# data[].attributes.body
Going deeper and directing student inquiry.

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Thought starters

How do focus, coherence, and rigor come into play in your own classroom?

Think about the six shifts. How will they affect your teaching?

Ms. Wessling talks about using the CCSS with her own children. How could you encourage family involvement with the standards?

School Details

Johnston Senior High School
6501 Northwest 62nd Avenue
Johnston IA 50131

Data Provided By:

Teachers

English Language Arts / 10 11 12 / Teacher

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Sarah Brown Wessling explores how teachers are shifting their classrooms to implement the Common Core Math Practice and Content Standards. Sarah talks about how the math practice standards focus on the dispositions that help students take charge of their own learning.

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Creating an inclusive and supportive school culture --Crew! 

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Creating an inclusive and supportive school culture --Crew! 

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2A, 2D

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Thought starters

How is the Crew structure similar to, or different from, other advisory or homeroom structures?

Many students feel that Crew was the most important factor in compelling them to graduate and go to college. What features of Crew do you think are most important in this?

School Details

The Springfield Renaissance School
1170 Carew Street
Springfield MA 01104

Data Provided By:

Teachers

# data[].attributes.attachment_link.description
Students at Springfield Renaissance School participate in regular Crew meetings, where they get a chance to check-in and support each others' academic success. Through regular Crew meetings, students get to build relationships with a group of peers and their adviser while gaining important skills.

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5 2a,c growth mindset, getting students' attention, check for understanding

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Get teaching classroom management techniques to increase student engagement. Real life example from a middle school English Language Arts classroom.

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Appropriate Use of Technology. 5-2d (kinda)

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Appropriate Use of Technology. 5-2d (kinda)

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Thought starters

When planning a lesson - even when you're planning on incorporating technology - what is the first question you should ask yourself?

What does Sheryl argue is the power of technology?

How will that aid in students' retention of material and their engagement?

What is the impact of technology on this lesson?

School Details

Ann Street Elementary School
30 Ann Street
Newark NJ 07105

Data Provided By:

Teachers

English Language Arts / 6 7 / Teacher

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New Teacher Survival Guide: Technology in the Classroom

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Thought starters When planning a lesson - even when you're planning on incorporating technology - what is the first question you should ask yourself? What does Sheryl argue is the power of technology? How will that aid in students' retention of material and their engagement? What is the impact of technology on this lesson?

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Grade 6 - Discussion of Classroom Management Strategies

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Grade 6 - Discussion of Classroom Management Strategies

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Covers all aspects

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Discussion and Supporting Materials

Thought starters

What is the impact of having students' reflect on the time it takes them to complete tasks?

How do the 1, 2, and 3 finger signs help limit class interruptions?

Why does the use of a timer help both the teacher and students more so than just saying?

School Details

Springfield Twp Middle School
1901 Paper Mill Road
Oreland PA 19075

Data Provided By:

Teachers

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Strategies to Improve Transitions and Time Management

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Instructional expert Jim Knight observes Wendy Hopf's Language Arts classroom to offer feedback on her management of transitions between tasks, as well as time management. Ms. Hopf involves students' in thinking about how long an activity or task should take and how long it actually takes.

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All grades (but elem. math example on video) Crit 5 2a
THIS IS AMAZING, made me want to cry to see this teacher killin' it and kids loving learning!!!

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.2.NBT.B.7

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

7:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

How does Ms. Montoy-Wilson help her students become excited about challenges?

Why is it important for students to articulate their thinking about challenging work?

How does Ms. Montoy-Wilson ensure that her students are struggling productively?

Teachers

English Language Arts Math Science Social Studies Arts / 1 / Teacher

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Encouraging Students to Persist Through Challenges

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Students in Maricela Montoy-Wilson's second grade class persist through challenging math work. Students work on three-digit story problems, using resources and strategies to come to a solution. Maricela Montoy-Wilson discusses the ways in which she helps students to persevere to make sense of the problems.

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2a 2d 2e
Using "Be an Ally" instead of "Don't be a bully"

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Change Attitudes Toward Bullying: Be An Ally

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Bullying is an issue in many schools. Watch how one school is tackling bullying with the Be an Ally program. Program covers bullying, bystanders and allies.

