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Mrs. Bozeman had the tsudents read an article about the STEM career archaeology and how they use coordinates and mapping regularly in their career. Today, students were practicing finding corrdinates by communicating and collaborating in a human-sized coordinate board. Their mistakes were celebrated, encouraging a growth mindset culture. Tomorrow, they will programming Ozobots and using them on a coordinate plane.

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Mrs. Royer has been working hard to bring a growth mindset culture into her cultrue, which is important as a foundation for a STEAM culture. She tied it to her standards by having students connect progress and change with growth mindset. She has also had students create their own growth mindset alternatives to fixed mindset thoughts. Mrs. Royer will have her students take a picture their personal growth mindset saying and post as the background of their school iPads. She has seen a vast improvement in engagement and assignment completion since these lessons have taken place.

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Students were collaborating and communicating as they rotated around to stations solving inequalities. Each person had a role: the writer and the reader. All of their work was done on the iPad. ms. Thornell distributed the work through Google Drive.

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Ms. Thornell uses sentence stems to scaffold communication during her math class.

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During class, Mrs. Royer had students researching in groups either pro-gun law or against gun law.  Their research was scaffolded by the graphic organizer in the picture below. Tomorrow, they will practice debating in pairs and will record it on Flipgrid.  Then the next day, they will have a whole class dabte.

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Ms. Bozeman had her students use pre-coding skills by plotting different coordinate on a grid (the standard) and then creating a trail for Ozobots to travel down. The class was wonderful in helping each other be successfuL!

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2/21 - Smith - Coordinate Grid Group Project

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2/21 - Smith - Coordinate Grid Group Project

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Students are collaborating and communicating to create a group coordinate grid. They must critically think and figure out which coordinate points land in each quadrant. Students independently retrieved their own materials and read the directions as a group to decide what to do first.

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Nieves - 2/21 - Spanish skits meeting a new person

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Nieves - 2/21 - Spanish skits meeting a new person

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Dr. Nieves had students collaborating to create skits about greeting a new student at school. They got voice and choice around the setting of the skit as well as which greetings they would use.

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Mrs. Johnson had students do the SOS Strategy 3 Truths and a Lie after watching a video on Interest groups. They, then, got up and shared their 4 "facts" and had other students tell which one was the lie. She says they are still working on making better "lies"!

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Ms. Perez exemplifies her "FAIL" poster as she assigned a digital "pathway" for students to complete on their own, learning about cell parts and their functions. As they were able to learn at their own pace, students were able to experiment safely, fail and ask questions.

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Perez - 2/22 - Independent Learning Pathway 

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Perez - 2/22 - Independent Learning Pathway 

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Ms. Perez facilitated an entire lesson where students were completing a "mission" to explore a cell and all of it's parts.  Students were completed engaged, with some students sharing their iPads.

https://docs.google.com/document/d/1qQDJCZrTjLIi5skN2EzpE0vF689Ott_HzeJ7lwd9-Gg/edit?usp=sharing

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Mrs. Johnson showed a video on media and then had her students complete the SOS Strategy Tweet Tweet to summarize their in an engaging way.

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On her exit tickets, Ms. Thornell has her students self reflect each class.

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The students were learning about Ratios using Skittles. They were able to compare their ratios with other students and create questions based on the color and amount of Skittles.

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Students used The Human Body interactive app to learn about the different bones in the skeletal system, discussed their learning with a group and then did a dance to a song about Bones. What a multimodal lesson!

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Ms. Perez was teaching her students about the nervous system by having them explore is using an interactive app and then had them experience how electricity travels through the body by using a light-up robot and having the entire class holds hands, sending the electric signal throughout everyone in the class. They were amazed!

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Ms. Perez uses the SOS Strategy AEIOU to help students summarize the learning in her class.

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Students read a passagelearning about latin culture and then shared their thoughts using SOS XO Let's Go.

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Ms. Blankenship had students leading their own learning by recording themselves reading a poem of their choice, drawing a picture of what the poems meant to them and then posting their thoughts on a Discovery Ed board! She showed her own growth mindset by trying all of these new things all in one lesson (with a number of roadblocks). Great work!

