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Wow! This was my first i3 in person and it was amazing! I would say a couple of my favorite things I learned were:
1- Confetti cannon extension- google it! The kids enjoy it even more than I though they would (and I teach 5th!).
2- more about text blaze. I knew about it, but I never knew it could do soooo much! For a small fee, your time spent typing things out over and over could be cut down drastically! You can even put things in that populate specific feedback depending on a rubric you put in! My summer project will be transferring my grading feedback in to this to make life easier! There is a free demo version that has been a lifesaver too!

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It is hard to select only one of the sessions. I loved the Give Yourself the gift of time where they shared many resources to work faster and more efficiently, for example creating some tabs in VSA with the filters we most frequently need, using the Voicenote extension, tricks to skip parents long voice recording messages so we could leave our messages faster, and adding emojis in Google Voice from our laptop. Two other sessions I loved were: Spice Up Your Resources, and the Be Extraordinary. They shared many tips to make our live classes and DBA beautiful and appealing to our students.

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It is all about balance. Trying to inject more energy when I feel things are going too slow or adding additional practice and questions when things are going too fast. Sometimes, live classes go very smoothly and we can maintain a good rhythm. Sometimes, students will need modeling, redirections, explanations, thinking time, or additional practice time to complete the activities.

My biggest challenges happen when a student is struggling with the technical part of our class and feel frustrated that they can not participate in an activity or  their computer is being too slow. What I have done many times is to ask students to follow my Zoom screen even if their tools are not working at the moment. I complete students' activities simultaneously, so the students can see it on their screen too. I try not to delay the whole class when things like that happen, and I ask the student to stay after class to work on the issues with them and their parents.

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During Welcome Calls, I ask students to talk and share something about them. I ask them if they know any words in Spanish already and almost always they know how to say hello and do some counting in Spanish for me. I celebrate with them how well they did it, and show my excitement to hear them talking in Spanish. During DBA, I ask students about the favorite thing they learned in the class and then I start the DBA talking about that topic. I ask students what were the easiest and the most difficult lessons and always encourage them to ask me questions about those topics. I invite them to attend my office hours for additional practice and to help them with any questions they might encounter while completing our lessons.

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During Literacy week, I attended one of the Fun with Foldable sessions.  I thought that was something that we could only do in a brick and mortar classroom, but I was so wrong! They shared great ideas that I have been using during my live class time with my students and we are all having fun with this.☺ We create our foldable at the beginning of the class using the new vocabulary for the lesson of the day. I have noticed more student engagement thanks to this simple and fun activity. I like it a lot because it lets me integrate visual, auditory, and kinesthetic in one activity! Many of my students are now telling me that the foldable was their favorite part of the class!♥

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I start each class time by introducing the topic of the day and mentioning all the points included in that CT schedule.  Then, we proceed to read our I can statements, which are basically what the students will be able to do by the end of the class. During class time I module pronunciation, encourage my students to participate and celebrate their ideas and answers. I focus on positive feedback and avoid making constant corrections. I want students to feel comfortable making mistakes in my class, if we focus too much in correcting errors in a language class, students will feel afraid of taking chances. That will defeat the purpose of the class and will generate frustration and lack of interest in learning a second language. We all make mistakes when learning a second language, that is all part of the process. Eventually, with hard work and a lot of practice, we all get better and better and are able to communicate in the target language.

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During class time, I always use a Nearpod presentation. Students love to complete activities like Time to Climb, matching, coloring, and posting on the board. Nearpod simultaneously allows me to check for students' understanding and participation. I have used Peardeck before to complete DBAs, and I am planning to incorporate it into my class time too. Peardeck provides some very cute templates that we can modify for our class subject. Just like Nearpod, Peardeck lets us monitor students' work and answers in real time. Some other techniques never get old, for example thumbs up and down, scavenger hunt at home for things related to class vocabulary, or just showing their answers on the screen using their fingers or on a piece of paper. In the near future, I am planning to incorporate more tools like Kahoot, Quizziz, and Gimkit.

