# data[].attributes.body
Provide students the ability to see their current progress and reflect on their current and past progress. Helps students practice reflecting as well as put into perspective how far they have come.  (Stern, Ferraro, and Mohnkern p. 115)
Will be used as a tool for students to regularly assess their selves. Can also be implemented as a tool for setting different or adjusted goals.

# data[].attributes.body
Give students the chance to actively see their progress toward an end goal. This is typically done by showing students where they started at and as they progress show them their progression.  (Stern, Ferraro, and Mohnkern p. 114)
Useful for helping motivate students and show them the progress they make weekly, monthly, etc. Can also be a tool for parents to see how their child is progressing.

# data[].attributes.headline
Using Models to Demonstrate Understanding

# data[].attributes.subject
Using Models to Demonstrate Understanding

# data[].attributes.body
Share different but similar conceptual ideas of what is expected in the assignment. This can also be a tool fro students to see what is expected and how you went about tackling the assignment.  (Stern, Ferraro, and Mohnkern p. 109)
Helps students by giving them an example when dealing with a conceptual problem. Can also be a way to show students a process that can work for them.

# data[].attributes.body
Provide students with feedback that encourages them and poses questions for them to think about how they can improve. Gives them a sense of that the instructor is paying attention and trying to strengthen their weaknesses.  (Stern, Ferraro, and Mohnkern p. 108)
Can be used in the classroom when handing back tests or assessments. Here I can give students ideas of how to improve rather than just say what was wrong.

# data[].attributes.body
Strategy where as the instructor, we change how an assessment, summative or formative, is given to the students. This can be implemented to challenge students to think outside of their comfort zones.  (Stern, Ferraro, and Mohnkern p. 104)
Can be used when creating a summative assessment by adding different forms of questions to the assessment. This could look like multiple choice, matching, or short answer.

# data[].attributes.body
Strategy where students are able to learn concepts centered around a project. Can lead to practical use of conceptual based learning.  (Stern, Ferraro, and Mohnkern p. 77)
Useful when dealing with experiments or real world applications. Can be a great alternative to traditional methods of summative assessments.

# data[].attributes.body
Students will see myself or another instructor demonstrate a skill or experiment on a video. Then in class they will have to replicate the process while I give them feedback.  (Stern, Ferraro, and Mohnkern p. 74)
Very useful in engaging students when we work on a lab. This can be an alternative to a lab worksheet by instead of reading a paper, they can watch a video following the steps.

# data[].attributes.body
Used for debating a topic in class. Have students physically line up on opposite sides of the room. One side of the room being one side of the debate topic and the other side the opposite argument. Then have students meet in the center in lines and discuss.  (Stern, Ferraro, and Mohnkern p. 50)
Will be used when current events come up in class and I want students to discuss ideas around the topic. Can be a way for them to move as well as see who has similar and differing ideas.

# data[].attributes.body
Modified version of think-pair-share where the students work in twos, answer a question, then provide feed back to one another. This feed back will be a coaching moment for the partners to critique each others questions.  (Stern, Ferraro, and Mohnkern p. 32)
Can be useful in the classroom when we break out into elbow partners. This can help to practice conceptual based thinking and elaboration on newly learned concepts.

# data[].attributes.body
Have students record their thoughts at the beginning of class and again at the end. Can be used to reflect long term like by semester or by school year. (Stern, Ferraro, and Mohnkern p. 32)
This can help the students by practicing their reflecting skills and retention of what they learned. It will also show them how to be critical in their thinking and apply what they have learned.

# data[].attributes.body
Establishing a mindset that students are not born with intelligence, but rather the amount of time they put into learning and improving. Will help break students out of thinking they can not move forward because they did not inherit skill.  (Stern, Ferraro, and Mohnkern p. 31)
This will help in the classroom by giving my students the motivation to want to succeed for more. It will also give them encouragement that nothing holds them back from achieving their goals.

# data[].attributes.body
Using traditional factual type learning to promote concept based learning. Helps to deepen concepts through the genera; understanding of lower level skills. (Stern, Ferraro, and Mohnkern p. 19)
This will help students in class by creating a solid foundation of information that will later be carried over into deeper discussions. An example would be starting with DOK 1 and 2 questions then transitioning over to DOK 3 and 4.