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Students collaborated and communicated about math word problems using Quizlet Live.

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Mrs. Thornell Reviewed math concepts using Quizlet Live in her ECE class. The students had been working on collaborating with different people in the class and being flexible. It showed!

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Mrs. Bozeman had her students using Quizlet Live to review Box plots and worked on her students' readiness to learn by holding them accountable for everyone to be working out the problems.

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Students were doing an end of year review by using QR codes and SOS 4 corners to assess their knowledge. They also collaborated in groups to discuss answers and hold each other accountable!

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Students collaborated with Quizlet Live to review Spanish concepts!

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Students worked in small groups to form a model of the digestive system using common materials.

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Students roasted each other’s body systems. In this clip, these students are roasting the nervous system.

"[Unintelligible beginning....] never mind. I see you shaking just like the nerves in your body!”

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Students were creating their own definitions for vocabulary words by collborating and using multiple resources to define the word on a shared poster.

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Students learned the distributive property in math centers today. Each group got a differentiated mini lesson at the teacher session. Another group was independently reviewing the material on their online textbook and the last group collaborated in answering questions about the distributive property to practice what they learned.

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9/12 - Smith - Integer Timeline Project 

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9/12 - Smith - Integer Timeline Project 

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Ms. Smith is giving her students 2 weeks to complete a timeline of their lives.  Their birthday is considered zero and years before they were born are negative numbers on the number line.  And years after they were born are positive numbers.  The students will be able to practice the standard of negative and positive numbers through the relevant lens of looking at their life and are able to show creativity and critical thinking with how they present it.

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Ms. Perez uses these laminated accountable talk rings to scaffold communication in her classroom.  Here is the file, if you'd like to use it for your classroom!

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Perez - 9/11 - SOS Jigsaw with Scientific Reading Passage

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Perez - 9/11 - SOS Jigsaw with Scientific Reading Passage

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Ms. Smith had her students reading a two page packet on the relationship of weight and mass. She first had them read it and highlight 6 facts. Then she assigned them each a "lens" to look through and asked them to pick a fact that was either new info, useful info, most important info, or interesting info and had them stand by these signs posted around the room. Then, they wrote their fact on a post it, shared it with the group and they came up with a collaborative summary of what they learned from the different perspectives. What a great way to show student self-directed learning!

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Ms. Perez is using real world, relevant materials (Coke and Diet Coke) to have her students practice the skill of comparing and contrasting.

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Mr. Matland had students write 3 truths and a lie as a bell ringer to review what they previously learned the day before. They then had to trade and tell which one was the lie.

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Matland - 9/12 - Missing Colony Investigation

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Matland - 9/12 - Missing Colony Investigation

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Mr. Matland had students become FBI Agents investigating what happened to the missing colony of Roanoke. These 8th graders were engaged in putting the clues together (posted on the wall) to create theories about what happened. At the end of class, they used SOS Six word story to hsare their theories about what happened to the missing colony.

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Mr. Gallagher did an SOS-type strategy called Kick Me, where students put pictures of phases of the moon on their backs and their partners had to describe the phase, with the original partner guessing the phase of the moon on their back.  The practices collaboration and communication during this activity.  Mr. Gallagher exemplified having students lead their own learning!

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Ms. Bussiere had math stations today, differentiated by ability.  Her three stations were the teacher station, the workbook (independent work, and SuccessMaker. Students were allowed flexible seating around the room for SuccessMaker and she monitored their iPad activity on Apple Classroom. Each group of students got individualized instruction!

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Ms. Dragon uses these QR code rings for her Kindergarteners to indepdently pull up books they like on the iPad. Great way to use technology to make learning independent for Kindergarteners!

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Ms. Peck engaged her students (and increased student talk time) with the SOS-type Kick Me. They were identifying science tools on each other's backs.

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K students watched a video & participated in this SOS Strategy.

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Tech Titians, aka 2nd grade students, used the iPads with clip on magnifying lenses to view objects collected while outdoors. Students viewed how these objects looked with only their eyes compared with magnifying tools. Then students airdropped these images to the Smart Board. Students took turns guessing what these image clues were.

