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How do your teachers “ ignite” students’ brains as a lesson begins? What could this look like in remote or blended learning experiences? ( synchronously  or asynchronously)

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Select one of the following prompts:

How might you support teachers in their understanding of how the brain works and in designing learning experiences where learning is organized in digestible chunks?

How do your Google Classrooms reflect an understanding that the brain processes information in digestible chunks? What support might teachers need?

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Choose one of the prompts below to respond to:

Why is unstructured think time for the learner important? How do you support teachers to do this well with students?

What skills do teachers need to build in order to use cognitive routines to develop students’ thinking dispositions?

How do we help teachers to incorporate cognitive routines in order to move students to more independent learners

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What opportunities for review/practice have you seen teachers incorporate in their google classrooms and through their use of technology tools?    How have these practices support students in becoming more independent learners?

What specific change would you like to see now and/or in the Fall? Why?

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Teachers are using Google meets to teach their students and various platforms that offer visuals to encourage students to identify, think and respond. 

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Teachers are using Google meets to teach their students and various platforms that offer visuals to encourage students to identify, think and respond. 

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Utilizing videos or other digital imagery along with a strong quote or phrase to help introduce or front load information prior to addressing the task helps to create an anticipatory and perceptive tone and skills within the students.

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Using Images and video connected to the concept or idea students are exploring at the beginning of a lesson helps students connect to concept

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Teachers giving a question where scholars build on one another's ideas.

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Teachers giving a question where scholars build on one another's ideas.

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Teachers need support deciding how big or small the chunks should be.  They also need support deciding how the chunks of information get retained.

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KNOWING EACH STUDENT WELL & SUPPORTING THE SOCIAL AND EMOTIONAL WELLNESS OF OUR COMMUNITY

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KNOWING EACH STUDENT WELL & SUPPORTING THE SOCIAL AND EMOTIONAL WELLNESS OF OUR COMMUNITY

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DEVELOPING PEOPLE- PROFESSIONAL LEARNING FOR TEACHERS

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DEVELOPING PEOPLE- PROFESSIONAL LEARNING FOR TEACHERS

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 SHARED AND INCLUSIVE CURRICULUM AND QUALITY DIGITAL RESOURCES

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 SHARED AND INCLUSIVE CURRICULUM AND QUALITY DIGITAL RESOURCES

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STRENGTHENING CORE INSTRUCTION IN BLENDED LEARNING 

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STRENGTHENING CORE INSTRUCTION IN BLENDED LEARNING 