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A longer video, but interesting to see specific curriculum available to schools and classrooms to counteract bullying. Criterion 5, 2a, approaching Distinguished.

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Thought starters

Why is it important to clearly define bullying with teachers and students?

How do the Anti-Bully Kickoff Day activities support a successful implementation?

How can you begin to address bullying in your classroom?

In your school?

School Details

St. Philip School
665 Elizabeth Street
San Francisco CA 94114

Data Provided By:

Teachers

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Creating Rules and Rubrics to Prevent Bullying

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Based on data gathered from students, Saint Philip's School has identified specific areas in which they need to improve their response to bullying among students. Working with the Olweus Bullying Prevention Program, Saint Philip's faculty created a rubric for their school defining types and levels of bullying and their associated consequences.

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Creating an Environment of Respect and Rapport.

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Thought starters

Why is digital literacy so important in civic education?

How do civic engagement projects help students to be college, career, and community ready?

How can you bring civic engagement opportunities into your own classroom?

School Details

Coliseum College Prep Academy
1390 66th Avenue
Oakland CA 94621

Data Provided By:

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High school teachers and members of the Educating for Democracy in the Digital Age initiative explain why civic education is important and how teachers can bring it to their classrooms. They talk about the importance of ensuring that students are college, career, and community ready and the increased levels of engagement they see through this program.

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What are micromessages and how can teachers use them to affect the learning environment. Learn how powerful micromessages are, and how they impact students.

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Addressing points 2d and 2e, the teacher uses intentional body language to get students on task and engaged at the start of the lesson. Also more British narration, always a win.

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Using the proper body language can be used as an effective lesson starter. Setting a good classroom culture from the beginning of the class means you can get through more of your lesson in a more effective manner.

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criterion 2a, 2c

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Thought starters

What is the effect of having students write questions to ask their parents?

How does Ms. Saul communicate her feelings for her students?

What can you learn from Ms. Saul about creating multipurpose procedures?

Teachers

English Language Arts Math Science Social Studies Arts / 3 / Teacher

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Third grade teacher Jen Saul discusses how she has her students reflect on their learning at the end of each day. Students take out their daily planners and write down what they have learned that day, often in the form of a question. Sometimes students write challenging questions to ask their parents.

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Daily Assessment with Tiered Exit Cards 2b=3

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Daily Assessment with Tiered Exit Cards 2b=3

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Math.A.REI.3

Common core State Standards

Math: Math

A: Algebra

REI: Reasoning with Equations and Inequalities

3:
Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

How and why does Ms. Barchi identify which type of exit card a student completes?

Notice how Ms. Barchi quickly sorts the exit cards so she knows which students need reteaching. How does this strategy offer immediate feedback to students and differentiated support?

School Details

Elmont Memorial High School
555 Ridge Road
Elmont NY 11003

Data Provided By:

Teachers

# data[].attributes.attachment_link.description
Marie Barchi models an effective process of formative assessment with her Algebra I students. During the lesson, Ms. Barchi assesses student readiness as they work problems so she can identify the type of exit card appropriate for each student based on where they are at in learning how to solve inequalities.

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5.2a Respect and Rapport

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Social Emotional Health is important for all classrooms. Learn how you can build social emotional lesson plans, and integrate social emotional components into subject specific lessons.

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High School - Criterion 5 2a 2c

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Mindfulness in the classroom for all grades: 5-

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Mindfulness in the classroom for all grades: 5-

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Getting the most out of "invisible students"

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Thought starters

How does this strategy help students learn from each other?

What can you learn from Mr. Paris about engaging all students?

How could this strategy be adapted for different activities?

School Details

Orange Grove Middle Magnet School
3415 North 16th Street
Tampa FL 33605

Data Provided By:

Teachers

English Language Arts Arts / 6 7 8 / Teacher

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The Wingman: Engaging Reluctant Students

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Middle school ELA teacher Sean Paris encourages participation from reluctant students by having them monitor the participation of their peers. When Sean appoints a student to be a wingman, the student tracks the frequency and type of participation from the group. Sean explains how this strategy engages students who are reluctant to participate in class discussion.

