Académique Documents
Professionnel Documents
Culture Documents
I can script and deliver expectation for I can write lesson plans.
all student routines and procedures.
❏ Strong Voice: Square up stand still and use ❏ Write a 4Ms Objective
a formal but authentic register. Watch your ❏ Name and describe an EXIT TICKET that
economy of language. will assess progress on the objective.
❏ What to Do: Expectations should remain ❏ Name and describe thinking steps,
specific, concrete, and observable to maintain essential understandings, and
purpose throughout a lesson. (ATM) opportunities to respond during DIRECT
❏ Written & Posted: Visible at times to INSTRUCTION.
reinforce through positive narration. ❏ Name and describe a DO NOW that
❏ Do it Again: Give students opportunity to generates background knowledge,
practice routines before failure.
activates previous knowledge, or builds
essential vocabulary.
+ Value Purpose over Power: Stress in your
❏ Name and Describe ACADEMIC TASKS
language, tone, actions, and redirects that
including active monitoring rounds.
expectations are about success not power.
I can follow through on least invasive I can deliver a 4Ms content learning
interventions before a BIST movement objective to my students.
❏ Increase Positive Attention ❏ Students can articulate the “what” of
❏ Non-verbal intervention class.
❏ Anonymous Individual Correction ❏ Students can articulate “how” they will be
❏ Private Individual Correction assessed.
❏ Private Individual Precise Praise ❏ Students can articulate “why” their
❏ Lightning Quick Public Correction learning is important.
❏ Whole Class Reset of Expectations ❏ Teacher posts, narrates, and annotates
(See BIST MODEL AND CONCEPTS) the objective (economy of language)
I can process with a student who is I can write an exemplar of student
not engaged. tasks for independent practice.
❏ Ask student to review directions ❏ Adult Version (College 101) or Rigor of
❏ Ask student for other clarification the Standard
questions. ❏ Get Meta (Name the Steps/Highlight Key
❏ Ask student to set a goal Concepts, # it, color-code it)
❏ Ask student what kind of help they will ❏ Annotate Scaffolded Probing Questions
need, and plan with them to check-in. ❏ Carry With & Markup Student Work
I can be OK even if when my students I can design and deliver lesson that
are NOT OK. incorporate interactive protocols.
❏ Demonstrate calm through moving slowly ❏ Plan independent practice for students to
without abrupt movements. ideate background knowledge.
❏ Give feedback about the behavior not the ❏ Deliver clear what to do directions
person. ❏ Create student facing materials to catch
❏ Tie feedback to the expectation (ATM) student learning
❏ Avoid globalizing student behavior ❏ Push for more rigorous responses using
through permanence. strategic and universal prompts.
❏ Step out and take a break if you need it. ❏ Plan independent practice for synthesis to
synthesize what they have learned.