Participant Plan Date Observer Notes Feedback Meg Guided Lecture 10/31/13 Mel Period 2 Mrs. Butler introduced PowerLibrary Citations/notecards Good job! I liked how the students were engaged and took self notes Mel Translation of Teacher Rubrics 10/31/13 Meg Period 3 Mel went over the rubrics for the note cards/source cards Answered questions effectively and promoted student buy-in through relating the rubric to past assignments Mel Self-questioning 11/5/13 Meg Period 2 Students had to determine questions based on their researched disease and find the appropriate answers I like that you really stressed the importance of clear notes and citations Meg Do Now! 11/6/13 Mel Period 2 Students needed to answer the Do Nows so that their progress could be monitored and instruction could be tailored Meg was able to group the students based on their individual needs/progress This helped streamline instruction/coordination with other staff Meg Translation of Rubrics 11/6/13 Mel Period 3 Went over rubrics for research papers Students needed individual adaptations based on IEP/405 plans This was in conjunction with Mrs. Woolgars assistance The rubric will need to be revisited again before papers are due
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Participant Plan Date Observer Notes Feedback Mel & Meg Preflight Checklist Self-editing 2 Stars and a Wish
11/12- 15/13 Mel & Meg Period 1-3, 5 & 6 Introduced the checklist Discussed self-editing procedures Discussed peer-editing procedures Discussed 2 Stars and a Wish The students seemed to do very well with editing in colored pencils The students struggled with giving appropriate feedback in the 2 stars because they needed help expanding beyond I liked it. Mel Gave Biology CDTs 11/18/13 N/A Periods 2, 3 & 5 Very impressed with many of the students self- motivation to do well After seeing some of the scores, Mels expectations went up, and she was sure to let the students know this Mel Went over CDTs 11/22/13 N/A Periods 2, 3, & 5 Individual conferences with students based on CDT scores Some students were very impressed with their scores and had a visible confidence boost Recommendation for next time (1/20/14): Use form from Mr. Eglesia via IU9CDT Student Data Analysis Sheet
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Participant Plan Date Observer Notes Feedback Meg & Mel Find and Fix Your Mistakes 12/3/13 Meg & Mel Periods 1-3, 5 & 6 Students papers were returned with general feedback in terms of grammar, mechanics, and research criterion Students were given several days to revise and correct their specific areas of need Some students did VERY well with this concept, while others not so much Some students turned in the SAME paper Recommendation for next time: perhaps not accept paper without revisions? Academic detention until corrected? Meg & Mel Remediation 12/4- 5/13 N/A Students were grouped via the guidance department Students were given remediation in Biology and English based on their USA Test Prep and CDT scores Megby the end of the second period, students seemed VERY burnt out. Melfound the same. Meg Gave Composition/Literature CDTs 12/9- 12/13 N/A Periods 1-3, & 6 Periods were changed according to the Keystone Schedule Testing took MUCH longer than expected Some students worked very diligently, but this caused their tests to last longer Some students were finished rapidly, and their results showed this
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Participant Plan Date Observer Notes Feedback Mel & Meg Remediation 12/10- 11/13 N/A Students were grouped via the guidance department Students were given remediation in Biology and English based on their USA Test Prep and CDT scores MegRecommendation for Next Time: More work with poetry. They seemed to like working with their own poems, instead of the ones found in the Common Core Instruction Manuals MelStudents worked surprisingly well on units that they had previously struggled with. Students expressed how much the two periods of remediation helped them understand concepts Meg Individualized Conferences with CDT Results 1/9/14 N/A Periods 1-3, & 6 Individual conferences with students based on CDT scores Some students were very impressed with their scores and had a visible confidence boost Mr. Eglesia came in to do an observation Recommendation for next time (1/20/14): Use form from Mr. Eglesia via IU9CDT Student Data Analysis Sheet
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Participant Plan Date Observer Notes Feedback Mel & Meg Remediation 1/13- 14/14 N/A Students were grouped via the guidance department Students were given remediation in Biology and English based on their USA Test Prep and CDT scores On the 13 th , we kept the groups assigned to us. On the 14 th , we decided to switch groups to prevent burnout and to enhance other areas of student need in the opposite content area. The students seemed to appreciate the change in content/scenery Mel Introduction of Quick Key as a formative assessment 3/21/14 Meg Had to work out the kinks such as erasing, Whiteout, ink color, etc. Mrs. Walck was only present towards the end, and saw how easy to gauge understanding http://power-2- teach.blogspot.com/2013/11/pow erful-formative-assessment- with.html Students loved the immediate feedback Meg Introduction of Quick Key as a formative assessment 3/28/14 Mel Had to work out the kinks with student ID numbers because my numbers were different from Mrs. Ackers Some students showed difficulty transferring answers Three students forgot to answer the last question on the Quick Key form Meg & Mel After school: emailed creators of Quick Key to see about making it easier to use with formative assessment 4/2/14 N/A The creators were quick to respond and gather our information Mrs. Walck was able to join a discussion with the developers
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Participant Plan Date Observer Notes Feedback Meg After school: had a phone conference with the developers of Quick Key 4/10/14 N/A Suggestions were taken by the developers The developers said they would be calling back to discuss further usage/developments As of 5/28/14, this has not happened yet Mel Gave Biology CDTs 5/2/14 N/A Students seemed confident The majority of scores were higher than the previous time Mel Conferencing with students over CDT results 5/5/14 N/A Students were pleasantly surprised with their scores Some were even ecstatic! Meg Literature Keystones 5/14- 15/14 N/A Students told me that the stories were very difficult They also said that it was difficult to determine vocabulary because the test does not always incorporate context clues Most students said they tried their absolute bests Mel Biology Keystones 5/20- 21/14 N/A 5 students came up to Mrs. Acker before the test to tell her that they were so ready to take them Many students said they had nailed it Meg Gave English Literature CDTs 5/29- 30/14 N/A Most students were annoyed to be taking them again. However; they did work diligently on 5/29. 1 st period was frustrated because the program was down 3 rd period Rocked it out! 6 th period 2/6 kids didnt perform to their ability, and were vocal that they had blown it off Meg Conferencing with students over CDT results 5/30/14 6/2/14 Mel One of the students claimed to be unclear as to what the expectations were The rest of the students were annoyed by this Acker & Walck 7
Ψυχήas Differentiated Unity in the Philosophy of Plato Author(s) : Robert W. Hall Source: Phronesis, Vol. 8, No. 1 (1963), pp. 63-82 Published by: Stable URL: Accessed: 15/08/2013 18:25