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New Teacher Survival Guide: ADHD in the Classroom

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ADHD expert Pamela Milazzo works with special education teacher James McInstry as he tries to improve his instruction to address the students' struggles in maintaining focus. James shares that one of his goals is to improve how students transition among lesson parts.

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5th grade "Word of the day for transitions, and "grab-bag" quiz for transitions

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5th grade "Word of the day for transitions, and "grab-bag" quiz for transitions

# data[].attributes.body
https://www.teachingchannel.org/videos/managing-transitions

# data[].attributes.body
The teacher listens and promotes a caring and safe environment where students can use their Spanish to work on math exercises.

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Math.Practice.MP2

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP2: Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability todecontextualize--to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability tocontextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.HSF-IF.C.9

Common core State Standards

Math: Math

HSF-IF: High School: Functions: Interpreting Functions

C: Analyze functions using different representations

9:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

What are the benefits of allowing newcomer students to use their home language during math class?

How does Ms. Segura scaffold the instruction throughout the lesson?

What does Ms. Segura learn about the language demands of this lesson, and how does she use that knowledge to alter her instruction for the next class?

Teachers

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Supporting Language & Content Learning in Math

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Students in Patricia Segura's high school class use their home language of Spanish to work through collaborative math tasks. Since most of the students in the class are newcomers, students struggle with a math task that involves reading story cards in English.

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2a, 2c, 2d, 2e

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Integrating Drama with Science and History

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All students can benefit when you introduce drama into the learning experience. Whether it's a Science or History lesson, students become more engaged when they are participants in the lesson.

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The teacher has the class decide if the students' misbehavior is disrupting their learning. Very effective. 2a 2d

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Ready to Learn: Creating a Positive Classroom Culture

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Third grade teacher Jen Saul talks about how she builds a positive and safe classroom community. Jen describes how she celebrates mistakes in her classroom, encouraging her students to take risks. In order to take risks, her students need to feel safe. Building off of students’ hopes and dreams for…

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Clipboards: A Tool for Informal Assessment 2b 3

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Clipboards: A Tool for Informal Assessment 2b 3

# data[].attributes.body
Keeping informal notes for teacher use only as a way to recognize student work, organization, and lesson review.

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Clipboards: A Tool for Informal Assessment

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Math coach Audra McPhillips uses a clipboard to take notes on her students’ progress. Audra explains how she assesses students’ understanding and uses her notes to inform future instruction.

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Lovely British narration, feels like a documentary. Teacher really demonstrates effective practices in 2c and 2d. Narrator does a good job of explaining how the teacher's actions are effective.

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Body language expert Chris Caswell uses this classroom observation video to demonstrate body language techniques at the end of the lesson. How can something as simple as changing the inflection of your voice or shifting your position around the room make all the difference in keeping them on task?

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https://www.teachingchannel.org/videos/math-test-grading-tipshttps://www.teachingchannel.org/videos/math-test-grading-tips

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Discussion and Supporting Materials

Thought starters

How does kindergarten teacher Ryan Berger use lights and a song to transition between centers?

Notice how Mr. Berger repeats instructions prior to the transition How is content addressed during transitions to make the most use of time?

School Details

Springfield Township Elementary School-Enfield
1118 Church Road
Oreland PA 19075

Data Provided By:

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Ryan Berger is in the middle of his first year as a new Kindergarten teacher. He asks Jim Knight to observe a lesson and share strategies to help him specifically with transitioning students between centers. Mr. Knight looks for classroom management strategies he can recommend to help Mr. Berger improve class structure.

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Praising the Process- works for all grades

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Praising the Process- works for all grades

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2a - distinguished
2c - distinguished

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ELA.W.1.3

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

3:
Write narratives in which they recount two or
more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and
provide some sense of closure.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.1.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards K-5

1: 1st Grade

5:
With guidance and support from adults, focus on
a topic, respond to questions and suggestions
from peers, and add details to strengthen writing
as needed.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

How does process praise help students develop growth mindsets?

How does Ms. Stewart make sure her process praise is authentic?

What tips does Ms. Stewart share for how teachers can begin to use process praise in their classrooms?

Teachers

English Language Arts Math Science Social Studies Arts / Kindergarten 1 / Teacher

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Chana Stewart uses process praise to help her students develop growth mindsets. She shows us how she uses this praise during writing workshop and offers tips for how other teachers can try this type of praise.

