1 / 6

NYC DOE – Office of Teacher Effectiveness C . Introduction to Taking Low-Inference Notes

NYC DOE – Office of Teacher Effectiveness C . Introduction to Taking Low-Inference Notes. Objectives. Participants will: Distinguish between low-inference evidence and opinion/interpretation Describe how low-inference note-taking helps observers accurately interpret teacher practice.

miles
Download Presentation

NYC DOE – Office of Teacher Effectiveness C . Introduction to Taking Low-Inference Notes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. NYC DOE – Office of Teacher EffectivenessC. Introduction to Taking Low-Inference Notes

  2. Objectives • Participants will: • Distinguish between low-inference evidence and opinion/interpretation • Describe how low-inference note-taking helps observers accurately interpret teacher practice

  3. What are low-inference notes? Low-inference notes describe what is taking place without drawing conclusions or making judgments. • What do you see and hear the teacher and students doing? • What evidence can you gather of student learning? • What will students know and be able to do at the end of the lesson?

  4. Comparing Notes What makes the first example stronger?

  5. Activity: Identifying Low-Inference Evidence • Read each statement. Decide – is it low-inference evidence or not? • Discuss your answers with a partner. • What distinguishes the low-inference notes? • How would you reword statements that are not low-inference?

  6. Reflection • Why is it important to collect low-inference evidence before trying to assess teacher practice? • How can low-inference evidence support teacher development?

More Related