# data[].attributes.body
What do we need to be doing in 211-213 to prepare them for state licensure.

# data[].attributes.headline
Online 21x? Hybrid? Effectiveness? Experience? 

# data[].attributes.subject
Online 21x? Hybrid? Effectiveness? Experience? 

# data[].attributes.headline
How can we get our students in the classroom sooner so they can either: A) gain motivation to persevere because they know this is what they want to do or B) see this may not be what they want to do. 

# data[].attributes.subject
How can we get our students in the classroom sooner so they can either: A) gain motivation to persevere because they know this is what they want to do or B) see this may not be what they want to do. 

# data[].attributes.headline
Can students succeed in the sequence without algebra skills?

# data[].attributes.subject
Can students succeed in the sequence without algebra skills?

# data[].attributes.body
Many of these tensions (e.g., innovation v. covering content) are related to curriculum materials or conversations/inspiration about their enactment. I'm wondering about ways we can make our knowledge and resources as accessible as possible so that we can do more innovative activities that also "cover" content. And model the kinds of activities we'd like to see teachers doing with their students.

# data[].attributes.body
How do y’all teach 211,212,213? What things or activities elicit the most engagement and learning?

# data[].attributes.body
Is the way 211/12/13 being taught consistent throughout the state? Nation?

# data[].attributes.body
How can we get our students in our classroom in a classroom to “see” what we are teaching them is being taught.

# data[].attributes.headline
Are class sizes increasing or decreasing? Skill level increasing or decreasing? 

# data[].attributes.subject
Are class sizes increasing or decreasing? Skill level increasing or decreasing? 

# data[].attributes.body
What are the general standards/goals/content constraints across 21X classes of varying institutions?

# data[].attributes.headline
Do others feel a bit isolated as 211 teachers?

# data[].attributes.subject
Do others feel a bit isolated as 211 teachers?

# data[].attributes.body
I wonder how teachers who struggle with the math feel and do after a few years as an inservice teacher? (What is the impact on THEIR students)?

# data[].attributes.body
What is going well and what is a struggle currently in your class?

# data[].attributes.body
What do you think needs to be happening in K-12 to prepare students for 211, 212, 213?

# data[].attributes.body
What foundational skills should we foster and encourage before entering MTH 211?