# data[].attributes.body
5.2a Respect and Rapport

# data[].attributes.attachment_link.title
Change Attitudes Toward Bullying: Be An Ally

# data[].attributes.attachment_link.description
Bullying is an issue in many schools. Watch how one school is tackling bullying with the Be an Ally program. Program covers bullying, bystanders and allies.

# data[].attributes.body
Fast forward to 1:20 to view Criteria 5, 2c, Distinguished! "Routines are well understood."

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Setting Expectations with Libby's "Little Tigers"

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Establishing expectations and classroom routines is most challenging for kindergarten teachers. Learn 6 effective steps to make your young students feel at ease and follow the routines needed for a great learning environment.

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Secondary grades: Google Hangouts: 5-2e/2a

# data[].attributes.subject
Secondary grades: Google Hangouts: 5-2e/2a

# data[].attributes.attachment_link.description
Johanna Paraiso explains how she uses technology to build students' communication skills. She shares how she uses google hangouts for small group instruction as well as for having her students communicate with other classrooms. She explains how video recordings of current and former students can boost student confidence.

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2e: Organizing Physical Space

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5 2a-- this is a morning meeting structure for support

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Thought starters

How is the Crew structure similar to, or different from, other advisory or homeroom structures?

Many students feel that Crew was the most important factor in compelling them to graduate and go to college. What features of Crew do you think are most important in this?

School Details

The Springfield Renaissance School
1170 Carew Street
Springfield MA 01104

Data Provided By:

Teachers

# data[].attributes.attachment_link.description
Students at Springfield Renaissance School participate in regular Crew meetings, where they get a chance to check-in and support each others' academic success. Through regular Crew meetings, students get to build relationships with a group of peers and their adviser while gaining important skills.

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Grade 5 (Could be done at any grade)--Criterion 5, 2A

# data[].attributes.subject
Grade 5 (Could be done at any grade)--Criterion 5, 2A

# data[].attributes.body
A great way of teaching students how to cultivate respect towards one another and the value what others have to say. It also asks them to physically move when others talk, which will help minimize other distractions...

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Thought starters

How does focusing attention on the speaker increase student engagement?

What routines are evident that support student tracking?

How does Ms. Noonan reinforce the desired behavior?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Noting the benefits of tracking one another instead of just the teacher, fifth grade teacher Madeline Noonan expects her students to show respect to and focus on the individual student who is speaking or answering a question. To encourage this, Madeline points out when students wait for their classmates' attention and praises the desired behavior.

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This is AWESOME! Teacher's movement and body language engages kids and excites them about learning!

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Using the proper body language can help teachers create bonds and build relationships with students. Watch as one teacher moves through the classroom and between the students seats to create a relationship with the students.

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Students in Pre K and kindergarten can really benefit from play time. Watch how you can design play time that helps students develop in many ways.

# data[].attributes.headline
Setting the Tone from Day One 2a=proficient 2c=proficient

# data[].attributes.subject
Setting the Tone from Day One 2a=proficient 2c=proficient

# data[].attributes.body
very strict and organized set of classroom expectations established on DAY ONE, even before students enter the classroom

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Thought starters

What is the relationship between tone and expectations?

Mr. Romagnolo says, "Your expectations are what you allow them to do, not what you say." How could you apply this distinction in your own class?

What could you do if a positive tone wasn't set on the first day?

Teachers

Math / 6 7 8 9 10 11 12 / Coach

# data[].attributes.attachment_link.description
Nick Romagnolo talks about how to set a positive tone by communicating clear expectations. From the very first day of school, teachers can communicate clear expectations before students step into the classroom. Nick says that expectations are what you allow students to do, not what you say.

# data[].attributes.body
Criterion 5.2.c
https://www.teachingchannel.org/videos/teaching-kindergarteners-social-studies

# data[].attributes.body
2c: Managing Classroom Procedures
This is a different, more open ended student focused example of classroom management.  The teacher is using student engagement and the relationships with the students to drive the classroom procedure.

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High school drama teacher Simon Druker understands that student behavior in his class is somewhat different than in classes such as English, history, or science. He also realizes how the way he structures a lesson from start to finish impacts student behavior and engagement.

