Closing the Gap

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Closing the Gap by Mind Map: Closing the Gap

1. CoTeaching

1.1. Marzano High Yield Instructional Strategies for Classroom with Coteachers

1.1.1. Identifying Similarities/Differences (45 percentile gain)

1.1.1.1. thinking maps

1.1.1.2. T charts

1.1.1.3. Venn diagrams

1.1.2. Summarizing and Note Taking (35 percentile gain)

1.1.2.1. eliminate unnecessary info (notes in their own words, not ONLY guided notes)

1.1.2.2. write and rewrite notes

1.1.2.3. put info in their own words

1.1.3. Reinforcing Effort and Providing Recognition (29 percentile gain)

1.1.3.1. reward based on performance

1.1.3.2. individual conferences with students

1.1.3.3. symbolic recognition rather than just rewards

1.1.3.4. display student work

1.2. Resources for Coteaching

1.2.1. Coplanning Resources

1.2.1.1. Evernote

1.2.1.2. Planbook

1.2.1.3. Google docs/calendars

1.2.1.4. Trello (organized in columns)

1.2.2. Apps/Strategies for Classroom Use

1.2.2.1. Class Dojo

1.2.2.2. Pocket Points (phone behavior)

1.2.2.3. Timers for activities

1.2.2.4. GradeCam data/spreadsheets for teacher analysis

2. Culturally Responsive Climate

2.1. Well-Structured Culturally Responsive Instruction

2.1.1. positive relationships with family

2.1.2. student control of portions of lesson

2.1.3. DIFFERENTIATION

2.2. How to be a culturally inclusive educator?

2.2.1. Student support each other for the success of the entire class

2.2.2. Create lessons that connect the content to your students' lives/experiences

2.2.3. Allowing students to collaborate and work in groups - keep groups flexible

2.3. GLORIA LADSON-BILLINGS

2.3.1. cultural competence

2.3.2. sociopolitical awareness

2.3.3. student learning/achievement

2.4. Classroom Management

2.4.1. Be aware of cultural differences and how they manifest in classroom: not necessarily behavioral problem

2.5. Additive bilingualism vs. subtractive bilingualism

2.5.1. Bilingualism or biculturalism provides new points of view to classroom, NOT an impediment

2.6. Learn about your students' cultures

3. Review, Analyze, and Use Data

3.1. Analyze: Fishbone Diagram: Main idea and supporting evidence.

3.2. Analyze: 5 Whys

3.3. Review: School Report card/School Data

3.4. Review: Classroom records and notes

3.5. Review: Infinite Campus

3.6. Review: PLCs

3.7. Review: District Common Assessment

3.8. Analyze: the 5 data questions

3.9. Apply: Restructuring your teaching style

3.10. Apply: Engaging whole staff with analyzed data

3.11. Apply: Prioritize the areas where we have the most room for growth or learning goals

3.12. Apply: Professional Development

3.13. Apply: Reteaching concepts

3.14. Apply: Look up grants that would help assist gap group priorities

4. PBIS and Behavior Support

4.1. PBIS is a framework for maximizing the selection and use of evidence-based prevention and intervention practices that supports students academically, socially, emotionally, and behaviorally.

4.2. Application for WC: Effective instructional practices, Effective classroom management, Peer collaboration

4.3. Research: On-going research, evidence-based, target students and specific behaviors

4.4. Resources: Various emails from Ms. Gentry and Coach Steward with weekly intervention documents

4.5. Examples: Weekly intervention reports, Tier II/III interventions, Lunch Groups, Small Group Councilling, One-on-one interventions with specific students (academic and behavior), Positive notes home

5. Academic Support Continuum

5.1. All students are given opportunities to learn at high levels

5.2. Assessment tools are used for specific needs of students

5.3. EBI Network Math Team is a framework for math intervention

5.4. 1. Tasks too hard

5.5. 2. Not enough help

5.6. 3. Not enough time

5.7. 4. Unfamiliar methods

5.8. 5. Zero motivation

5.9. 8 different strategies listed including tutoring (buddy system & cross-aged), instructional match and story-detective.