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When students have a growth mindset, they understand that with the right kind of effort, they can learn anything. Having a growth mindset is about knowing that learning is a process and a pathway to understanding.

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My name is Stephen Eguilos. Born and raised in San Francisco, CA. I currently reside in Daly City, CA with my wife, two kids (ages 6 and 11), and two dogs. I am an alumni of Archbishop Riordan High School and San Francisco State University. I have a BA in Liberal Studies and Asian American Studies.

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Single Subject Credential in Physical Education

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I am a true visual learner. I enjoy using images to build connections with everyone around me and I can use photographs and other visuals to connect content to my students. As a visual learner, I can add all types of visuals to teach my subject area.

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Taylor Mali: What teachers make | TED Talk

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Ever heard the phrase “Those who can’t do, teach”? At the Bowery Poetry Club, slam poet Taylor Mali begs to differ, and delivers a powerful, 3-minute response on behalf of educators everywhere.

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Sworkit | At Home Workout and Fitness Plans

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Simply Work It

Sworkit means to simply work it. Your body was built to move daily and we've designed an innovative experience that makes it easy, enjoyable, and, yes, simple, to do just that.

Variety: More than 400 unique workouts and over 800 exercises

Personalized: You choose the time you have to workout

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Customizable: Create and save your own custom workouts

Support: Certified trainers to answer your fitness and nutrition questions

Try Us Out For Free

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Sworkit | At Home Workout and Fitness Plans

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Sworkit means to simply work it. Your body was built to move daily and we've designed an innovative experience that makes it easy, enjoyable, and, yes, simple, to do just that.

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Fitness blueprints: no-equipment visual workouts, fitness programs and challenges, training and running tips, recipes and nutrition advice.

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ITL520 Signature Assignment Learning Map

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ITL 608 Teacher Interview Edward Ridad(1)

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Teachers establish a lesson's purpose and then model their thinking to illustrate for students how to approach the new learning. Focus lessons include modeling and direct explanation of the skills, strategies, or tasks being taught.

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Teachers strategically use questions and assessment-informed prompts, cues, direct explanations, and modeling to guide students to increasingly complex thinking and facilitate students' increased responsibility for task completion.

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Teachers design and supervise tasks that enable students to be in productive groups to consolidate their thinking and understanding, and that require students to generate individual products that can provide formative assessment information.

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Teachers design and supervise tasks that require students to apply information they have been taught to create new and authentic products. Students demonstrate their expanding competence.

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Students work together to perform specific tasks in small mixed-ability groups with shared responsibility for learning.

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Students are active in processing information, defining problems, and understanding different points of view.

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Students act out roles or situations followed by a debriefing to define what they have learned.

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Students engage by becoming directly involved in mock events or conflict.

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The teacher exhibits or displays an experiment, process, or skill to the class and discuss concepts embedded in lesson.

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Students engage in different pathways to learning designed to meet their needs and abilities.

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Students take an active role in their learning process by answering a series of questions or solving problems designed to introduce a concept or skill.