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I start explaining learning expectations during our Welcome Call. I understand many parents and students can not remember every single detail from our first conversation, so I make sure to remind them about our weekly learning commitment during our Grace Period calls. I send text messages on Mondays reminding them about their work for that week, then when I call NW families, I ask if they have questions about their work for the current week. I send weekly progress updates at the end of the week. During our MC, I make sure to talk about their next work and check again if they have any questions.
During class time, I start by greeting in Spanish one by one all the student in the class and I unmute their microphones to give them the chance to say "hola" back to me☺ After greeting students I provide class expectations and procedures. I explain how to follow and use our Nearpod link/code to participate in class activities, and I invite students to join our Nearpod presentation, so they can complete activities and games. All of our Spanish classes include a slide reminding students to respect each other, ourselves, and the environment. I celebrate and thank my students for their participation every time I have a chance☺ When I have a big class, I prefer to keep control over the mic. Sometimes I say: " I am going to invite everybody to say ..." and unmute everybody at once. Other times, I will unmute students one by one for orderly participation. I keep and eye on all the little screens to make sure I invite all students to share their answers or ideas. At the end of the class, I always celebrate their good behavior and great participation!

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I start by creating good relationships with parents and students during our Welcome Call. I show my genuine interest to know them and to help them during our first conversation. I always ask if I can start our Welcome Call talking with the student first. I introduce myself, reassure them that they have my help and support every step of the way, I show my excitement to be their teacher and invite them to ask anything they want to know about our Spanish class. I am never in a rush during our Welcome Call, even during very busy days, I make sure to schedule plenty of time for our Welcome Calls. Also, I love to send welcome notes and stickers on the regular mail to my students. Many of them send me pictures with their cards or even send me another card back on the mail. Some parents have told me before that it is the first time the student receives mail from a teacher and they are always super happy about that. Messages like that always make my day and encourage me to continue doing my best everyday. During my regular calls, I always start by asking if I can be of any help with the lesson they are working on and the assignment they need to submit that week. During Monthly Calls and DBAs, I focus on the positive! I want my students to feel comfortable learning Spanish and most important, I want them to love the language, so they want to continue learning it for life☺
Flor Alfonsi

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I start by creating good relationships with parents and students during our Welcome Call. I show my genuine interest to know them and to help them during our first conversation. I always ask if I can start our Welcome Call talking with the student first. I introduce myself, reassure them that they have my help and support every step of the way, I show my excitement to be their teacher and invite them to ask anything they want to know about our Spanish class. I am never in a rush during our Welcome Call, even during very busy days, I make sure to schedule plenty of time for our Welcome Calls. Also, I love to send welcome notes and stickers on the regular mail to my students. Many of them send me pictures with their cards or even send me another card back on the mail. Some parents have told me before that it is the first time the student receives mail from a teacher and they are always super happy about that. Messages like that always make my day and encourage me to continue doing my best everyday. During my regular calls, I always start by asking if I can be of any help with the lesson they are working on and the assignment they need to submit that week. During Monthly Calls and DBAs, I focus on the positive! I want my students to feel comfortable learning Spanish and most important, I want them to love the language, so they want to continue learning it for life☺
Flor Alfonsi

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One of my favorite sessions was #9657 Give yourself the Gift of Time.  It included so many great ideas on how to streamline your day to be more efficient.  I love the ideas here!

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I went to the session on "How to Tap into the ESSENCE of the Adolescent Brain."  It was so interesting to see how our students' brains work.  It helps to understand the why behind some of our student's behaviors.  It inspired me to do more research to the different stages of development that our students are in.

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Domain 3: Engaging students in questioning and leading discussion

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Domain 3: Engaging students in questioning and leading discussion

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This is something that I am still working on as being new to the virtual/online learning environment, I feel this area has been more of a challenge to me. Kristy has been very helpful in providing guidance and suggestions to further involve my students and provide opportunities for them to lead discussions, especially in my DBA environment. I am currently working to use Jamboard and some ideas that I took home from the I3 conference. My hopes are to improve my DBA's live lessons with these new resources.

