A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | Timestamp | Which of part of your teaching? | Which deeper learning competency? | How might you change it slightly to promote deeper learning? | ||||||||||||||||||||||
2 | 10/16/2016 15:11:22 | string talks | Communication | Not always providing the focus topic, but allowing students to create discussion topics | ||||||||||||||||||||||
3 | 10/16/2016 15:05:27 | Think-Pair-Shares | Critical Thinking | Provide open-ended sentence frames for questioning and answering. | ||||||||||||||||||||||
4 | 10/16/2016 15:05:01 | Think-Pair-Shares | Critical Thinking | collaborative conversations | ||||||||||||||||||||||
5 | 10/16/2016 14:34:19 | Morning Meetings | Communication | Allow for students to utilize Pear Deck or Padlet to respond to morning meeting questions so that all voices are 'heard' while utilizing technology instead of calling on volunteers or those who are comfortable to participate. | ||||||||||||||||||||||
6 | 9/28/2016 8:30:57 | New Teacher Training for discussion of instructional models | Communication | Teachers can input questions and/or suggestions | ||||||||||||||||||||||
7 | 9/28/2016 8:30:53 | Reading Journals | Collaboration | I may use tgis to help students with their journal writing in tge morning. They can share with others that way | ||||||||||||||||||||||
8 | 9/28/2016 8:30:47 | Morning Meetings | Academic Content | academic mindsets | ||||||||||||||||||||||
9 | 9/28/2016 8:30:30 | Morning Meetings | Critical Thinking | I would like to allow students to have a time similar to the 1 hour time to select topics they would like to learn more about. I could take those topics to help drive instruction. | ||||||||||||||||||||||
10 | 9/28/2016 8:30:11 | Reading Journals | Communication | I would use my Reading Journals each day to allow the students to reflect on the most important things/skills they learned that day. Maybe the student didn't feel they learned anything during the day. This will allow me to connect with the student and have some one on one conversations with them. I think the Reading Journals can be used for other things than just reflecting on what they learn, but can also be a way for a timid student to connect with the teacher through the written word. | ||||||||||||||||||||||
11 | 9/28/2016 8:29:56 | Think-Pair-Shares | Collaboration | I would like for my students to do more collaborations with other students in different classes, states, and regionally. | ||||||||||||||||||||||
12 | 9/28/2016 8:29:08 | Morning Meetings | Critical Thinking | Have students choose topics for discussion more often. | ||||||||||||||||||||||
13 | 9/28/2016 8:28:59 | Reading Journals | Critical Thinking | more reflective writing | ||||||||||||||||||||||
14 | 9/28/2016 8:28:20 | Think-Pair-Shares | Academic Content | student collaboration of new found facts | ||||||||||||||||||||||
15 | 9/28/2016 8:28:16 | Morning Meetings | Academic Content | Utilize google docs more. | ||||||||||||||||||||||
16 | 9/28/2016 8:27:26 | Writing Process Pieces | Academic Mindsets | Add the self-reflection so students have more command of their own writing. | ||||||||||||||||||||||
17 | 9/26/2016 8:39:39 | Conflict Resolution | Collaboration | In The Leader In Me process we have a student job called Peace Keepers. It is the initial responsibility of the peace keeper to identify and deescalate conflict that arises in the classroom. After that time they schedule a counselor session if needed, and always inform the teacher. | ||||||||||||||||||||||
18 | 9/26/2016 8:37:35 | Conflict Resolution | Communication | Invite the students to resolve conflicts with each other without much adult interaction. | ||||||||||||||||||||||
19 | 9/26/2016 8:37:29 | Writing Process Pieces | Critical Thinking | Have students respond to text. | ||||||||||||||||||||||
20 | 9/26/2016 8:37:20 | Writing Process Pieces | Collaboration | Group writing pieces that would allow them to feed off others in their group on the project. | ||||||||||||||||||||||
21 | 9/26/2016 8:36:48 | Conflict Resolution | Communication | Have students write a persuasive piece on why a certain student should be recognized for being kind or helpful. | ||||||||||||||||||||||
22 | 9/26/2016 8:36:07 | Writing Process Pieces | Collaboration | More student work using google apps. | ||||||||||||||||||||||
23 | 9/26/2016 8:35:52 | Think-Pair-Shares | Learning to Learn | Self reflection | ||||||||||||||||||||||
24 | 9/26/2016 8:05:47 | Math Fluency | Critical Thinking | Have students draw out and explain the math facts in sets. Allow to explain how to get the answer and not just memorize the answers. | ||||||||||||||||||||||
25 | 9/18/2016 13:57:36 | Homework | Academic Mindsets | No homework. Read for pleasure! | ||||||||||||||||||||||
26 | 9/18/2016 13:57:18 | Morning Meetings | Critical Thinking | Morning meeting includes calendar, vocabulary, math (counting). | ||||||||||||||||||||||
27 | 9/18/2016 13:57:10 | Daily journal | Critical Thinking | Reflection journals. At the end do class students take them out and reflect on what they have learned or have questions about . Students can then also look at other days info. | ||||||||||||||||||||||
28 | 9/18/2016 13:56:53 | Homework | Learning to Learn | Second grade students tour their yard and identify an indigenous plant and post to facebook (closed page) | ||||||||||||||||||||||
29 | 9/18/2016 13:55:03 | Conflict Resolution | Communication | Teaching empathy through role play. | ||||||||||||||||||||||
30 | 9/18/2016 13:53:41 | Reading Journals | Communication | Students can use a video program to share what they read during homework instead of writing. | ||||||||||||||||||||||
31 | 9/18/2016 13:52:19 | Homework | Academic Content | Students create an edpuzzle to show understanding of a video clip. | ||||||||||||||||||||||
