| 1.ഀ
| 5/11/2009 6:13:00 PM | n/a |
| 2.ഀ
| 5/11/2009 6:14:00 PM | Most faculty plan lessons with the before/during/after framework. |
| 3.ഀ
| 5/11/2009 6:15:00 PM | That I need to take into consideration the bigger picture. I need to use more after framework activities. |
| 4.ഀ
| 5/11/2009 6:15:00 PM | Most staff are trying literacy stratigies. |
| 5.ഀ
| 5/11/2009 6:15:00 PM | It means that most people use this framework. It also means that others do not find it a useful framework, or do not have the time to use this often, or do not know enough about it. There are a lot of variables involved in such a question. |
| 6.ഀ
| 5/11/2009 6:15:00 PM | The results could reflect different thoughts. I believe that strategies are implemented with the process of Before/ During/ After most of the time but the question may not have been clear enough to get the expected results. |
| 7.ഀ
| 5/11/2009 6:15:00 PM | Very few teachers at the high school are using this technique with all lessons. No accurate conclusions can be drawn from this limited survey. More reflection may be needed. |
| 8.ഀ
| 5/11/2009 6:15:00 PM | Teachers are using before/during/after framework on some lessons, some do not use it at all. |
| 9.ഀ
| 5/11/2009 6:15:00 PM | It means that it is easier for some subject areas to implement the before/during/after framework. Other areas may try but revert back to more applicable frameworks. |
| 10.ഀ
| 5/11/2009 6:16:00 PM | Some lessons build upon each other from one class to the next, so that not every lesson needs a new before/ during / and after framework. |
| 11.ഀ
| 5/11/2009 6:16:00 PM | It seems that we are split in this area. About half the staff uses this framework to plan lessons and the other half doesn't use it to plan lessons. With 11 people who said not at all and 4 people who said unsure, it might be worth reviewing the framework with the staff. |
| 12.ഀ
| 5/11/2009 6:16:00 PM | I would have thought that the most/all lessons percent would have been higher. |
| 13.ഀ
| 5/11/2009 6:16:00 PM | Most people don't use the Before/During/After framework. |
| 14.ഀ
| 5/11/2009 6:16:00 PM | It depends what you are looking for?? |
| 15.ഀ
| 5/11/2009 6:16:00 PM | Most lessons are utilizing the Before/During and After Framework. |
| 16.ഀ
| 5/11/2009 6:16:00 PM | It's great that 37% of teachers are using this strategy. It's a puzzle why almost 9% of the respondents were unsure of the meaning of the question. What does the PAC think the reason for that might be? |
| 17.ഀ
| 5/11/2009 6:16:00 PM | The results mean we are making progress but have more yet to do. |
| 18.ഀ
| 5/11/2009 6:16:00 PM | The BDA framework is used in over 50% of the lessons. Only about half the staff responded. |
| 19.ഀ
| 5/11/2009 6:16:00 PM | That not all teachers use the before/during/after framework. A majority of the lessons are planned that way but not all. I believe that a teacher can figure out if the lesson worked and was affective regardless of how it was planned. |
| 20.ഀ
| 5/11/2009 6:16:00 PM | We need a refresher of the B/D/A framework. |
| 21.ഀ
| 5/11/2009 6:16:00 PM | Maybe we need a lesson on what is expected of Before/During/After... how does this apply to all disciplines? |
| 22.ഀ
| 5/11/2009 6:16:00 PM | Almost half of the staff plans this way which is good. The 26.1% may need to consider it. |
| 23.ഀ
| 5/11/2009 6:16:00 PM | What is meant by the term lesson. unit lessons? chapter lessons? Daily lessons? The question was not clear on this term. |
| 24.ഀ
| 5/11/2009 6:17:00 PM | It means that more than half of the faculty does not clearly define learning expectations in a logical and sequential context and format. |
| 25.ഀ
| 5/11/2009 6:17:00 PM | Before, during, after is a reading strategy that is difficult to use especially in a math classroom where reading opportunities are limited. However, I would say lesson are based on prior knowledge that is connected to new content. Personally, I do not use the before, during, after framework, but that does not mean that is does not work in other areas. |
| 26.ഀ
| 5/11/2009 6:17:00 PM | Teachers are using the framework more than I thought. ഀ
Teacher are finding some of the literacy strategies to be useful in their lesson planning. |
| 27.ഀ