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Ms. Scott has students engaged in independent learning in their reading rotations. She led a mini-lesson in one group, while the other groups engaged in their own collaborative learning.

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9/24 - Wusterhausen - Collaborative Posters

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9/24 - Wusterhausen - Collaborative Posters

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Ms. Wusterhausen had students collaborating to solve a algebraic equation using the SADMEP strategy. They showed their learning on collaborative posters and communicated with each other to plan out their group roles and the solution to the problem.

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Ms. Peck had students exploring the relationship of light to different objects n different stations, including a teacher station.

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9/26 - Browne - Google Forms Bell Ringer

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9/26 - Browne - Google Forms Bell Ringer

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Mr. Browne has his students practice typing by critically think ing and reflecting personally about an inspirational quote for a bell ringer every day. He shares the quote on a Google Form and pushes it out on google Classroom.

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Mr. Browne engaged students in Quizlet Live to review for a vocabulary quiz they took right after. Pay attention to the engagement and excitement in the video.

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9/24 - Matland - "Live" Tweeting about Reader's Theatre

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9/24 - Matland - "Live" Tweeting about Reader's Theatre

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Students "live" tweeted as studens performed a play about life in the New England colonies. They were so engaged, they begged to do another one.

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9/25 - Matland - SOS Jigsaw and SOS Tweet Tweet 

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9/25 - Matland - SOS Jigsaw and SOS Tweet Tweet 

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Students did SOS Jigsaw to split up this packet and reported back their specific section to a group. Then, as an exit ticket, they "Tweeted" about what they learned.

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Smith - Properties of Matter

Part 1 - Started class with inquiry activity. Students discussed which items could have broken window in the given scenario. Teacher then reviewed properties of items that students chose.

Part 2 - Students then used iPad and Explain Everything to take picture of item they believed was used to break window and recorded their reason to share with teacher.

Part 3 - Teacher reviews properties of items. Students are given box of items and they have to sort based on unknown properties. Students had to first decide what was the criteria before sorting items.  Each table had a different box of items.

Part 4 - Students use Kidspiration App on iPad to build a concept map of the items sorted in part 3. Students could choose icons form app or take pictures of items when creating their concept map.

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Matland - 10/1 - Colonies Play and SOS Table Top Texting

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Matland - 10/1 - Colonies Play and SOS Table Top Texting

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Mr. Matland started class with a bell ringer reviewing what they previously learned about the New England colonies and that was their ticket into the "play" during class.His students put on a play with 2 scenes about the middle colonies and then the students in the audience did SOS Table Top Texting about each scene in their seats.  After both scenes, students filled out a Venn Diagram comparing and contrasting New England colonies and Middle colonies.

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Perez - 10/1 - Compounds and Mixtures scaffolded sort

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Perez - 10/1 - Compounds and Mixtures scaffolded sort

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Ms. Perez did a wonderfully scaffolded lesson, where students practiced sorting elements, compounds and mixtures by first sorting cards with shapes on them and then sorting cards with compounds on them. The students engaged in conversation, agreeing and disagreeing about where each card should be sorted.

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10/3 - Alonso - Discussing the Weather in Spanish

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10/3 - Alonso - Discussing the Weather in Spanish

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Students were in collabortaive groups, practicing their vocabulary with a game. Then they started their weather project, where they had to voice record having a Spanish conversation about taking a vacation in a Spanish speaking country and discussing the weather in that country.

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After their bell ringer, Mr. Matland had students owning their own learning by reading about different aspects of the Southern colonies and then  sharing in mixed groups with SOS Jig Saw.  They then were able to creatively show their learning about the southern colonies by creating: journey entry, interview, advertisement, poster, commercial/presentation, play/song

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Ms. Jeffrey is sharing SOS Strategies as she runs standards-based PLCs with the social studies, science and ELA teachers.

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Students entered quickly, scanned their QR codes, and got to work on their bell ringer immediately, which was on a google form that gave them immediate feedback.. Then they were truly engaged in testing the pH of different substances (including vomit) on a virtual lab app called Phet. They were getting curious and asking questions about what they were learning!

