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Welcome to the Rosemary Elementary PLC Wikispace!



Our goal:
Focus on learning about and utilizing personal response as a means of increasing student engagement in our classrooms.

Strategies:
Research (book studies) – Schleckty, Marzano, Bloom, Antonetti
Collaborative Planning using the Antonetti Cube
Peer Observation and Reflection Process
Differentiated Instruction – experimentation and reflection in the classroom

Resources:
John Antonetti Cube
John Antonetti - Writing as a Measure and Model of Thinking
Phil Schleckty – Working on the Work
Phil Schleckty – Engaging Students: The Next Level of Working on the Work
Robert Marzano - Classroom Instruction that Works
Alberta Learning - Making a Difference
Bloom’s Taxonomy

Timeline:
2011 – 2012 School Year
January 2012: Mid-year reflection and adjustment of goal

Indicators/Measures of Success:
As a result of increasing student engagement we should see students who are excited to come to school and learn. Teachers should receive regular feedback from students and parents about their level of excitement. Teachers should also witness a decrease in off-task behavior during class time. By utilizing self-reflection, teachers should feel confident that their experimentation with and incorporation of personal response into their teaching repertoire has increased the level of engagement of their students. Data from peer observation partners should provide empirical evidence for the increased levels of student engagement in the classroom.

Connection to the TQS:
a) Teachers engage in a range of planning activities.
b) Teachers translate curriculum content and objectives into meaningful learning activities.
c) Teachers understand the subject disciplines they teach.
d) Teachers know there are many approaches to teaching and learning.
e) Teachers apply a variety of technologies to meet students’ learning needs.
f) Teachers gather and use information about students’ learning needs and progress.
g) Teachers are career-long learners.