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6th Grade Science - Direction-giving + High Expectations

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6th Grade Science - Direction-giving + High Expectations

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Criterion 5, 2a, 2c - Also fosters self-efficacy & Pygmalion effect (Adolescent Psych)

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Thought starters

In what kinds of situations would this strategy work best?

How does having high expectations allow students to construct their own understanding?

Notice how Ms. Noonan gives efficient but minimal directions. What effect does this have?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Giving Efficient Directions: Sometimes Less is More

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While teaching math, fifth grade teacher Madeline Noonan presents a problem to her class. She gives brief instructions and then says, "That's all I'm going to say." By using this strategy, students are forced to answer their own questions and develop understanding independently. Madeline explains how this strategy fits in with having high expectations.

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2a, wonderful example of empowering students!

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Thought starters

How could you draw attention to your students' scholarly and scientific behaviors?

Why is it important to point out the ways in which you see students being scholars and scientists?

How does this strategy affect class culture?

School Details

Eastside College Preparatory School
1041 Myrtle Street
East Palo Alto CA 94303

Data Provided By:

Teachers

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Scientists & Scholars: What's in a Name?

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ELA.L.2.5

Common core State Standards

ELA: English Language Arts

L: Language Standards K-\x80\x935

2: 2nd Grade

5: Demonstrate understanding of word relationships
and nuances in word meanings.

a. Identify real-life connections between words
and their use (e.g., describe foods that are
spicy or juicy).

b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny,
scrawny).

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

How does Ms. Kim make vocabulary a natural part of the classroom?

Notice the synonym list and vocabulary cards that provide visual references. How does the students' response to this strategy change over time?

School Details

Charles White Elementary School
2401 Wilshire Boulevard
Los Angeles CA 90057

Data Provided By:

Teachers

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College Talk: Improving Students' Vocabulary

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ELA.L.2.5 Common core State Standards ELA: English Language Arts L: Language Standards K-\x80\x935 2: 2nd Grade 5: Demonstrate understanding of word relationshipsand nuances in word meanings. a. Identify real-life connections between wordsand their use (e.g., describe foods that arespicy or juicy). b.

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Elementary Science - Cooperative Learning

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Elementary Science - Cooperative Learning

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Criterion 5 2C

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Thought starters

How does Ms. Cope facilitate collaboration between students?

What other strategies might you use to help students work together productively?

How does working in groups on an investigation helps students build their understanding of scientific concepts and skills?

School Details

Burlington Elementary School
5946 North Orient St
Burlington KY 41005

Data Provided By:

Teachers

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Thought starters How does Ms. Cope facilitate collaboration between students? What other strategies might you use to help students work together productively? How does working in groups on an investigation helps students build their understanding of scientific concepts and skills?

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2d, great way to redirect energy

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Social Emotional Health is important for all classrooms. Learn how you can build social emotional lesson plans, and integrate social emotional components into subject specific lessons.

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This would be work well for all grade level

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Students build social and emotional literacy by using a mood meter and practicing calm-down strategies. Students begin their day with three minutes of silence and then report how they are feeling using a mood meter. Throughout the day, students gain practice using a variety of calm-down strategies.

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5 2c working content into classroom procedures and transitions

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Discussion and Supporting Materials

Thought starters

What is the class's daily routine for learning the word of the day?

Why does Ms. Noonan have students "sit like a scholar" and wait before she says the word of the day?

How does the "Grab Bag Quiz" help with classroom management as students move back to their desks?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Madeline Noonan shows us two ways she manages transitions. We see her "Word of the Day" routine and her "Grab Bag Quiz." Both of these help to manage her class and add instructional time as students transition from one activity or location to another.

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ELA.SL.9-10.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

9-10: 9th & 10th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-\x80\x9310
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.9-10.1c

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-12

9-10: 9th & 10th Grades

1c:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RH.9-10.3

Common core State Standards

ELA: English Language Arts

RH: Reading Standards for Literacy in History/Social Studies 6-12

9-10: 9th & 10th Grades

3:
Analyze in detail a series of events described in
a text; determine whether earlier events caused
later ones or simply preceded them.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

What are the benefits of having students choose their own research topics?

How does the tree diagram help students think about root causes and effects of the contemporary problems they're researching?

