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Engagement through visuals, modeling, echoing, etc.

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Engagement through visuals, modeling, echoing, etc.

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I think I do a good job of clarifying vocabulary and showing the a visual of what I mean and even translate when possible.

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That I have created and that we have created together.

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Echoing, modeling, visuals, presenting concepts in a variety of ways

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Echoing, modeling, visuals, presenting concepts in a variety of ways

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Optimize individual choice and autonomy. Giving them and option on their learning and their assignments

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I have the better readers give the correct pronunciation for the lower readers to keep them engaged.

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Visuals and small groups

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I like providing the students with various ways/multiple means to show mastery

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I provide students with lots of visuals while teaching, especially when teaching new vocabulary.

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Provide written transcripts for videos or auditory clips

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Provide written transcripts for videos or auditory clips

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Provide visual diagrams, charts, notations of music or sound

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Provide visual diagrams, charts, notations of music or sound

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I preview vocabulary at the beginning of lessons with visuals and definitions in English and Spanish.

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Google Slide, Recordings, Graphic organizers,

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Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language

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Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language

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visual aids during live instruction and for assignments 

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visual aids during live instruction and for assignments 

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I am using visuals while in small groups, and using Powerpoint Presentations.

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I am using visuals while in small groups, and using Powerpoint Presentations.

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Visuals, audio recordings, designing assignments that hit a student's ZPD. 

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Visuals, audio recordings, designing assignments that hit a student's ZPD. 

# data[].attributes.headline
Visual, modeling, providing background knowledge, engagement, speaking clearly, direct and intentional instruction. 

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Visual, modeling, providing background knowledge, engagement, speaking clearly, direct and intentional instruction. 

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Engagement is a big focus because students are struggling with class focus and being involved but I truly believe that I am working in each of the 3 categories. A balance of the 3 are most helpful.

I'm always looking for ways to engage students on different fun ways.

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Optimize relevance, value, and authenticity

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Optimize relevance, value, and authenticity

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Providing Visuals, and explaining. I try to bring real world objects in for them to see and connect with. Videos and songs. 

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Providing Visuals, and explaining. I try to bring real world objects in for them to see and connect with. Videos and songs. 

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moving away from language like "I'm bad at this" and natural aptitude. growth mindset

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moving away from language like "I'm bad at this" and natural aptitude. growth mindset

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Virtually I have been able to provide a lot of visuals to help with understanding.

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Virtually I have been able to provide a lot of visuals to help with understanding.

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Using differentiated assignments that meet the same standard. Small Group instruction, multiple means of representation.

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Using differentiated assignments that meet the same standard. Small Group instruction, multiple means of representation.

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Whole Brain Teaching, different gestures for topics or important information

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find reading passages that give the same content but levels the reading each student is doing to their individual levels

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find reading passages that give the same content but levels the reading each student is doing to their individual levels

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I am creating different forms of the same assignment.

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There are many things I am already doing to differentiate:
- speaking clearly
- asking questions based on ability to answer (might ask one student yes/no questions, while I ask a short answer question to a different student, etc.)
- using many, many visuals
- going through a process multiple times
- using videos
- asking multiple questions of all students to keep them engaged--all participate

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Visuals, different expectations for each student

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Visuals, different expectations for each student

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Videos, visuals, recording directions, small groups

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Videos, visuals, recording directions, small groups

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Small groups

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using sentence stems, videos, jamboards, record my voice for instructions and grade level text, and small groups.

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I am providing visual, auditory, and kinesthetic means of learning

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I am providing visual, auditory, and kinesthetic means of learning

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Zearn for math allows kids to move at their own pace

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Visuals
Greeting students in their first language

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Visual vocabulary with the new CKLA curriculum.

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Promote expectations and beliefs that optimize motivation

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Whole brain teaching and minimizing threats and distractions

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Giving students multiple ways they can show me the answer to a question (math)
Having students use facial expressions to show how they feel during a story or how the character feels (reading)

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Small groups

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Different Seesaw activities for students. Small group instruction, visuals. lots and lots of visuals on vocab for ESL students. 

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Different Seesaw activities for students. Small group instruction, visuals. lots and lots of visuals on vocab for ESL students. 

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Providing exciting lessons that attract the students attention

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set expectations, visuals with whole brain, giving them different choices to respond.

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providing different forms of media. visuals, text, auditory..

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Small group time, individual activities and time with students

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Small group time, individual activities and time with students

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Giving students a variety of choices to do one assignment (make a video, write a story, etc.) 

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Giving students a variety of choices to do one assignment (make a video, write a story, etc.) 

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I make sure to provide visuals during lessons as well as allow students to re

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Provide tasks that allow for active participation, exploration and experimentation

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Provide tasks that allow for active participation, exploration and experimentation

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Using multiple media for communication

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-Providing sentence stems.
-Small group math and reading.
-Completing an example assignment with them to show expectations.

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Adjusting expectations based on each individual student.

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Adjusting expectations based on each individual student.

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Sentence Stems, visuals, reading passages for students as they follow along

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set expectations, engage in many different ways, small groups 

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set expectations, engage in many different ways, small groups 

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Whole Brain Teaching with gestures and chunking information
Student led conversations
Student choice
Variety in assignments and ways to show learning

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- Increase mastery-oriented feedback.
-Promote expectations and beliefs that optimize motivation. We look back at the grade book and see where they are missing assignments and what are late. Give the students the challenge of minimizing what's missing.
-Facilitate personal coping skills and strategies.
-Alternatives for auditory and visual information.
- Clarification on vocabulary, sentences, and structure.
-Help understanding mathematical symbols.
-Activate or supply background knowledge.
-Give students options in what they're working on.

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I attempt to stick to our daily schedule as best as possible, so that students have a routine that is dependable. I post timers to give students a warning for when the activity will end and what is coming next.

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Encouraging student choice,

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I preview vocabulary and add visuals. I also include definitions in English and Spanish.

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Whole Brain Teaching - allows for students to respond in various ways, rather than verbal response only.

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I provide multiple modes of action & expression; for instance, students are given a variety of choice in how they will showcase their learning.

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When teaching, I try to have a typed/visual representation of what's happening as well. I know I have a hard time with auditory processing, so I try to make it easier for kids who need that as well
When we take notes, we add icons to increase retention (picture is worth 1,000 words) and comprehension

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teaching in small groups and differentiated seesaw assignments to meet student needs

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My students and I do a monthly reflection on our performance in class. We use it as a way to see if we have been meeting the school core values P.R.I.D.E. Its also a way for them to give me feedback on my teaching. Kids can be very honest but they give great constructive feedback.

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Student choice in as much as possible... order or work completion, pen or marker, topic of book, etc.

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Student choice in as much as possible... order or work completion, pen or marker, topic of book, etc.