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10/4 - Browne - SOS Paper Slides on Flip Grid

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10/4 - Browne - SOS Paper Slides on Flip Grid

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Mr. Browne has students creating Paper SLides about new vocabulary they learned with their iPads and then posting the video ont Flip Grid, where they will use each other's visuals to lead their own learning.

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6th Social Studies - Headley - SOS 6 Word Definitons

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6th Social Studies - Headley - SOS 6 Word Definitons

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Mr. Headley had his students collaborating and critically thinking by having them integrate what they already know about vocabuary and synthesize it into only six words.

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Ms. Medley has her students independently learning at math centers, while she's teaching small group instruction in one of the centers.

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1st - McGovern - 10/21 - Roller coaster Interdisciplinary Reading

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1st - McGovern - 10/21 - Roller coaster Interdisciplinary Reading

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Ms. McGovern had her students collaborate to design their own rollercoaster and then had studenst reading and writing the preposition vocabulary involved in designing that roller coaster.

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Ms. Palmer has students independently learning while she taught a mini-lesson to a smaller group during the math lesson.

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K - Dragon - 10/22 - Community Helpers Centers with KIBO

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K - Dragon - 10/22 - Community Helpers Centers with KIBO

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Students independetly worked in Ms. Dragon's class while learning how to operate KIBO, the robot. They are training to be able to operate him in the community they are building with paper bags (one of the centers). Eventually, the goal is taht they will be able to code KIBO to go to different buildings and community helpers in their "town."

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2nd - Bussiere - 10/22 - SOS That Sums It Up

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2nd - Bussiere - 10/22 - SOS That Sums It Up

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Students read an article about kayaking together and wrote 3 key details they found from the article. Then they practiced the skill of finding the main idea with SOS That Sums It Up by collaborating and communicating to create 3 common main ideas from their own key details.

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1st - Smith - 10/22 - Collaborative Group Roles in Math

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1st - Smith - 10/22 - Collaborative Group Roles in Math

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Students in Ms. Smith's class were engaged in "productive struggle", as they worked through their daily math problem in collaborative groups, where they got to choose their own group role (in the image below).

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3rd - Peck - 10/22 - Creating Roller Coasters

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3rd - Peck - 10/22 - Creating Roller Coasters

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Ms. Peck had her students experiencing potential and kinetic energy by having her students create roller coasters, where students were required to create a hill and a loop. The marble was required to make it through the entire roller coaster without help. They were engaged in naturally communicating and collaborating to critically think about how to move the marble through the loop.

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10/24 - Alonso - Collaborative and Competitive Posters on Verbs

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10/24 - Alonso - Collaborative and Competitive Posters on Verbs

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She split students into groups to work on posters for verbs.  They are competing to finish first.  Students were engaged in communicating and collaborating.

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Ms. Royer used a modification of ABC Summary to engage students' previous knowledge to start her new Horror unit.

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Mr. Seenath was introducing his students to a new artist and engaged his students by showing them a video about the artist and jad his students sharing what they learned with SOS Strategy AEIOU.

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Students were shown a question on the board and students had to stand in the different corners according to their answer and then were asked to explain why they chose that answer.

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Spanish - Austin - SOS FOld Draw Learn and SOS Scavenger Hunt

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Spanish - Austin - SOS FOld Draw Learn and SOS Scavenger Hunt

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Ms. Austin has had her students learning about the Holocaust in her Spanish class, interdisciplinarily.  They learned english/spanish cognates related to the cognates practiced meaningfully using SOS Fold Draw Learn. She also taught Spanish names for body parts using a scavenger hunt while watching a movie in Spanish!

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Ms. McGovern had her students watch a video about natural resources and then use SOS Jounrals to show their knowledge while drawing and labelling what they learned.

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K - Parks - 12/2 - Risk Takers Learner Profile

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K - Parks - 12/2 - Risk Takers Learner Profile

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Ms. Parks taught the new IB learner profile "risk taker" today. She used a couple of videos exemplifying a character that struggled with something and took a risk. SHe then showed an image and had students share what they thought about it (below) and then drew a picture of a time they had to be a risk taker.

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Ms. Palmer had her students use their critical thinking and creativity to create 6 words stories about fall!