How do civic engagement lessons prepare students for their futures?

School Details

Oakland Technical High School
4351 Broadway
Oakland CA 94611

Data Provided By:

Teachers

English Language Arts Social Studies / 9 / Teacher

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High school students in Matt Colley's social studies class work in small groups to synthesize research they've done on a contemporary issue, and begin to make a plan about how and where they can make change. Class begins with students working individually on a tree diagram to process their research.

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All grade levels

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Criteria 5, 2e, Distinguished! "Instructional time is maximized...Students contribute to the...transitions." Remember the Brain Break dances from our Arts and Culture Retreat?!

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Need a fun classroom transition to go from lesson to lesson? The Brain Break is a good activity that allows students to move around, engage their brain and refocus for a new lesson.

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Elementary class; strategy adjusts for older students

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Elementary class; strategy adjusts for older students

# data[].attributes.body
"Talk Tools," Criterion 5, 2a/2c/2d, depending on use

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https://www.teachingchannel.org/videos/student-attention-getting-technique

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His tactics seem harsh, but frames it with high expectations and mixes in fun.

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When you establish the classroom ground rules on the first day it can provide year long benefits for your challenging students. See how one teacher uses Tough Love to set a classroom culture from day 1.

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Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.1.OA.C.5

Common core State Standards

Math: Math

1: Grade 1

OA: Operations & Algebraic Thinking

C: Add and subtract within 20

5:
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Download Common Core State Standards (PDF 1.2 MB)

|

Math.1.OA.C.6

Common core State Standards

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Discussion and Supporting Materials

Thought starters

How does Ms. Gelormino create an environment where students are comfortable sharing their thinking?

How does Ms. Gelormino use questioning to encourage the use of academic language?

What strategies does Ms. Gelormino use to support her English Language Learners?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

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Dot Talks: Building Fluency with Numbers

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Students in Julia Gelormino's first grade class engage in a dot talk in order to build fluency with numbers. Students look at a set of dots and share how many dots they see and how the see them. They share strategies for adding within twenty.

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The Heat Loss Project: A STEM Exploration

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A unique project for teaching STEM. The heat loss project is a great project for middle school classes to cover how thermal energy moves through homes. Technology in this lesson enhances the learning experience.

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2c: Managing classroom procedures & 2e: Organizing Physical Space

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Thought starters

Why is it important to think about "choreographing your classroom" prior to teaching?

How does the effort put into teaching transitions pay off in the long term?

Why does Ms. Saul have students talk about what transitions look like, sound like, and feel like?

Teachers

English Language Arts Math Science Social Studies Arts / 3 / Teacher

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Third grade teacher Jen Saul choreographs her classroom to create smooth transitions. She talks about how she thinks about the flow of students throughout the day. Jen considers the pathways in her classroom and explicitly tells students which aisles to walk down when moving around the classroom.

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This summer, Teaching Channel will be helping beginning teachers countdown to their first year of teaching. We'll walk you through the steps you'll need to take before the first day of school.
Being able to quickly and effectively get the attention of students is a crucial skill for any teacher. Without it, teachers can't give directions, move on to new activities, assign work, provide feedback, or facilitate class conversations.

We've put together seven attention-getting methods geared towards several different age groups.
Have your own attention getting idea? Post it in the comments section below!
1. Attention-Getting Signals: One Spot: Mr. Romagnolo gets the attention of his class by designating a particular spot in the classroom, where he asks them to focus on him. The key to taking this tack, he says, is setting up a consistent routine so that students always know what is expected of them.

2. Attention-Getting Signals: Practice: In another look at Mr. Romagnolo's class, we see how he varies some of his attention-getting techniques so that he can easily tell if his students are paying attention or not. He then practices these techniques with everyone until they become second nature.

3. Attention-Getting Signals: Mix It Up: Getting the attention of younger students can be particularly difficult. Ms. Abdul-Wajid uses music and movement to keep her kindergartners focused.

4. Attention Getter: Say the Secret Word: In this classroom, Ms. Ramos has a secret weapon: a secret word that alerts her class to stop what they're doing and listen to her.

5. Getting their Attention Without Saying a Word: Ms. Withers uses silence to get her class to quiet down. The value of her approach, she says, is that not all students have to be facing her for this technique to work. This is a plus if students are facing each other in small groups.

