INSPIRATION BANK
Below you'll find articles, research, practitioner training, and campus/classroom examples from Dallas ISD leaders to suggest the next move you (or those you coach) might take.
Below you'll find articles, research, practitioner training, and campus/classroom examples from Dallas ISD leaders to suggest the next move you (or those you coach) might take.
Leader Actions
4. Leader identifies the video conferencing tool for campus wide use or across grade level bands. PEI Indicator 1.4 |
Next Move: Provide onboarding opportunities for parents and students to learn how to connect virtually. |
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5. Leader communicates expectations for synchronous sessions (i.e. length or sessions per week). PEI Indicator 2.2 |
Next Move: Set expectations for synchronous learning. |
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6. Leader determines which experience tools teachers will have available for use. PEI Indicator 1.3 and 1.4 |
Next Move: Model expectations and use experience tools in virtual staff meetings. |
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Teacher Actions
7. Teacher establishes a weekly cadence for synchronous sessions and communicates who needs to attend which session. TEI Indicators 1.5 and 3.1 | Routines and Procedures |
Next Move: Share the weekly synchronous schedule with students and provide explicit directions and access information. |
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9. Teacher plans opportunities for students to interact with the teacher or their peers. TEI Indicator 2.4 and 2.5 | Rapport with Students |
Next Move: Build rapport with students and establish a culture of trust with class. |
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Student Actions
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11. Students talk about what they are learning with their peers. TEI Indicator 2.3 and 2.4 | Peer Accountability |
Next Move: Ensure individual accountability in peer-to-peer interactions. |
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12. Students work interdependently on a collaborative task. TEI Indicator 2.5 | Collaborative Grouping |
Next Move: Design for equitable collaboration and opportunity for students to work in teams. |
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[DLP] Engagement in Guided Learning | |
File Size: | 241 kb |
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