 4B.  Specifically in EP 1B –“persevere when they struggle with challenging content or activities; demonstrate interest in what they are learning and doing; complete tasks and remain focused on learning; complete small group work.  In EP 3A, Reciprocal Teaching “prioritizes student talk and work time, structures the learning experience to be efficient and minimizes non instructional time, makes instructional moves that promote student centered learning.  In EP 4A and 4B, “Students do the majority of the thinking and speaking about content; use most of the time to productively grapple with content; are responsible for most of the cognitive work; Respond to higher level questions and solve complex questions.

We have a number teachers, coaches and administratos  who are proficient in implementing Reciprocal Teaching.  We will be offering professional development in this CHEC 7 strategy during our choice PD’s on Early Release days. If you would like to see it modelled, and receive a personal professional development in this practice, please let your SLC Administrator know.
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