GLEAM Review

What are the missing words in the GLEAM hypothesis?

"Only when _________ and _______ are purposefully put into service of grade-level, engaging, affirming, and meaningful instruction do we see teacher actions and student experiences that exemplify culturally relevant teaching.

• data

• mindset

• curriculum

• planning

Order the steps of the UnboundEd Planning Process.

• Adapt lesson to provide affirming experiences.

• Prioritize grade-level learning.

• Adapt the lesson to provide meaningful experiences.

• Adapt lesson to provide engaging experiences.

What are the actions for the Prioritizing Grade-Level Learning protocol?​

1. ​ (a)   the standards

1. 2. ​ ​ ​ (b)   the work of the lesson

2. 3. ​ (c)   the main lesson objective

3. 4. ​ (d)   the learning goals for each section

4. 5. ​ (e)   each section as "essential" or "assisting"

• Do
• Clarify
• Write
• Label
• Annotate

Which is an example of grade-level (GL)?

• engaging in discussion and problem solving

• adapting lessons from an aligned curriculum based on students' background knowledge, community, and cultures

• using high-quality instructional materials (HQIM)

• providing opportunities for student leadership

Which is NOT an example of grade-level (GL)?

• using formative assessments to ensure multiple, meaningful entry points into grade-level learning

• using high-quality instructional materials (HQIM)

• using a worksheet from TPT

• providing purposeful, consistent access to texts and tasks aligned to grade-level

Choose all the examples of engaging instruction:

• teaching cognitive routines explicitly

• total participation techniques (TPT)

• opportunities for productive struggle

• using students' funds of knowledge

• engaging in discussion and problem solving

Which is an example of an appropriate use of a scaffold?

After explaining focus statements and modeling how to craft them, Mr. Adler invited students to:

• think-pair-share to brainstorm two different focus statements. Mr. Adler then did a whole group share out, picked one, and had students copy it.

• think-pair-share to brainstorm two different focus statements. Mr. Adler then did a whole group share out, created a list of options, and asked students to choose one to write independently.

• think-pair-share to brainstorm two different focus statements. Mr. Adler then did a whole group share out, asked students to choose one, and gave a sentence frame to everyone to use.