top of page
Search

Q3 POWERZone News 2021


Hello POWER Zone staff,


We hope that you all had a joyful Winter Break and that you were able to forget about work and enjoy precious time with family. It’s been a whirlwind since our return, filled with emotions as we welcomed students back onto our campuses. Thank you for making this a student-centered transition and for your constant efforts to make the POWER Zone the best place for kids to learn!


The New Art & Science of Teaching Instructional Framework


You’ll be posting loads of engaging content, so be sure to keep your blog organized with Categories that also allow visitors to explore more of what interests them.

Dr. Pickering talked about the gaps we are seeing in student learning due to the pandemic, and we know that no one is seeing evidence of this more than our teachers. While some students have done well during remote learning, others have fallen behind. This can negatively impact students far beyond this year, and so there is a sense of urgency to do all that we can to fill these learning gaps. The New Art and Science of Teaching (NASOT) instructional framework can support us in our efforts.

  • The FEEDBACK section of the NASOT framework, elements 1-5, is more critical than ever. A well-written learning goal and scale breaks down a standards-based goal into incremental pieces that can be individually measured or observed for mastery, and that provides specific information for both teachers and students as to what next steps should look like. Progress can be tracked and student-friendly goals set, thus driving effort and instruction, and students can be celebrated based on this progress. Both informal assessments of the whole class and formal assessments of individual students are helpful in determining progress and informing instruction. If you would like the Marzano Compendium Folios outlining elements 1-5, please ask your administrators or email me directly.


  • From the CONTENT section of the instructional framework, element 6 Chunking Content, and element 9 Structured Practice Sessions are good ones to review as we are adjusting core instruction to meet the needs of high numbers of at-risk students. See the folios linked here for more information.


  • From the CONTEXT section of the instructional framework, there are three elements (41-43) that address communicating high expectations for reluctant learners. Element 42, Asking In-Depth Questions of Reluctant Learners, is especially helpful in our current work. The folio is included here. If you would like the folios for elements 41 and 43, please ask!

Capturing Kids’ Hearts


We intentionally focus on relationships in the POWER Zone because we know that these are critical in our success with students and all stakeholders, and in a year like this, relationships are more important than ever! Included here is a document that outlines POWER Zone CKH Expectations and a document that guides teachers and staff in self-assessing CKH implementation in order to consider future plans. A quick review of these documents will refresh experienced CKH users and will help inform those new to CKH as well.


Check out this short video from Sentis about how our brains work. It helps to illustrate the importance of Capturing Kids’ Hearts strategies among all stakeholders: The Social Brain

As always, thanks for reading, and thank you for all that you do for your schools and the POWER Zone! If I can help you with CKH, the NASOT framework, or anything else, please let me know -- tritz@d49.org. I love to help!

Warm Regards,

Theresa Ritz



 
 
 

Comments

bottom of page