# data[].attributes.body
Students need to see the authenticity of the work to have buy-in. Connect it to the learning goals and real life. Mix it up instead of sit and get. GIve kids choices.

# data[].attributes.body
when planning pick apart standards and make sure it is clear how the learning relates to the standards.

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plan instruction based on the data. Less about activities and more about conversation and collaboration. SEL is an important component. Checking in with students and greeting them individually as they enter the learning space.

# data[].attributes.subject
plan instruction based on the data. Less about activities and more about conversation and collaboration. SEL is an important component. Checking in with students and greeting them individually as they enter the learning space.

# data[].attributes.headline
Make shared slides and teach students how to toggle between the slides and go to their assigned slide or slides. Teacher can see all the slides while students are working and knows who needs support.

# data[].attributes.subject
Make shared slides and teach students how to toggle between the slides and go to their assigned slide or slides. Teacher can see all the slides while students are working and knows who needs support.

# data[].attributes.headline
Making sure you are clear about your focus and that you are tying it to the standards.

# data[].attributes.subject
Making sure you are clear about your focus and that you are tying it to the standards.

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it is less about content and more about collaboration and individual needs. Breakout rooms are effective for checking in with individuals and small groups.

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it is less about content and more about collaboration and individual needs. Breakout rooms are effective for checking in with individuals and small groups.

# data[].attributes.headline
taking risks to try new things tech-wise. Ask the students what they want/enjoy for collaboration and presentation of material.

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taking risks to try new things tech-wise. Ask the students what they want/enjoy for collaboration and presentation of material.

# data[].attributes.body
follow curriculum and follow standards and what is most essential. Making sure the assessment matches our learning goal and we are offering multiple modalities for students to demonstrate their understanding.

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keeping goals in mind when planning the work. Does the citivity match the goal?

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keeping goals in mind when planning the work. Does the citivity match the goal?

# data[].attributes.headline
look at standards and consider engagement and what will draw kids in and make them want to be part of the learning community. Slowing down to let students have more time for application and less sit and get. Give them time to apply new learning. 

# data[].attributes.subject
look at standards and consider engagement and what will draw kids in and make them want to be part of the learning community. Slowing down to let students have more time for application and less sit and get. Give them time to apply new learning. 

# data[].attributes.headline
ask students how they are feeling about the modes of presentation and collaboration. Make sure we are data driven and that is driving the work we assign.

# data[].attributes.subject
ask students how they are feeling about the modes of presentation and collaboration. Make sure we are data driven and that is driving the work we assign.

# data[].attributes.body
assign work in needs based clusters on a common skill. broken down more at their level so they can be successful but are still working toward the GL standard and the learning goal.

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important to keep a structure for asynchronous time - give kids a schedule to help them plan their time. Include breaks and make sure they know WHY they are doing what they are doing.

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whatever skill they are working on in synchronous thinking about how to design appropriate work that builds on that but can be done independently and is valuable to the learning goal.

# data[].attributes.body
we did it together during synchronous and they do independently during asynchronous with the teacher available to support and for older kids creating peer support groups to help them during that time.
Students love breakout rooms and we ask question then they get in groups and discuss and then come back together. It breaks up the time and monotony and gives them the chance to practice speaking and listening skills.

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asynchronous can be more differentiated and geared toward individual needs. Students need small group time to collaborate - too many can get lost in the group and check out in whole group so providing that time during asynchronous for small groups.

# data[].attributes.subject
asynchronous can be more differentiated and geared toward individual needs. Students need small group time to collaborate - too many can get lost in the group and check out in whole group so providing that time during asynchronous for small groups.

# data[].attributes.headline
in asynchronous the work needs to be an extension but in a way that students are extending their learning but also have some choice.

# data[].attributes.subject
in asynchronous the work needs to be an extension but in a way that students are extending their learning but also have some choice.

# data[].attributes.body
It's important to be able to offer time for kids to talk and collaborate, as part of SEL or during small group discussions.

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Using backward planning, choosing what is essential for students to know and be able to do. Creating opportunities for productive struggle - not too easy and not too hard.

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Using backward planning, choosing what is essential for students to know and be able to do. Creating opportunities for productive struggle - not too easy and not too hard.

# data[].attributes.headline
Create structured schedules for the students' asynchronous  time as opposed  to a generic list of things to get done. Make connections to the work the next day during whole group time.

# data[].attributes.subject
Create structured schedules for the students' asynchronous  time as opposed  to a generic list of things to get done. Make connections to the work the next day during whole group time.

# data[].attributes.headline
Offer choice boards for more buy in and to hit different modalities and student strengths. Students can demonstrate understanding in a variety of ways.

# data[].attributes.subject
Offer choice boards for more buy in and to hit different modalities and student strengths. Students can demonstrate understanding in a variety of ways.

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having a conversation with students about why they are not doing the work. Build community first before expecting students to have buy in and work independently.

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having a conversation with students about why they are not doing the work. Build community first before expecting students to have buy in and work independently.

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work needs to be intentional and support the learning goals. Students can spot busy work.

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work needs to be intentional and support the learning goals. Students can spot busy work.

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Breakout rooms allow for differentiation and practice together in smaller groups.

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Breakout rooms allow for differentiation and practice together in smaller groups.

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Take risks and try something new to mix things up and keep kids engaged.

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Take risks and try something new to mix things up and keep kids engaged.

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Make connections whenever possible. Model, model, model and then make videos for students to look back at for support.

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Keeping students engaged with book discussions in Schoology, flipgrids, etc. Letting students do presentations and explain their thinking/learning.

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We are using the can do descriptors for our newcomer group, we can use these as learning goals for our students during the next upcoming week. They will know better what skills they should be working on with their peers and teacher.
We also like to utilize the break out rooms. We find that we can work closely with a student or a small group and give them the specific and targeted instruction they need. This allows us to give feedback while the student is working and not later for the student to have to go back and remember what they feedback was. They can learn throughout the process of working.

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Breakout rooms and one on one meetings are allowing us time to give individual kids feedback. On their work on Seesaw, we are giving specific feedback on assignments and will send it back to the to correct. We use class meetings to discuss challenges with their asynchranous work. Using office hours to meet with kids to also offer feedback. Assigning IRLA leveled assignments to help them practice at their own level

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We ensure that students are familiar with their IEP goals and why they are working on each goal in their small groups. While students are working on skills in our small group sessions, we are intentional about giving students feedback in the moment in order to help guide them towards meeting their learning targets.

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Posting comments on Seesaw about their work, and meeting with students in small group or independently to discuss their progress towards the goal gives them more immediate feedback.

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*Small groups for students with similar feedback on assignments

*Whole group discussions for assignments where many students had similar misconceptions

*One on one breakout rooms for short writing conferences

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We are lucky to be working in small groups. This makes it possible to mimic giving feedback when we are in person. Specific, goal focused, individualized.
Differentiating lessons based on the feedback we are giving.

Renee is using Fluency Tutor which lends itself to giving feedback directly to students to use and apply to their next task.