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2nd - Bussiere - 12/3 - Explain Everything with Signal Words

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2nd - Bussiere - 12/3 - Explain Everything with Signal Words

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In Ms. Bussiere's class

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1st  - Smith - 12/3 - Comparing Texts on Epic

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1st  - Smith - 12/3 - Comparing Texts on Epic

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Students in Ms. Smith's class compared nonfiction texts, especially looking at text features, using the program Epic to share texts. They collaborated and communicated to figure out which nonfiction text features were the same between the two texts.

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My “first follower” who I identified has had personal issues that has delayed our Learning Lab experience. However, I have talked about strategies and the Learning Lab goals with my 8th Science grade team. In doing so, the 4C’s is becoming more pronounced in 8th grade science.

Reflection 2: I can design lessons that progressively lead into higher cognitive engagement and metacognitive learning. Utilizing appropriate SOS strategies with the sequence of standards will drive the 4Cs in my classes as well.

Reflection 3:

Explain: Students will explain central ideas or the standard by performing a lab. This explanation of the central idea or standard will smoothly transition into extend. After the lab, students will use inquiry as to what was supposed to happen, how it applies globally/locally, what went wrong, why it went wrong, how could the error be mitigated?

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So in inviting my "first follower" I found that he is not really in a position to commit to these strategies and procedures. As a first year teacher he is still struggling with more basic ins and outs of his daily job procedures.
Ways that I am supporting district STEM vision in my classroom is by implementing the 4 C's by utilizing various SOS strategies in classroom lessons.

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* team members have been very welcoming and responsive to learning about SOS strategies.

* We use SOS strategies to increase engagement, team building and content comprehension.

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Inviting my first follower was a bit of a task because everyone is interested, however they lack the time to come to your class.  However I was able to share the instructional strategies that are available on Discovery with another teacher.  I suggested strategies that I use in my class regularly like the AEIOU strategy(that is my favorite) and also offered to meet up during planning to share ideas. At this point I am not sure if she has put it to practice.

I was able to support my district STEM vision through the use of technology and ways of pushing students to use critical thinking within the use of the spanish language.

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I am back!

Have not invited a follower to a Learning Lab but I do support STEM in the classroom by providing examples of STEM and resources for educators to use.

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As a team we are working on getting our first Learning Lab into action and inviting followers. We are working with administration to get the coverage needed to invite others into our classrooms.

Personally I have been incorporating the four C's into the classroom and using more SOS strategies to engage students. I have also been communicating with admin in order to find time to communicate and share the ideas of STEM.

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We haven’t , had our first follower in our learning lab yet, however we had a meeting about it with our principle on Monday , December 10,2019
We implemented Sos strategies in our Classroom. We shared various SOS strategies  with other teachers and in PLC meetings.

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2nd grade students use SOS strategy AEIOU

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2nd grade students use SOS strategy AEIOU

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The students were excited to learn about hurricanes and Hurricane Hunters, while showing what they learned using their iPads and AEIOU.

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We have invited teachers in our school to join us on Wednesday after school to model some of the SOS strategies that we have implemented.

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Severe Weather Unit Palmer

Students worked in small groups and read about different severe storms and made 3 truths and a lie.

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I have along with my stem colleagues share in PLC’s as much as possible  the vision of STEM and the misconceptions.

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STEM teachers use SOS Swap-meet strategy

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STEM teachers use SOS Swap-meet strategy

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A great way to share a numbers of SOS strategies is Swap-meet. One of these strategies includes XO LET’S GO, a student engagement tool used for student driven assessment.

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Kindergarten Artifact SOS strategy See Think Feel 

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Kindergarten Artifact SOS strategy See Think Feel 

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AEIOU @PLC
Teachers watched a video & reflected using the protocol.

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I originally had given myself a goal of implementing the SOS strategies in my class but they were too spread out in my lessons. After todays training section I was able to make more sense of the strategies as we were collectively using them and I am feeling a lot more confident to implement them within my STEM lessons. I also was able to put my style of teaching into perspective when it came to comparing compliant learning vs engaging learning. I had a wake up call because I realized that my teaching is not as engaging as I originally thought it was.

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Concept Circles on the Axum Civilization