3 WHY

4 HOW

5 WHAT

6 Notes

7 Culturally Responsive

8 Academic Mindset

9 Instructional Strategies

10 Academic Focus

11 Belonging – students feel part of the design process & the learning community

12 Ownership – students are invested because they helped create expectations

13 Co-creation- students work with classmates and teacher to design products/performances and success criteria

14 Clear Expectations

15 ● Learning Targets

16 ● Checklists

17 ● Anchors to analyze together

18 Growth Mindset – students see that they get better with effort

19 Self-Efficacy – students believe they can succeed because they see where they are & where they need to go.

20 Social Construction students work together to deepen learning, explore ideas, and help each other to achieve success

21 Voice – students show their thinking periodically

22 Feedback – students receive timely, actionable feedback they can use

23 Formative Assessments

24 ● Various types

25 ● Ongoing

26 ● Actionable Feedback

27 ● Opportunities to improve

28 Self-Discovery- students pursue interests; they also learn about themselves as learners so that they can take responsibility for the learning.

29 Empowerment – students see that their voices make a difference

30 Voice students are invited to share their thinking and ideas

31 Social Construction students work together to, deepen learning, explore ideas/ and achieve success

32 Authentic Assessments

33 ● Choices

34 ● Audience

35 ● Purpose

36 ● Complexity

38 Learning Opportunities

39 CRSE/HOM Connections

40 Students listen and look at pictures in Drawn Together by Minh Lee; they stop periodically to discuss how they think the boy is feeling and support their inferences with:

1. 41 their own experiences and feelings
2. 42 specific words or details in the pictures

43 Voice: Students are given a voice as they share relevant experiences and observations. As students hear different perspectives, they build Cultural Intelligence. They also see that what they already know and can do has value and can help them to succeed.

44 Applying Past Knowledge to New Situations

45 Students talk with peers to ask and answer questions they have about the story and to list things that made the book interesting and meaningful to them.

46 Social Construction: Students work together to deepen learning or understanding of a text/topic through their own inquiry. Questioning and Posing Problems

47 Students create pictures to show a challenge they faced and how they solved it.

48 Students have a choice in what to present and how to present it. This activity also focuses attention on Social/Emotional Learning. Creating, Imagining and Innovating

49 They share their pictures and tell the story to a peer(s) who will ask clarifying questions.

50 Social construction: Students act as a learning community where members share their ideas and support each other in refining their thinking and communication. By questioning, students show interest in each other’s stories and learn from each other’s experiences. Thinking & Communicating with Clarity & Precision

51 They highlight what they liked in the shared work & use those models to create learning targets, checklists or guidelines for revising their stories.

52 Co-Creation: Students share their thinking about what works best and work together to establish success criteria that will help them to improve. Thinking Interdependently

53 Students use the work done with peers to add text to explain the pictures more fully.

54 Students use learning targets/checklists to check progress, make sure the work is complete/accurate; they take responsibility for learning. Striving for Accuracy

55 Students share their stories with classmates who ask questions and make connections to their own experiences.

56 Voice: Students feel heard and respected; they also build Cultural Intelligence by hearing the various experiences and perspectives of their peers.
Listening with Understanding and Empathy

57 Students create Learning Pit Charts to show feelings they had as they worked through the task. They annotate what made them feel that way.

58 Self-Discovery: Students learn about themselves as learners; this empowers them to take more responsibility in later tasks. Thinking About Your Thinking

62 Possible Questions to build CRSE awareness during pre-observations:

63 Notes

64 ● What resources might enable students to view concepts, issues, themes, social problems from several multi-cultural perspectives?

65 ● What systems and/or protocols might encourage students to share experiences, feelings, and perspectives during the lesson? (ex. accountable talk stems, discussion protocols, group roles, etc.)

66 ● What choices might students make during the learning so that they develop a sense of ownership and have opportunities to use their strengths to demonstrate learning?

67 ● What assessments might you build into the lesson so that you can monitor and support each student’s progress?

68 ● How might you scaffold activities so that students believe they can succeed?

69 ● How might you involve students as co-creators in the creation/ analysis/ reflections of performance task(s) and assessment criteria (ex. rubric, check-list, etc.)?

70 ● _________________________________________________________

73 Some of what you might see in a culturally responsive classroom

74 Notes/Other

75 On the classroom walls/boards/shelves, you might look for:

76 ● explicit learning targets written in student-friendly language

77 ● classroom expectations that give all students a sense of belonging

78 ● class commitments and/or agreements established as a community

79 ● samples of student work that show a variety of styles/levels of performance

80 ● student work that shows students’ own identities

81 ● comments on students’ work that have been made by their peers

82 ● signs and symbols of Habits of Mind integrated into class norms, culture, and learning

83 ● _____________________________________________________

84 In a walkthrough/observation, you might look for teachers’ inviting students to share:

85 ● how they are feeling about themselves, the content or learning tasks

86 ● how their personal experiences help them to make sense of the text/content

87 ● what interests or confuses them about a task and where they might seek additional information or assistance prior to asking a teacher

88 ● strategies they might use to complete a task or overcome setbacks

89 ● ___________________________________________________

90 In a walkthrough/observation, you might look for:

91 ● students supporting each other in developing the Habit of Mind. For example, students gently remind each other of strategies that might help in a given situation.

92 ● students using the language of the Habits of Mind as they explain how they are proceeding, improving, or completing a task.

93 ● students independently defining/articulating a problem, idea, design, or investigation they want to pursue.
___________________

95 Some of what you might see in a culturally responsive environment

96 Notes/Other

97 During a class observation/walk-through, you might look for:

98 ● students listening to each other’s suggestions as they discuss which options they would like to pursue Listening with Understanding and Empathy

99 ● students asking questions that require higher levels of thinking and working together to find answers Questioning and posing problems

100 ● students using anchors/drafts that represent a variety of styles and levels of performance to co-create success criteria which can be used to monitor their progress Thinking Interdependently

101 ● students articulating how they learn best and the kind of help they need from peers/teacher on a particular task Thinking about Their Thinking

102 ● students giving each other meaningful feedback, based on clear success criteria Thinking and Communicating with Clarity and Precision

103 During a class discussion you might look for:

104 ● students expressing ideas/feelings in a variety of ways Taking Responsible Risks

105 ● students respectfully pausing, paraphrasing & probing to understand the ideas of others Listening with Understanding & Empathy

106 ● students asking peers to explain statements or to cite textual references
Striving for Accuracy

107 ● students questioning and seeking answers that move them more deeply
into the learning Questioning and Posing Problems

108 In talking with students, you might see how they are Thinking about Their Thinking by asking them to explain:

109 ● what they are doing/learning and why

110 ● where they are in the learning process and what they need to do next

111 ● how they are using feedback/success criteria to improve their work

112 ● how they feel about their progress and ability to succeed

113 ● which strategies/Habits of Mind are helping or might help them to succeed