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Teacher is sharing the screen of the Promethean board for online students, and has video on of himself writing on the screen as well - this helps his in person students.  He moves back and forth between the screen and the board regularly.

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Showing kids how to use Mathway, and encouraging them to follow along on their computers. Uses calculator as well so students see two ways.
Asked students "Who can remind me what the formula was?" - student unmuted and answered.  He recognizes their voices which is super impressive.
Use of color on the Promethean boards so students can ask questions based on color instead of having to guide him to questions

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Teacher utilized the Chat to get students to respond to guided questions and engagement
Scaffolded
content specific essay made it easy for students to engage with content.

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Student choice is provided by allowing students to view topics they feel they are having misunderstandings with.  Four topics of review are being provided and students are demonstrating their understandings on a Padlet where the teacher is able to check for understanding.

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Teacher used a padlet for students to anonymously post their work for an in class problem. We can see all the various ways students solved the problem.

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GLOWS:
ENGAGEMENT:
Great use of technology. Students collaborating using a Google Slides. Teacher engaged students and provided guidance and feedback to student.
SUGGESTIONS:
Instead of main idea, I will suggest to use the academic vocabulary Thesis Statement

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Prompted students and provide access to all materials in schoology

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Love the engagement with current event of the Vessel Grounding in Suez Canal.  Made learning relevant. Also provided digital media, google maps,
and videos to make real world connections.

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The teacher is physically moving around the room and providing students instruction as needed in the class.  Because he is using the Padlet, he is looking at all students and when he sees something he needs to address he zooms in on the work and then goes over it with that individual as needed.

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Provided all resource digitally to all students did not see any in classroom.  Everything was hyperlinked to make access easy

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Students unmute their mics to respond to teacher's check for understanding

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Students are in breakout rooms and are actually working with their CAMERAS ON!
Teacher comes into breakout room to ensure understanding.
Boomcards
Only chat to teacher is enabled. She is engaging with the students as they return from the breakout rooms about non-science things.

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Kids seemed to respond and have a safety net because everyone was working at the same time and the light was not just on one student.

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I did not notice any F2F students

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Students are given a series of questions, on “Boom” cards, that they need to discuss and answer together in a group while in a breakout room.  She then brings them back to whole group where they discuss what they should have reflected on while in their groups.

She then provides them a challenge that relates to the topic they are covering for the week and then takes a screen shot of the group. She does this every week and creates a small brain break and kids are more willing to turn cameras on in order to get acknowledged in the challenge.  Today is Earth’s balancing act.  Students balance the phone or notebook on a finger.

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It looks like all of her students are actually at home - when I entered the room, she told me that all of her students were in breakout rooms and assigned me into one, but it didn't seem like she had anyone there in the room with her.

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Was using an interactive slide where students chose 2/5 prompts to get their main ideas and details rolling. She was encouraging emoji text within details and after students were working independently into their slides, she moved them into small group to collaborate and share their slides and give each other feedback.

I loved that she had the objective and the link of the presentation ready in the chat and everyone that came in just quickly received that information.

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All students seemed to be in attendance virtually. There were only a handful of students all with cameras off, but they did unmute to participate.

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Ms M started with a rapid-fire vocab followed by student presentations. Students were engaged and prepared.

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Questions/observations throughout the meeting and students answered out loud
Co-teacher asked for feedback via chat.

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Algebra 1 EOC class
The teacher had the students take a poll, informing him of which topic they still needed clarification with. Then, based on their feedback, he provided a link to a short video for each topic. This gave the students voice and choice.

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They were writing an essay using the template with question stems. Students asked questions via chat and using their mics.

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Teacher was reading a story to students and explaining what was going on with the babies. The co-teacher relates the story to real life experiences. Students participated in discussion.

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Algebra 1 EOC class
The teacher was engaging with f2f students asking students to justify their answers.

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I couldn't tell whether teacher had F2F students in the classroom

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Teacher was reviewing the assignment for the class and asking students if they understand what was expected of them for the day. All students were in attendance virtual.

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Teacher was going over a quiz and co-teacher reviewed with student who entered the class late. Students were reviewing questions that they missed.

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All cameras were on and because all students are actively participating, it was actually not evident as to who was physically there and who was at home.

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A student was sharing their screen to model targets expected in notes. Co-Teach did offer some benefit. Very teacher led, not much student interaction unless prompted by teachers. They were not

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Teacher did not have students F2F but he was very active and moved around the room. Students were answering questions and he was using the Promethean board with lots of color.

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It was pure parallel instruction. In my time there it was teacher led directed at the computer zoom.

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Student was sharing screen and taking notes on the chapter they were reading.
- Teacher was asking questions as the reading progressed whole group and audiobook played.
- Note taking strategies were implemented, to include vocabulary analysis.