6. Drumming Up Attention: Ms. Bailey engages students in a fun way by tapping out a quick beat, never having to raise her voice.

7. Whole Body Listening: Ms. Jaboneta works on active listening with her kindergartners, setting clear expectations while fostering an empathetic class culture.
Elizabeth Weiland is Teaching Channel's Advertising and Licensing Account Manager. Follow her on Twitter, @ElizabetWeiland.

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This summer, Teaching Channel will be helping beginning teachers countdown to their first year of teaching. We'll walk you through the steps you'll need to take before the first day of school. Being able to quickly and effectively get the attention of students is a crucial skill for any teacher.

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2a: Creating an Environment of Respect and Rapport

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2a: Creating an Environment of Respect and Rapport

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K-2

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Highlighting Mistakes: A Grading Strategy 5 2c - distinguished

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Highlighting Mistakes: A Grading Strategy 5 2c - distinguished

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

What does Ms. Alcala mean by "flow through" credit?

Why does Ms. Alcala review her favorite mistakes instead of the correct answers before passing back the test?

How does this grading strategy foster a class culture that values risks and learning from mistakes?

School Details

Martin Luther King Middle School
1781 Rose Street
Berkeley CA 94703

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Highlighting Mistakes: A Grading Strategy

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Leah Alcala explains how she helps her students learn from mistakes through a grading strategy. When grading tests, Ms. Alcala highlights student mistakes rather than marking or correcting them. She passes back tests without grades so that the students can focus on learning from their mistakes.

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Utilizing resources and space in classroom
Criterion 5 2E

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Watch a class go through a complete paper rocket lesson. Using math, physics and engineering concepts, students design a paper rocket and launch it to the moon.

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Thought starters

In what ways do you see Mr. Van Dyck connecting with individual students?

What personal experiences can you draw upon to better understand your students?

How does focusing on one positive element discourage negative behaviors?

School Details

Buchser Middle School
1111 Bellomy Street
Santa Clara CA 95050

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Building Relationships: Share Passion with Students

# data[].attributes.attachment_link.description
Brian Van Dyck describes how he forms relationships with students and shares with them a passion for learning. Brian takes interest in each individual student and challenges himself to connect with each and every student. To accomplish this, he finds at least one thing that is interesting or 'makes him smile' about each student and focuses on that one thing.

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All grades, 2d

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Thought starters

How do students learn the importance of a "teacher look"?

When would be effective times to use this strategy?

Why does Ms. Noonan say that every teacher needs to have a "teacher look"?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
My Teacher Look: Get Students Back on Track

# data[].attributes.attachment_link.description
Fifth grade teacher Madeline Noonan explains how she uses a "teacher look" to redirect student behavior. She talks about the importance of this look being private and discusses how she uses the look as a precursor to publicly calling out student behavior.

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7th-8th Relationships, Routines, & Rethinking the Lesson

# data[].attributes.subject
7th-8th Relationships, Routines, & Rethinking the Lesson

# data[].attributes.body
Criterion 5
2a: Creating an Environment of Respect & Rapport
2c: Managing Classroom Procedures

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Relationships, Routines & Rethinking the Lesson

# data[].attributes.attachment_link.description
Watch a lesson on finding the slope of a line. In this video, we watch students learning from each other, as well as a teacher adjusting the lesson based on student understanding on concepts.

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5 2a classroom values

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Tips to get students to appreciate each other. Whether by example or having students write down what they appreciate, making sure they appreciate each other builds a positive learning environment.

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EMOTIONAL LITERACY to Manage Student Behavior

# data[].attributes.subject
EMOTIONAL LITERACY to Manage Student Behavior

# data[].attributes.body
Criterion 5, 2d, Distinguished!
"Students take active role in monitoring their own behavior." The RULER curriculum is widely used throughout Seattle, and even our youngest students can readily use the Mood Meter.

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Thought starters

What are the effects of starting the day with three minutes of silence?

How does the mood meter give information to both students and teachers?

What kinds of self-regulation strategies do students learn?

