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1. I really liked the rotations and collaboration between the groups
2. I loved the slide show being played in the background while the students reflected on their projects.
3. I liked the different platforms for reading content on the same topic.

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1.) I liked the setting that was created in the room.  Lighting helped to create a calm and engaging learning environment.   I liked the transition from station to station with timer provided.  Also would like to borrow the concept of playing a slide show of pictures from student projects when they are working on finalizing their projects.
2.) Student collaboration and student movement created engagement.
3.) Yes very rigorous! Lots of levels of learning and complex ways that they were learning. Technology was involved in all groups and stations.

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1. I would want to borrow: the grouping strategies from the first classroom (#,Letter,Color). The quote of the day/week. The interactive notebook concept maybe apply it to a unit. I like the stations using different types of reading (electronic/paper/ipad). I also liked the question and answer section on the board for the students questions.
2. Collaborative groups, rotation, teacher proximity, teacher redirection, use of stations, lighting/music in the environment. 3. Rigor was showing in student reflection, higher level questions, application of vocabulary, technology was used with ipads, chromebooks, timer on board, published pictures of the market project.

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1. The atmosphere of Mrs. Goss's class was calm with soft music.  She also had a lamp in the back of the class room which would lighten the class. Everything was labeled for students and had lots of colors. I enjoyed watching the students work and collaborate on their project.
2. I will borrow changing stations and have students rotate stations. In Ms. Casselli's class, a timer was used and students changed stations after 15 minutes. They could use varying approaches during their groups.
3. I also enjoyed the photos which showed how she has developed relationships with her students.

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1. I liked Ms. Goss's 21st Century bulletin board. Economics was posted in the center as the clear focus of that unit. Also, the ambiance in the room helped to set the tone for the day's activities.
2.Ms. Casselli's personality was clearly evident in her room. This allows students to feel comfortable and make connections.

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1. I really want to borrow the groups idea from the first classroom. It can create more than 1 group and its already organized  and you can group based on skill once and then refer back to it when needed.
2. I like the idea of movement and student accountability with stations around the room. This makes students responsible for their own learning and also within their group and also allows them to get up every once in a while  and not disrupt the class.
3. The readings that were done with technology was higher level and then students had to think about what they were reading in order to answer their questions. Those questions were higher order as well.

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1. I find the vocabulary matching activity very engaging and could see it being very useful when prepping for our end of quarter root words test.

2. Students were collaborating in each of the classes we entered.  They were engaged in discussions with each other that allowed them to positively reflect on the material before them.

3. The students' questions required higher-level thinking and collaborating added to the students' understanding of the material.

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1.  borrow - I would borrow the group labels on the tables. Being able to group students in 3 different ways very quickly would make grouping much easier.
2. engagement - Students were engaged in a real life project that they were able to make choices about and then reflect about. Students were engaged in different stations learning material in multiple ways. Technology helped to engage students.
3. rigor - real life learning within a project - critical thinking used with in questions asked

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1. One thing I would like to borrow is having more students move around the classroom.

2. I think using the white boards is a great idea to increase student engagement. Anytime kids get to use markers, I feel like they are more in tune.

3.I think asking questions throughout instruction always adds rigor to the classroom. I think I do a decent job of this now, but I could greatly improve if I make it a point to stop on several occasions and get the students attention and thinking about content related to our instruction.

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1. I want to borrow posting objectives clearly  for student to see clearly.
2. I want to clearly organized the classroom.
3.I want to borrow the "learning lab" environment.

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1. I want to borrow the lamenated standards and place them on the board. I also want to borrow the multiple reward scenario, holding students accountable for the long term.
2. Students walking around the room to solve a variety of problems in math class. Teachers speaking before displaying the notes to keep the students engaged. (Hear, Read, Write)
3. Using a variety of conversion methods in math class, going from small to large; large to small; skipping units of measurement. The depth of the history lesson was not stating dates and facts but 'why' certain people had those beliefs during that time period.

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1.  I want to make sure that I am showing my passion for the subjects that I teach.  I also want to make sure that I am cognizant about how I lecture and give notes (make sure that they are listening before showing the material and allowing them to write about it.)
2.  Movement of both teachers and students were critical to engagement in both classes.  Also, the pacing that was used to present materials helped raise student engagement.
3.  Students were given a chance to answer thought provoking questions which then encouraged them to ask their own questions.  The type of math questions were varied which helped with rigor.
4. Technology was used to aid teaching and raise engagement. It did not take over class.

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1.  I would want to borrow engaging students in multiple types of activities. Digital, movement, etc.
2.  Students were engaged using chromebooks, completing homework/taking notes/sharing missed information. You were responsible for making sure that your partner was getting all information that they may have missed.
3. Students were expected to provide their answers but they had to have work to back it up. During notes, there was conversation regarding each bullet point before it showed up on the PPT. This kept students engaged and helped them have a deeper understanding of the information that was provided.

