Welcome to Study Hall Homeroom!

Resources
This site offers teachers hyperlinked resources, strategies & steps for TEKS-aligned enrichment and intervention.

General Resources are posted first:

1. A Few Hints on Homework
2. TAKS Item Analysis (Long Middle)
3. CLEAR Vertical Alignment Planning Guide
Grades 5-8

Getting Started

Remember the District's key questions for PLCS:
1) What is it that I want my homeroom students to learn?
2) How will I know that they've learned it?
3) What do I do when they have not?
4) What do I do when they have learned it? (Enrichment)

Some of us will also focus on Question 4.

All of us will address the Big Three.

Using the 9 Marzano Strategies in Intervention Planning

Key Concepts from Marzano's Chapter 12 [received the first week]:

Using the Nine Categories in Instructional Planning, Chap. 12

1. At the beginning of a unit, include strategies for setting learner goals.

2. During a unit, include:
a) strategies for monitoring progress towards learning goals.
b) for introducing new knowledge.
c) for practicing, reviewing and applying knowledge.

3. At the end of a unit, include strategies for helping students determine how well they have achieved their goals.

What is to be Done? Steps to Prepare for Intervention

1. Review Excel-based data files on Grades 6, 7 and 8 students (sent via email)
2. Review TAKS 2006 Item Analysis - per CLEAR Unit for intervention/review/enrichment
3. Look at PASS data itemized per student (including ESL status)
4. Read Interactive Document - How to Implement Marzano Strategies for 45 min Homeroom (details what to do and how to do it)
5. Use affective and cognitive domain lesson plan strategies (brain compatible template)
6. Ask C. Jones if she can build TEKS-aligned simulations/games
for us to use once needs of students are "CLEAR."
7. Ask your kids about their needs regularly in rational manner, and take regular informal assessments of needs
8. Use a PLC, small group structure to evaluate, analyze and plan next steps based on data-driven outcomes after first weeks. Basis for grouping can be based on levels of learners taught.

Using Thematic Instructions (Advice)

Thematic instruction models a range of distinct strategies. Teachers using thematic instruction employ research-based strategies such as:
1. Choose authentic themes that matter. Choosing themes that are authentic content connectors strengthens students' ability to build fluency between school subjects and apply them in real-world contexts. Select concepts or ideas that will blend disciplines and create bridges to new knowledge.
2. Employ cooperative grouping. Using small, cooperative learning groups to support problem-solving and cooperation.
3. Design inquiry-based learning experiences. Designing hands-on, "minds-on" activities help students make real-world sense of concepts by applying what they are learning.
4. Provide for student choice. A curriculum that provides students choices for demonstrating their learning will allow construction of new knowledge, engage individual students, and promote self-direction, autonomy, and collaboration (Bank Street College, 2004).
5. Create a resource-rich classroom. Provide a rich environment for exploring the theme in multiple avenues. Computers connected to the Internet, magazines, materials to experiment with, and tools for creating records of learning all enable elaboration of new knowledge.
6. Connect to the local surroundings. Extend the classroom into the neighborhood, town, and environment by integrating them into the curriculum in meaningful ways.
7. Team with other teachers. Collaborate with colleageus to bring good ideas into the planning process and create strong links to other disciplines by sharing content expertise.
8. Provide timely feedback. The real world provides authentic feedback, allowing us to internalize what success or failure looks and feels like. Feedback in the classroom should replicate authentic learning situations by being timely and instructive.
9. Link assessment to real-world performances. Use authentic performance assessments that ask students to apply what they understand in new ways.
10. Use technology effectively. Employ appropriate technology tools for students to explore ideas, engage in simulations, and make new connections.

Use the Big Ideas to Intervene & Connect 6, 7 & 8

Use the Vertical Alignment Planning Guides
for Grade 6, Grade 7, and Grade 8

TEKS Big Ideas Charts turn these TEKS into
Performance Questions your students can ask themselves and can answer

Use the Big Ideas underlying the SEs to review with the students re 1) what they knew; 2) what they know; and 3) where they're gonna go... Note: you might want to make a game of it.

For more alignment through Exit, click here.