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Connect: Strategy Cards offer a milieu of strategies to address an identified need. Helps teachers to organize thoughts and provides concrete tools for students to use and practice.

Extend: Allow student to practice different strategies and find what feels natural to them.

Challenge: Generalizing beyond practice.

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All staff members share a commitment to the success of all students. Teachers collaborate to share ideas, resources, and best practices. We have seen this in our field placements with teachers sharing what they have used that has helped students. Not letting any teacher fail and using mentors.

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Connect: Value of relationship between feedback giver/receiver; value of teacher to student feedback.

Extend: Value of peer to peer and student to self feedback.

Challenge: examples of feedback forms for student to teacher feedback.

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Connect: seems mostly related to Classroom Management; huge link to Social-Emotional Learning; trauma sensitivity could be incorporated into PBIS
Extend: wasn't thinking of differentiation including these classroom management ideas; extending our understanding of what a differentiated classroom means
Challenge: how best to implement this in differentiated instruction proactively

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Group Four: academic conversations

Think: We think these are good tools to use to organize our thoughts so we can strategically engage our students more.  We can’t expect them to be organized unless we are.

Puzzle: We are puzzling about the relative effectiveness of each organizer for specific content areas.

Explore: Can we use this as differentiation or should we use more than one at a time to differentiate.

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-Working with a group to come to a consensus about grades is a new idea.
-Not easy, some teams work great together and agree .. some do not
- tough to get together and decide on grades with all teachers are asked to do Ie: IEPs, planning etc..

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CONNECT: Different resources available to students.  What are grades intended to measure—effort or mastery of content?  Growing movement toward eliminating grades.

EXTEND: Grading needs to be more thoughtful (about what it is measuring) and equitable (consideration of different starting points, resources, etc.).  At different points in a unit, grades are meant to assess different facets of learning.

CHALLENGE: How do we motivate students positively toward content mastery without using grades?

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Many of these strategies are more detailed great for inspiring critical thinking and engagement with the content.

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Connect with collaborative learning, working in groups, identifying standards as a group instead of individually.

Extend with tracking student progress over time based off of assessment data.

Challenge with common assessments, but see the potential for equitable opportunity for all classes.

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Connect:
- Graphic organizers and Grouping Students saw a lot in field placement

Extend:
- Proactive Planning document is easy to use, will lean on to make decisions

Challenge:
- Think out loud = that isn't a natural skill. how do you teach it?
- Re: Math = "we use a lot of graphics organizers in math, but a lot of times i think kids just fill it in and don't process what the organizer is supposed to illustrate)
- When kids "catch on" to "why" they were grouped in specific groups, so it disheartened them. What do you do in that situation?
- Grouping can be a challenge - in my own school experience, either nothing gets done or one student monopolizes the work. Or you have really independent kids who just want to do it alone. Some kids HATE being grouped or partnered.

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Teachers can differentiate through:
Content
Process
Product
Affect
Learning Environment