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1. I would like to borrow concepts of more collaboration with students as well as ways to incorporate strategies to get them moving around the room!
2. Competition, Accountability, Conversational teaching
3. Higher level questions. Super high expectations were clearly set for the students. Blended learning was used to incorporate technology along with verbal collaboration and note-taking.

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1. I want to barrow the jobs from Ms. Davis. This could give students a sense of pride. I also would like to steal Mrs.Pearson's global awareness by labeling teams with different countries.
2. I want to steal Ms. Davis's use of multiple channels. When lecturing say the information before it is shown. I want to steal how Mrs. Pearson used all kinds of modes for student engagement. They were up moving, using technology, using different utensils.
3.I liked Ms. Davis's use of pacing to add rigor to her lesson. Mrs.Pearson was sneaky with her rigor by getting students to convert in many different ways. Up, down, cm, in, etc.

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1. I want to borrow the moving objectives from "need to know" to "we know".  This shows progress throughout the year.
2.  With the use of role sheets, students will all have a chance at each role. This provides different opportunities for success. Students know the will have a chance at the "director role" or their favorite role.
3. Students were expected to prove their answers with evidence from the text. In math, students had to apply their knowledge to word problems.

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1.  I want to borrow from Overbee the need to know and know listed on the big chart paper with her standards.  I also love the hunting for growth bulletin board Overbee had.  I want to ask Rusho what the "swish" students were saying was all about. Attention getter?
2.  Strategies and tools to increase student engagement were using choral response, teaching from teacher desk, having students state incorrect answers and EXPLAIN why they made a mistake.
3.  Student learning was rigorous because students had to explain WHY.  They also completed word problems on the topic so application was involved instead of just straight computation.

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1.  I will borrow the standards we already know, standards we need to learn display in math.  I would also like to borrow the creative attention getters used in language arts.
2.  In language arts, students were given roles in their literature circles where they took on the role of leader.  In math, students were engaged in going over their homework by the classroom environment and expectations set up by the teacher.  Students were actively participating, sharing mistakes, and making corrections on their own work.
3.  The expectations for each role in the literature circle were rigorous and required students to use higher order thinking skills.  In math, students were required to justify their thinking and explore other ways to solve problems.  Technology was used for the warm-up in both classrooms on the SmartBoard,

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Although I teach Social Studies, I think I could definitely use the idea of literary packets in my classroom. Not necessarily for literary purposes, but the idea of having a longer reading or assignment and assigning roles to students in small groups.

The fact that in this activity the students had leadership roles raises the engagement undoubtedly because they are held accountable, and if they don't have their job done, they let their group done. They will probably have to redo it together at that point.

The roles required rigorous work. Students had to use evidence from their reading in the activities designed for their role.  This leads them to really look more in depth to their reading than they normally would.

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1. I could borrow the idea about posting the state standards for students to see what was covered vs. what is left to learn.
2. From what I saw, voice levels and teacher position in the classroom can engage students. In addition, having students in leadership roles within the lesson can lead to high engagements in lessons.
3. In LW 1, the warm-up the teacher was going over seemed to be rigorous due to the nature of the word problems and cross-curricular applications (planets).
In LW 2, the literature circles were very rigorous based on what was expected from students in their leadership role.

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1. Showing kids the standards that they are going to learn and the ones they have mastered; Having a moving activity (scavenger hunt, literature circles); Having the students engage with the subject outside of the curriculum (e.g, write their favorite book down)
2. Having the students be leaders; Giving the students multiple ways to see the material (model it, verbally hear it, write it)
3. By asking them to explain or extend their answers; Using problems that involve other subjects; Having them focus on the why rather than just the answer; Giving them word problems; Having students discuss the questions/mistakes; Having the students engage with a new and different task

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I want to borrow the idea of choral response more often in my classroom. I think it allows students that are uncomfortable raising their hand to respond. I also want to borrow the idea in the ELA classroom of assigning roles within groups that carry over through a unit, etc. I often conclude mine and create new for each lab or short period of time and this would establish a more comfortable work environment for some!

Tools that were used to raise student engagement were questions, choral response, group roles,  written response.

Student work was rigorous in both classrooms. Students were required to be engaged in conversation, analyzing their work, and assigned specific roles. Technology was used in direct instruction in both of these classes.

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I saw many things that I could borrow and use in my classroom. For example,  I would like to use the Study Stack tool with students.

In terms of student engagement, I saw students being engaged in various roles in an ELA classroom. Students had a clearly defined role to perform, so everyone had to do their part and be engaged.

Rigor was a big part of each lesson that I saw. In the math lesson, students were expected to solve a complex word problem. Students were also expected to give evidence for answers in language arts, which makes the lessons more rigorous. Technology was used in each lesson and helped to make the lesson engaging.