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Found a video on teaching math to ELLs as well. It's 9 minutes long, so I didn't get to finish it... but she speaks spanish - she's able to understand the spanish speakers and teach in English, using oral, written, and physical cues. https://www.teachingchannel.org/videos/math-for-newcomers-ousd

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I haven't been using exit tickets because I don't have time to grade them all. I found a video that used some app (wasn't stated) to record all of the data online. Next year my school will be going one-to-one, so all students will have a device. It will be easier to see how the class is doing when it gets plotted online automatically. Also, I plan to use Remind 101 to communicate with my kids to remind them of important things, like creating a cheat sheet for a test.
https://www.teachingchannel.org/videos/student-assessment-with-tech

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I am going to try creating menus based on Blooms taxonomy to tier assignments. This will help all students begin to experience success and to see their progression in depth of knowledge. I am going to implement it in my next unit plan (beginning after Fall Break).

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I want to start using objects or visuals to connect students to the reading. This sparks curiousity and helps students understand the stories better.
https://www.teachingchannel.org/videos/scaffolding-critical-thinking

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I think grouping students using the heterogeneous seating chart will provide better learning outcomes. 

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I think grouping students using the heterogeneous seating chart will provide better learning outcomes. 

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-Brenden

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http://www.edutopia.org/blog/gifted-students-general-ed-classrooms-elissa-brown

This is a list of Dos and Don'ts when it comes to gifted students in your gen ed classroom. There's an interesting link to "research based curriculum units that have been found to be effective with gifted students"--yay for "borrowing" resources instead of creating everything yourself!

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I want to try using Choice when students take notes. I normally use Cornell Notes, but I've noticed not all of students are receptive to this format. Therefore I will give them 2-3 choices to take notes during class.

Beto

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I want to try having students write the own crime scene investigations after having done a murder mystery today at school. Some of my 7th graders are really enjoying applying the scientific method to solving a murder because it relates to television shows they love. I plan to implement this tomorrow after they solve the murder. I think this could be a great way to differentiate and up the rigor through creating new content.

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I wanted to try the Starting With Movement/ stand up game strategy. I feel like my students stay in their seats too long and have a lot of pent up energy; I will probably try it some time next week. Hopefully this will allow students to shed some excess energy.

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Reading about the Power of Introverts was interesting, especially as it pertains to introverted teachers. I want to create "restorative niches" so that I'm much less stressed when dealing with the students. Basic premise, but taking care of me will make it easier to take care of them. Also, using an assessment to identify introverted students can help me differentiate the instruction, especially with group assignments. I would like to start creating the "restorative niches" immediately, and I would like to identify my little introverts before the end of the first quarter.
Here's the link: http://www.edutopia.org/blog/power-introverts-essential-understanding-teachers-elena-aguilar

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Chelsey A.
Stand Up Game. For this strategy, you start your lesson with a question, but the twist is that you get everyone on their feet to answer it. Students are able to sit down when they share their answer with the class. Take two minutes to watch this fun idea and then give it a try yourself. Possibly could do this with Do Now and homework questions. Have students state their answer and explain how they got it.

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http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

53 Ways to check for understanding: I really liked some of these ideas, and I think my students would appreciate this variety instead of endless amounts of quizzes and tests as formative assessments.

My favorite five:
1.) Invent the Quiz

Write ten higher-order text questions related to the content. Pick two and answer one of them in half a page.

2.) Mind Map

Create a mind map that represents a concept using a diagram-making tool (like Gliffy). Provide your teacher/classmates with the link to your mind map.

3.) Study Guide

What are the main topics, supporting details, important person's contributions, terms, and definitions?

4.) Top Ten List

What are the most important takeaways, written with humor?

5.) Muddy Moment

What frustrates and confuses you about the text? Why?

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I want to create a heterogeneous seating circle wheel so I am able to see my various possible seating and grouping arrangements. It's hard for me to identify my students by ability level, and this will make it easier.

-Amanda LaCasse

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I was recently told by my instructional coach that I am going way to fast for some of my students. I use whiteboards a lot for checks for understanding and assessments and by the end of the lesson 90% of my students have mastered the concept so I move on. Apparently some students complained that they were left behind in my lesson while other students are mastering the concepts and want to move faster. Because of this my plan is to try to give scaffolded worksheets to my students in my lesson on Wednesday. I will give more challenging worksheets to my higher level students and more basic level worksheets to my students that are struggling. This will also allow me to separate my students by ability and give more attention and modeling to students who need it.

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I want to start using "My Favorite No" to start my class. Many of my students are scared to respond because they do not want to be wrong. I want to start showing them that mistakes are good and we can learn from them instead of fearing them.

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I have a laundry list of quantitative chemistry skills that the students must master.  This article shows a differentiation strategy called "Making Failure Harder Work Than Passing."  Students will get a list of these skills (example: convert from atmospheres to kPa).  After guided practice, there is independent practice on these skills followed by formative assessment, feedback and review.  They take the Unit exam (summative).  If their score is 70% or higher, there is no need to retake for, unless they choose to do so.  If below 70% then they must retake the test in the area where their skills were not up to passing.  They prepare by doing extra work in that area.  They can continue the practice, retest cycle as many times as they want until a given period of time (before the next unit test, for example).  http://www.edutopia.org/blog/making-failure-harder-work-angela-campbell

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#4. I want to pair several of my ADHD kiddos with a student partner to help them stay on track during class. I will talk with both the student helper and student to let them know that they have a buddy to help them stay on track during class.

Also, Playdough (scented playdough) does wonders :)

-Kaylyn Johnston

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Brown helped pave the way for the Education for All Handicapped Children Act, signed into law in 1975 (enacted as the Individuals With Disabilities Education Act in 1997), which made it easier for students with disabilities to secure services and created opportunities for greater educational equity.

Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder, and the Americans With Disabilities Act allows it to be classified it as a disability. But getting an accommodation or special services based solely on an ADHD diagnosis is difficult-and unless students manifest "one or more specified physical or mental impairments," they're not considered disabled and are not eligible for services. Essentially, these kids are caught in the middle. Not necessarily minority, they're not part of the educational equity debate. Not necessarily disabled, they're ineligible for services.

Without accommodations and/or special education services, many students with ADHD don't thrive in the classroom. Betrayed by their bodies, these kids struggle with peer relationships, feel like failures, and are stigmatized. In 2012, the Centers for Disease Control and Prevention reported that 33 percent of all students with ADHD who didn't have a comprehensive therapeutic/educational plan failed out of high school.

But we as teachers have the power and ingenuity to create more effective learning environments for students with ADHD. Even if students don't have an individualized education program, we can create learning environments that foster greater productivity, order, and calm.

Making Learning Child-Centered

Child- or student-centered learning presumes that students who are drivers of their own learning will be more invested and motivated. It's a tenet of the constructivist learning theory first proposed by Jean Piaget, and it considers the learning styles, preferences, and interests of the student. It encourages incidental learning.

It's also a way to accommodate a child with ADHD. The teacher maps out goals and resources, and assumes a facilitator role. Students work in small groups, with a partner, or independently. Gaming, MOOCs, hands-on activities, small-group activities, webquests, and mini-lessons can all be integrated as resources.

Integrating Personal Development Into Lessons

Students with ADHD frequently lack skills required in the real world, including problem solving, time management, fiscal responsibility, personal accountability, communication skills, and public speaking. Teachers can integrate these skills into lessons. For example, students who need help advocating for themselves can learn how to present and sell ideas, market themselves, and communicate effectively through public speaking. Public speaking integrates oral presentation skills, research, storytelling, nonverbal communication, time management, problem solving, and speaking fluency.

Differentiating Learning and Encouraging Mastery

Differentiation and encouraging mastery are the basis of the Montessori method. Assess each child's learning style and design an individualized plan to accommodate that child. It's student-centered learning at its best, facilitated by the teacher and encouraging mastery, confidence, and enthusiasm-and students with disabilities do well with this method. In " What Works for Differentiating Instruction in Elementary Schools," Grace Rubenstein shows how this modification can be put into place.

Integrating Movement and Mindfulness Meditation

Children with ADHD are statistically quite bright. Unfortunately, their symptoms-distractibility, hyperactivity, clumsiness, impulsivity, nervousness, and poor focus and concentration-can undermine learning. To help them blow off steam and refocus, schedule some short movement sessions such as yoga, tai chi, Zumba, or a quick power walk. The exercise causes the brain to release endorphins, the so-called happy hormones.

Mindfulness meditation is also helpful. Scientific American reported that after an eight-week course of mindfulness meditation, MRI scans showed that participants' amygdalas, the brain's fight-or-flight center, shrank. It also showed that their prefrontal cortices, the area associated with executive function (concentration and decision making) became thicker. A report in Clinical Neurophysiology found similar benefits of mindfulness meditation in the treatment of ADHD. In one study, adults with ADHD showed marked improvement in mental performance, a decrease in impulsivity, and greater self-awareness after participating in a series of mindfulness meditation sessions.

Creating a Positive, Supportive Learning Environment

There are common practices teachers use to reduce classroom distractions. Seating a child with ADHD in the front row, away from doors and windows, is one approach. Jane Milrod, director of CHADD Princeton and an ADHD/executive function coach, strongly recommends mentoring programs. She advocates using a study buddy-a classmate who shows the student with ADHD the ropes. Knowing that one person is there to help him or her can empower a student with ADHD. The school becomes a less hostile environment.

A program through Eye to Eye, a national mentoring organization, places high school and college students with similar labels into schools to help students with ADHD develop their study, homework, communication, and peer interaction skills.

Documenting Whenever Possible

District policies do change, so students with ADHD may become eligible for accommodation and special services. Document whenever possible, and involve the parents in your strategies. Note any modifications made in the classroom and their effectiveness, and make recommendations toward creating educational equity when strategies that don't include special education are insufficient.

Most importantly, consider these strategies as fresh ideas. Teaching a child with ADHD is challenging, frustrating, and exhausting. New ideas can generate new energy. And that new energy can revitalize and bring hope to a child with ADHD.

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Meeting the Needs of Students With ADHD | Edutopia

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Brown helped pave the way for the Education for All Handicapped Children Act, signed into law in 1975 (enacted as the Individuals With Disabilities Education Act in 1997), which made it easier for students with disabilities to secure services and created opportunities for greater educational equity.

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Using an Interactive Notebook for Triangle Congruence 

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Using an Interactive Notebook for Triangle Congruence 

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I start Triangle congruence proofs next week: Side Angle Side (SAS), Side Angle Angle (SAA), etc. This nifty graphic organizer will be a good way to organize information, a fun way to quiz themselves, and an excuse to use scissors and glue in class! :) –Nic Parra

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I want to practice providing students with multiple problems/questions/scenarios of different difficulties and giving them the choice to choose one. I will begin this with my lesson on Monday (I have a test Friday). I want to do this so I can kill two birds with one stone: students will have choices and I can provide some level of differentiation.

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Start your class with a video--Amy Chapman

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Start your class with a video--Amy Chapman

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Showing students a video to start off your lesson can not only wake students up from a long day of school, but can relate your objective with real world examples.

I am going to try this in one of my lessons for linear functions (either Friday or Tuesday) to get students more interested in the concept of functions.

https://www.youtube.com/watch?v=XmdbhHYtGWU
Soft-serve ice cream coming out at a CONSTANT RATE OF CHANGE.