| 5/11/2009 6:17:00 PM | I am glad to see that the highest percentage falls under teachers using these strategies in most lessons. My question is why are so many teachers using these in less than half of the lessons. Do they not apply? What is the reasoning? |
| 28.ഀ
| 5/11/2009 6:17:00 PM | Clearly most lessons are being developed within the before-during-after framework. I wonder how many people develop over all lessons within the framework as opposed to individual class periods or lessons? I also notice that a high percentage do not use the framework, and I wonder how much of that number is generated because of jargon. Is it likely that more teachers are using a similar frame but call it something different? |
| 29.ഀ
| 5/11/2009 6:17:00 PM | Only 37 % of the lessons plan by staff, on a regular basis, are based on using this framework. That tells me that 63% of the lessons planned lack the before/during/after framework. Why not more??????? |
| 30.ഀ
| 5/11/2009 6:17:00 PM | We are making a difference with the literacy lessons. |
| 31.ഀ
| 5/11/2009 6:17:00 PM | The structure of a class may determine how often a class lesson is structured using before/during/after framework. Some topics may extend over a longer period of time then one lesson. therefore the individual lesson may not be structured this way but the unit or topic may be structured this way. |
| 32.ഀ
| 5/11/2009 6:17:00 PM | It is difficult to say because most of my lessons do not involve reading. There is something akin to the thinking process, however, in the way that the lessons in my class are done which may impact what the student actually do. |
| 33.ഀ
| 5/11/2009 6:18:00 PM | It appears that most staff do not plan lessons with the before/during/after framework in mind. |
| 34.ഀ
| 5/11/2009 6:18:00 PM | I think it's encouraging that so many teachers are using it, hopefully with positive data/feedback and success. |
| 35.ഀ
| 5/11/2009 6:18:00 PM | Most teachers use this framework on most of their lessons. Our goal should be for all teachers to use this with all of their lessons. |
| 36.ഀ
| 5/11/2009 6:18:00 PM | the results to #6 seems to mean that we have a dichotomy with our staff. we have about half of the staff comfortable with the framework, and the other half either has very little experience with it or has another name for it |
| 37.ഀ
| 5/11/2009 6:18:00 PM | Clearly, using the Before, During, After Framework, which is not terribly difficult to incorporate into lesson-planning, should be used more often so that we can exceed more than 8.7% of all lessons. I am hesitant to offer any explanations for why the number 8.7 is so low because I wish to hold out the possibility that it doesn't translate well into some subject matter and lessons. |
| 38.ഀ
| 5/11/2009 6:18:00 PM | The results seem to indicate that about half of the faculty regularly employs the before/during/after framework while planning their lessons. Perhaps that means that some of the literacy strategies are more comfortable or meaningful than others; perhaps it means that some teachers have found one that works well and use it often; perhaps it means that some people do not understand the strategies, are frustrated with the strategies, or are opposed to using them in a way that is artificial and feels "added in" rather than supportive of their lessons. |
| 39.ഀ
| 5/11/2009 6:18:00 PM | This questions means either lack of definition of before/during/after....or it means that people are doing it but not daily but rather as part of a unit....not an individual lesson. Or it means that half of the faculty is using this framework. |
| 40.ഀ
| 5/11/2009 6:18:00 PM | There needs to be more time spent in unit planning so that more teachers would be able to plan lessons based on the B/D/A framework. |
| 41.ഀ
| 5/11/2009 6:18:00 PM | It means that the staff teaches in a variety of ways....just because it's not labeled with Before/During/ after....doesn't mean that the format is not used in another way. |
| 42.ഀ
| 5/11/2009 6:18:00 PM | It seems from this data that most teachers (of the ones who responded) are using this framework. I would like to think that this is true but I am not so sure that it is. I hope that as time goes on the number of teachers using this framework grows. I know that I am going to try and incorporate this into my lessons more in the future. |
| 43.ഀ
