5/30/18 Cue Do Review
– it’s not just for devices
Janice
Creneti and Cindy Medici – Florida
- These gals coach in Florida – when checking for fidelity there were issues
- Cue-Do-Review: “Cue = why, expectations, getting them ready”, “Do = the learning, seeing students interact, teacher facilitating, co-constructing, immediate corrective feedback” “Review = reviewing what they’ve learned, checking for understanding, how does this help you? – setting them up for tomorrows learning”
- Model, model, model – don’t just assume they know how to use a unit organizer to review – model for them how to use a unit organizer for review
- A lot of audience interaction – how they used it, issues they had, challenges
- Move Cue-Do-Review
- Biggest effect size of 2.71 = theory + demonstration + practice + feedback + coaching
- Coaches in Florida goal: “Teachers with use Cue-Do-Review with fidelity”
- Procedurally CDR – checklist
- Conceptual CDR – co-construct, explicit instruction, partnership learning, etc.
- Factual CDR – facts they need to know
- Assessments?
- Gals reflected on best ways to get teachers to implement CDR – practice, triads (teacher, student, checklist checker)
- Applying CDR to classroom activities brainstorm: hard to hear/framing routine,
- Overall a lot of idea sharing – I had a hard time concentrating on what the audience was saying. It was echo-y and I had to concentrate to comprehend. Honestly, sounded like blah blah blah after awhile.
- Review is critical