32 | 9/18/2016 13:51:16 | Number Talks | Critical Thinking | We show our thinking...how we see numbers. We tell others how we "see" numbers when subitizing. | ||||||||||||||||||||||
33 | 9/18/2016 13:50:01 | Math Fluency | Collaboration | Academic math games with a partner or group. Sharing tips and strategies for math fact fluency. | ||||||||||||||||||||||
34 | 9/17/2016 15:00:05 | Writing Process Pieces | Communication | After writing to a prompt, or even later in the writing process, students enjoy putting their paper under the document camera and reading it aloud to the class. Then ask the to give provide feedback! | ||||||||||||||||||||||
35 | 9/17/2016 14:59:13 | Writing Process Pieces | Collaboration | Have teams work together to create a single Google Slides presentation. | ||||||||||||||||||||||
36 | 9/17/2016 14:57:08 | SSR | Critical Thinking | Having students use Post-Its to create notes and questions about what they are reading, and then reflecting on or writing about those things in their journals. | ||||||||||||||||||||||
37 | 9/17/2016 14:55:33 | Math Fluency | Critical Thinking | Ask what the opposite is of the equation. | ||||||||||||||||||||||
38 | 8/12/2016 14:57:25 | Homework | Communication | Have students explain a concept to their parents | ||||||||||||||||||||||
39 | 8/12/2016 14:54:56 | P.E. | Critical Thinking | Compare two stories, or evaluate a partner's writing. | ||||||||||||||||||||||
40 | 8/12/2016 14:54:18 | Think-Pair-Share | Communication | It is difficult for my students to communitcate their thinking and so I have them think-pair-share first to organize their thoughts so that they can express them to the class. | ||||||||||||||||||||||
41 | 8/12/2016 14:53:48 | Homework | Learning to Learn | Students must correct all their homework by explaining, in writing, all of their mistakes and how they fixed them. | ||||||||||||||||||||||
42 | 8/12/2016 14:51:01 | P.E. | Learning to Learn | Show how writing a paragraph is much like choreography. | ||||||||||||||||||||||
43 | 8/12/2016 14:49:13 | Think-Pair-Share | Critical Thinking | Having students generate and prove or disprove with evidence, rather than generalizations. | ||||||||||||||||||||||
44 | 7/13/2016 11:01:06 | Writing Process Pieces | Critical Thinking | Use student-selected prompts for writing. | ||||||||||||||||||||||
45 | 7/13/2016 10:58:08 | Math Fluency | Academic Content | Use math talks. Math Talks show the students that there are a variety of ways to solve a math problem. Students quickly learn the confidence to speak up and share because they have come to realize that the way they figured out a math problem could be a lot different than the person sitting next to them. | ||||||||||||||||||||||
46 | 7/13/2016 10:57:39 | SSR | Critical Thinking | Model: being a critical questioner and reading a few pages and discussing it, and then having students use this process of questioning as they read, instead of them answers questions already created. | ||||||||||||||||||||||
47 | 7/13/2016 10:57:08 | Reading Journals | Critical Thinking | Depending on grade level, as students read, pick one question for them to answer a day/week. As the year goes on, increase the depth of the questions being asked. | ||||||||||||||||||||||
48 | 7/13/2016 10:55:05 | Homework | Academic Content | Give students choices. We give students a "menu" with different options. For example, instead of a vocabulary worksheet students can create a game, poster, or slide deck to show they learned the vocabulary words. | ||||||||||||||||||||||
49 | 7/13/2016 10:54:42 | Reading Journals | Academic Mindsets | Online journals. | ||||||||||||||||||||||
50 | 7/13/2016 10:52:34 | Writing Process Pieces | Critical Thinking | Connect writing explicitly to standards, rubrics, success criteria, etc. | ||||||||||||||||||||||
51 | 7/13/2016 10:51:57 | SSR | Critical Thinking | Utilize goal setting and reflection/responses. | ||||||||||||||||||||||
52 | 7/13/2016 10:50:08 | Writing Process Pieces | Learning to Learn | Demostrate each step clearly with examples, and then students do their own indendently, as students complete each step, they keep track of where they are in the writing process. They can keep track on a hanging chart in the room using a clip. | ||||||||||||||||||||||
53 | 7/13/2016 10:49:08 | Writing Process Pieces | Collaboration | Self-edit; peer-editing; teacher conferencing after the first two have happened. | ||||||||||||||||||||||
54 | 7/13/2016 10:48:53 | Writing Process Pieces | Academic Content | Use fewer, better prompts in order to make more time for writing and show students high-quality examples from past students | ||||||||||||||||||||||
55 | 7/13/2016 10:48:01 | SSR | Collaboration | We like to use whisper phones, or partner reading time (Elbow to elbow, ear to ear). | ||||||||||||||||||||||
56 | 7/13/2016 10:47:32 | Writing Process Pieces | Collaboration | "See 3, then me." This was used not only in person, but online as well via Google Doc comments. | ||||||||||||||||||||||
57 | 7/13/2016 10:45:18 | Math Fluency | Academic Mindsets | Give every math test twice and emphasize improvement over the score. | ||||||||||||||||||||||
58 | 4/29/2017 12:15:46 | Think-Pair-Shares | Academic Content | I could front-load academic vocabulary first, right them down on chart paper /whiteboard, then model how to use think, pair, share using the academic vocabulary listed on the board. I could also have a think/pair/share rubric or checklist to evaluate students share outs. | ||||||||||||||||||||||
59 | 4/29/2017 12:22:19 | Reading Journals | Communication | Allowing students to share their thoughts about their reading would help them learn how to communicate with each other constructively. | ||||||||||||||||||||||
60 | 4/29/2017 12:23:06 | Reading Journals | Communication | Have the students take their reading journals and share them to the whole class. | ||||||||||||||||||||||
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