Anderson’s Impact on 2Anderson’s Impact on 2ndnd

Graders Graders

Day to Day PlanningDay to Day Planning

• Focus on specific verbs and rephrase Focus on specific verbs and rephrase questions to increase rigor of daily questions to increase rigor of daily teachingteaching• Guided readingGuided reading• Math lessonsMath lessons• Science hands-on workScience hands-on work• Social Studies group workSocial Studies group work

Impact on Student Impact on Student LearningLearning

Focus on differentiation and expose students Focus on differentiation and expose students to all levels of questioning, increasing higher-to all levels of questioning, increasing higher-level thinking and 21level thinking and 21stst century skills century skills Academic choiceAcademic choice Group workGroup work Partner workPartner work Student-to-student dialogue Student-to-student dialogue Student ownership of learningStudent ownership of learning

2121stst Century Unit Century Unit

Collaborate with Kris Feda to infuse Collaborate with Kris Feda to infuse inquiry and higher-order questioning into inquiry and higher-order questioning into our Soil/Fast Plants Unitour Soil/Fast Plants Unit Sophisticated vocabularySophisticated vocabulary Student generated experiments involving Student generated experiments involving

dependent and independent variablesdependent and independent variables ““I notice……I wonder......”I notice……I wonder......”

PLC ReflectionsPLC Reflections

Aware of Anderson’s Taxonomy levels Aware of Anderson’s Taxonomy levels and their impact on raising the rigor and and their impact on raising the rigor and expectations on our teaching.expectations on our teaching. Tweaked verbs, sentence starters and Tweaked verbs, sentence starters and

activities/productsactivities/products Collaborated in our PLCs to infuse Collaborated in our PLCs to infuse

questioning and plan roundsquestioning and plan rounds