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Newmann Chart - HOOK

Newmann Chart - HOOK At your table, brainstorm a list of possible explanations that might explain why students with disabilities in Classroom B out performed students without disabilities in Classroom A. Select a recorder and reporter. One example will be shared from each table.

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Newmann Chart - HOOK

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  1. Newmann Chart - HOOK

  2. At your table, brainstorm a list of possible explanations that might explain why students with disabilities in Classroom B out performed students without disabilities in Classroom A. Select a recorder and reporter. One example will be shared from each table.

  3. PURPOSE: Show allowe.com video with cat and fish in the bowl. When common language does not exist for talking about instruction and assessment, sometimes the person with loudest VOICE or who is more clever ends up having the greatest influence. It is imperative to have a common understanding of what rigor and relevance is and is not, so all teachers have a common language to discuss ideas and make decisions about instruction and assessment.

  4. Your building leadership team has agreed to use common working definitions for rigor and relevance when talking about instruction and assessment. In the next 30 minutes, the definitions for rigor and relevance, as it relates to instruction and assessment, will be introduced to those of you who are new to the district and to reinforce the definitions for those of you who have been introduced to them.

  5. VISUALINZING • Each of you have either a blue sheet (rigor) or a yellow sheet (relevance). • Find another person in the room with the same color sheet as yours. • Together, circle the KEY words and brainstorm synonyms for each of the circled words. • Rewrite the definition that you were given using the synonyms without losing the essence of the original definition. • Return to your table and take turns sharing the new definitions for rigor first and as a table create one “final” definition. • Repeat this process for relevance. • Several examples will be shared with the entire group.

  6. QUESTIONS • At your tables, discuss the other definitions of rigor that were shared. What is common and different about your definition compared to the others that you heard, and the original working definition? • What definition for rigor do you like best and why? • At your tables, discuss the other definitions of relevance that were shared. What is common and different about your definition compared to the others that you heard, and the original working definition? • What definition for relevance do you like best and why?

  7. Collaboration has been embedded.

  8. Assignment: What concerns, if any, do you have with agreeing to use the common definition for rigor as it relates to your own classroom instruction and assessment? What concerns, if any, do you have with agreeing to use the common definition for relevance as it relates to your own classroom instruction and assessment?

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