Project Checklist

While observing in an 11th grade Language Arts class yesterday, I observed a chart posted on the wall where students recorded their progress toward completing a major task (Marzano Element 2) - a Speaking Assessment .  The teacher had identified the critical information (Marzano Element 6) that would be necessary to complete a project and placed that information into chunks on a timeline  so that it was less overwhelming with regards to completing the entire project.

Laura McQuinn had come up with this idea and shared it with the teacher I was observed.  In Laura's class, students designated completion of each chunk on time with a sticker.  They designated completion of each chunk that was late but done with an "X".  And finally, if a chunk was not completed, the box was left blank.  The chunks were identified with an abbreviation such as "RD" for "Rough Draft."

If you are interested in viewing more about expected teacher evidence and student evidence with regards to the Marzano Elements mentioned above, click on their links and you will find this information, as well as a rubric for that element.  

See Laura's Project Checklist below:

The Great Gatsby - Flip-Flopped!

I had the pleasure of observing Kirby Wells (special education) and Paula Poppe (language arts) using a "Flip-Flop" co-teaching model yesterday.  Kirby worked with half of the class in the back of the room, reading and discussing the novel, The Great Gatsby.  Paula worked with the other half of the class in the front of the room, helping them with an organizer of key events and details of the story, as well as providing an AWESOME visual of the setting of the story in order for the students to better "see" what was happening!

Paula's Visual:

This first video shows the students participating in their respective small groups.

This second video shows the students "flip-flopping" and getting into their new respective small groups for instruction.  I was impressed with the lack of instructional time it took to have students gets up and move.  You will also notice the the two small groups were left together in the same classroom (no one was pulled out) and students were on-task and involved.