| 5/11/2009 6:18:00 PM | That only 46% of th school use the B/D/A framework, most of the time. I believe 50% know what this means, do more than 50% pre-assess every lesson, or unit? Word it that way. I don't know if people know what this framework is. I think they believe in it but the data does not show it. I think People may not thoroughly understand B/D/A as a term. |
| 44.ഀ
| 5/11/2009 6:19:00 PM | With the same percent answering unsure as with all lessons, maybe a description of What is the before/During/After framework. My interpretation, many people must be 'winging it'. |
| 45.ഀ
| 5/11/2009 6:19:00 PM | I could read that as people are mixed: 50% plan a three-phase lesson; 50 % do not..However, good teaching can take place in both "camps". The bottom line is: Is the lesson clearly defined? Is there a clear goal? Hpw does one measure this goal? |
| 46.ഀ
| 5/11/2009 6:19:00 PM | Lesson plans are infrequent. Not much prep done for classes. |
| 47.ഀ
| 5/11/2009 6:19:00 PM | I suspect that even more use the framework but don't fully understand the vocabulary.ഀ
ഀ
I am encouraged that a majority of faculty feel they have a clear end in mine when they embark on any given unit. |
| 48.ഀ
| 5/11/2009 6:19:00 PM | We need to determine why the percentage is lower for the three step process when planning lessons. |
| 49.ഀ
| 5/11/2009 6:20:00 PM | It appears that while nearly half of the staff is using B/D/A, either the other half may need training/support to implement the framework OR they are not attempting to implement it. With nearly 9 percent of respondents "unsure of question," it seems some people may need a basic introduction to the very concept of embedding reading strategies.ഀ
ഀ
Another possibility is that many staff do not use a great deal of reading in their content area. |
| 50.ഀ
| 5/11/2009 6:20:00 PM | Well, the results are the results... 37% of the population are using a before/during/after framework--I would have guessed this to be the case. Now, if you asked the question, "How frequently do you plan UNITS with the b/d/a framework?"--you might get a higher and more satisfactory outcome. I do not use a b/d/a framework in all lessons, but I do use it in most, and surely with EVERY unit. |
| 51.ഀ
| 5/11/2009 6:20:00 PM | The results are probably miss leading due to how the quesstion was interpreted. |
| 52.ഀ
| 5/11/2009 6:20:00 PM | The results to me suggest that there is a divide. It seems to be that 37% of the teachers in the building understand, feel comfortable, and are willing to literacy, specifically before/during/after strategies on a regular basis in the classroom. The other half of the divide is the 26.1% (+ 15.2) of the faculty that does not understand, feel comfortable, or is not willing to use before/during/after framework.ഀ
ഀ
The questions itself is not very specific, and can be interpreted in a variety of ways. I am not sure the question yields the information desired. |
| 53.ഀ
| 5/11/2009 6:21:00 PM | Close to half of all lesson plans are being taught using the Before/During/After Framework and a good majority are consistently using this method when planning their lessons. |
| 54.ഀ
| 5/11/2009 6:21:00 PM | 23 PEOPLE PRO ...23 PEOPLE CON ..TRENDS SHOW THAT NOT ALL THE TEACHERS HAVE BOUGHT INTO THE FRAMEWORK...AND I THINK THE LESS THAN HALF IS "SOFT" |
| 55.ഀ
| 5/11/2009 6:21:00 PM | About half use the strategy half the time |
| 56.ഀ
| 5/11/2009 6:21:00 PM | It appears nearly 50% of our staff are reporting they use the Before/During/After framework for half of their lessons. I think this is promising in itself. However, I question the value of the Before/During/After framework. I think our participation rates would be much higher if the question asked more generally about literacy. I'm not sure whether we need to be beholden to the Before/During/After framework or if our loyalty should be more broadly devoted to literacy. |
| 57.ഀ
| 5/11/2009 6:21:00 PM | Less than half of the time staff is using before/during/after framework to plan lessons. In order to understand the results, it would be necessary to know if they use another lesson plan framework that works better for their content. There may be a legitimate reason for using another approach. |
| 58.ഀ
| 5/12/2009 1:38:00 PM | I was absent for the staff meeting so I do not have the results to comment on. Sorry. |