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Write about it !!
- this topic/exercise gave me agency and a new perspective.  I'm essentially writing a note to myself about what I've learned/gained here

It's journaling - give room for, and celebrate, individual student choices about how to express their reflection

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Use Jigsaw - groups (or individuals) research or develop parts of something - then a place where they get the chance to teach and provide feedback to others

Notice and celebrate the different pathways by which people arrive at the same place/answer

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Presentations that occur at different times can be powerful learning experiences for students with executive functioning. Those students with difficulties in executive functioning are able to see models of completed presentations, and what they should be doing. Another important piece at the end of presentations can be an interview of the process for the class to hear: how long did this section take you? what helped you get started? what section took the longest?
This helps students develop time management.

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Have group collaboration and as a class, students can will brainstorm small group roles and determine group process for completing tasks (map making).

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Mapping distances, add time measurements

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Mapping distances, add time measurements

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Students add measured or estimated times as an additional way to measure between start and endpoints moving around campus. Using time measurements, select one leg of the movement and come up with an alternate route using the map.

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Students connect their prior knowledge about using a map or navigation in the real world to their new learning about measuring a 2-dimensional path on campus.

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Having students determine their own rubric i.e. What should a map be? What information should be included? When will I consider a map a successful communication tool? Then also having students determine what roles are needed within the group setting and allowing students to choose and assign those roles amongst themselves

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With assigned group roles, students will communicate, reflect and track completion of map-making (reflector, facilitator, timer, double checker, etc.

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To increase interest, develop motivation, surprise the students every now and then and share how the subject applies to a field that they wouldn't normally think the subject is connected to. This helps the students see that the class can be applied to many areas and they may use the knowledge down the line for something.

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Analyze and synthesize information in a writing assignment 

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Analyze and synthesize information in a writing assignment 

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student choice of what part to work on each day with guidelines for each (multiple part project)

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student choice of what part to work on each day with guidelines for each (multiple part project)

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Students write a dialogue about explaining pronouns with prompt choices provided. OR students create and perform a skit. **I was a little unsure whether this would be in Engagement, Representation, or Expression...**

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KWL for pre/post knowledge check ins (also can be used as an exit ticket)

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KWL for pre/post knowledge check ins (also can be used as an exit ticket)

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Set benchmarks and make them (and their deadlines!) clear so students know what they are achieving and the timeline to do so

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Set benchmarks and make them (and their deadlines!) clear so students know what they are achieving and the timeline to do so

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collaborative charts on different topics that students can move around from table to table and do a pre/post knowledge/learned check

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collaborative charts on different topics that students can move around from table to table and do a pre/post knowledge/learned check

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kahoots for review/self directed check ins on mastery

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kahoots for review/self directed check ins on mastery

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create ownership of space with participation in classroom routines (handing out/collecting materials, cleaning, etc)

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create ownership of space with participation in classroom routines (handing out/collecting materials, cleaning, etc)

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Students argue pros and cons

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don't assume everyone knows the steps, put them in the directions - scaffolding can be useful for even our highest level students

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don't assume everyone knows the steps, put them in the directions - scaffolding can be useful for even our highest level students

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options for those who finish early: read, redo something, help someone else

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options for those who finish early: read, redo something, help someone else

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Always offer sentence starters or frames! Some days we need help getting started! They can be there as an option and everyone knows they are available.

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students are expected to reflect on a project/assignment though the lens of the underlying processes and motivations

- Art (and other disciplines?) use "Studio Habits of Mind".
- In science there are the "Science and Engineering Practices"

ideally they uncover their individual connections to the idea, find their intrinsic motivations and curiosities