# data[].attributes.attachment_link.description
Students build social and emotional literacy by using a mood meter and practicing calm-down strategies. Students begin their day with three minutes of silence and then report how they are feeling using a mood meter. Throughout the day, students gain practice using a variety of calm-down strategies.

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Criterion 5, 2a & 2d - Wingman in discussion groups

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Thought starters

How does this strategy help students learn from each other?

What can you learn from Mr. Paris about engaging all students?

How could this strategy be adapted for different activities?

School Details

Orange Grove Middle Magnet School
3415 North 16th Street
Tampa FL 33605

Data Provided By:

Teachers

English Language Arts Arts / 6 7 8 / Teacher

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The Wingman: Engaging Reluctant Students

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Middle school ELA teacher Sean Paris encourages participation from reluctant students by having them monitor the participation of their peers. When Sean appoints a student to be a wingman, the student tracks the frequency and type of participation from the group. Sean explains how this strategy engages students who are reluctant to participate in class discussion.

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2d: Managing Student Behavior
Modeling positive behavior in the classroom and insisting it is done right every time from the first day.  (Morrish)

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Thought starters

What is the relationship between tone and expectations?

Mr. Romagnolo says, "Your expectations are what you allow them to do, not what you say." How could you apply this distinction in your own class?

What could you do if a positive tone wasn't set on the first day?

Teachers

Math / 6 7 8 9 10 11 12 / Coach

# data[].attributes.attachment_link.description
Nick Romagnolo talks about how to set a positive tone by communicating clear expectations. From the very first day of school, teachers can communicate clear expectations before students step into the classroom. Nick says that expectations are what you allow students to do, not what you say.

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Step Back: Promoting Independent Thinking

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What can teachers do to promote independent thinkers? Here are a few strategies that can easily be integrated into any lesson, no matter what grade level your students are in.

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Clear expectations day 1

# data[].attributes.attachment_link.readable_text
Thought starters

What is the relationship between tone and expectations?

Mr. Romagnolo says, "Your expectations are what you allow them to do, not what you say." How could you apply this distinction in your own class?

What could you do if a positive tone wasn't set on the first day?

Teachers

Math / 6 7 8 9 10 11 12 / Coach

# data[].attributes.attachment_link.description
Nick Romagnolo talks about how to set a positive tone by communicating clear expectations. From the very first day of school, teachers can communicate clear expectations before students step into the classroom. Nick says that expectations are what you allow students to do, not what you say.

# data[].attributes.headline
4th-5th (bur really all) "Respectful Talk"

# data[].attributes.subject
4th-5th (bur really all) "Respectful Talk"

# data[].attributes.body
Criterion 5 2a: Creating an Environment of Respect and Rapport

# data[].attributes.attachment_link.readable_text
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Thought starters

How does Ms. Chism use accountable talk stems?

What concrete strategies does Ms. Chism introduce for getting students to engage in respectful talk?

How could you use Ms. Chism's strategies in your classroom?

School Details

Winridge Elementary School
3500 Ridgeway Road
Memphis TN 38115

Data Provided By:

Teachers

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4th and 5th grade Gifted ELA teacher Sherwanda Chism encourages students to engage in respectful talk. Sherwanda gives students accountable talk stems, giving them an entry point into academic discussions. Sherwanda explains how it's important to empower students to talk while making sure they are not harming or hurting anyone.

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Criterion 5 2c - distinguished!

# data[].attributes.attachment_link.readable_text
Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

What does Ms. Alcala mean by "flow through" credit?

Why does Ms. Alcala review her favorite mistakes instead of the correct answers before passing back the test?

How does this grading strategy foster a class culture that values risks and learning from mistakes?

School Details

Martin Luther King Middle School
1781 Rose Street
Berkeley CA 94703

Data Provided By:

Teachers

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Highlighting Mistakes: A Grading Strategy

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Leah Alcala explains how she helps her students learn from mistakes through a grading strategy. When grading tests, Ms. Alcala highlights student mistakes rather than marking or correcting them. She passes back tests without grades so that the students can focus on learning from their mistakes.

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Criterion 5 2a classroom agreements

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Tribes: Agreements for Learning Together

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Learn about a classroom agreement that bonds students and builds a positive class culture. Through attentive listening, showing appreciation, right to pass or participate, and mutual respect, Tribes can be used throughout an entire school district.