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I begin both my DBA's and my Live Classtimes with the purpose or goal, written in student friendly terms. At this time I also go over the expectations regarding behaviors, participation, and what students will be doing during the lesson/DBA. In art, we also have to make sure supplies are taken care of and students are ready to begin. Feedback is done throughout the DBA and the live lessons. At the end of each, we also have an opportunity for each student to hear feedback from their peers. I try to tie in other subjects during my feedback and purpose as well. It is easy for me to tie in math, science, and often, social studies. This encourages my art students and also allows them to see how closely art is connected to their other course work.

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Monitoring student progress in art can be done in many ways, as simple as just viewing the student work but also a bit more in depth. I have been using a game format in my DBA's and have created student checkpoints and "clue words" for them to use throughout the DBA. The clue words help them to solve the art mystery, as most of my DBA's have them solving an art mystery. The checkpoints occur during the DBA and they address the modules being assessed in the DBA.

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This was my 16th FLVS conference! I attended the Customer Service session. It was a great refresh on dealing with so many diverse personalities especially when enrollment is so high.

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Domain 3: Instruction 3c. Engaging Students in Questioning and Discussion during Lesson

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Domain 3: Instruction 3c. Engaging Students in Questioning and Discussion during Lesson

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I have learned that student choice helps students have more buy in to the questions being asked. So if they can choose the topic/module, many times they are more open to diving deeper. Sometimes, I may try to approach it as a game or journey that they are controlling the path to. Many times including supplemental support posters or reminders helps them too.

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Pacing can be a challenge when trying to give adequate wait time within a lesson. I try to give students time to process the questions first and then letting them know how much time we have to share out (30 secs-1 minute). I also try to include Kagen strategies in my lessons, so students can learn from one another within a structured setting of time.

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I presented a training along with Micaela Thomas, Dr. Glover and Tiffany Tommasini about the importance of making true authentic connections with students and peers. It inspired me to be more mindful of students names and really getting to know my colleagues on a deeper level. I attached the goody bag that we prepared.

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There is nothing like the energy of a conference to remind you how exciting teaching can be! Although I needed to attend i3 Virtually this year, the good vibes and awesome ideas were still there! My favorite session was "PB & Jamboard: Bringing Interactive Presentations Back" I had never used Jamboard before and the presenters were awesome at showing so many ways to incorporate it into our DBA's and classtimes. I just love that students can connect with other students and work together as they would in B and M. I'm looking forward to experimenting with Jamboards!

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https://docs.google.com/document/d/1bLC7ceRGv6PCbLOJvgBkekQ0pWN6nclj6_8bLNs-2b0/edit

https://docs.google.com/presentation/d/1XvWMAYGyekh7ZfHmiKQzlcf-
FygioXaWSORa_GzHi9Y/mobilepresent?slide=id.p

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Magic of Kagan Structures Breakout Session

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I attended the i3 Conference virtually. I had the . to join my FLVS family for dinner. All the hugs were awesome! The i3 sessions were informative and provided great resources to incorporate in the classroom and personally. Next year, I hope to attend in person. :-)

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i3 was great this year and as usual I learned so many things. I was able to attend many session that helped with DBAs, engagement, organization, and time management. I particularly liked the self care sessions and the Tell Technology "Riddikulus" and laugh your fear away!

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I3 section were phenomenal, I got so many tips for DBAs and language strategies. I learnt about TPR during lessons for language students. It is very refreshing to attendance this pd series, very grateful for all the presenter that took time and share their experience and resources.

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i3 was so wonderful for many reasons. Meeting some of the people that I get to work with but also learning so many new ideas for the virtual classroom. I enjoyed learning how to make my very own virtual library which I will be implementing for students when we return. I also learned how to pull these amazing progress reports to help students and families with meeting goals. I am so excited to put some of the things I learned into action for the new year.

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I was so inspired by "Engaging Students with Cooperative Learning!" The presenters did an amazing job of incorporating the engagement strategies in the training, so we could see them in action. I was not familiar with Kagan Structures before I3, but now I am going to buy the book and start using them in Class Time!

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There were so many phenomenal sessions presented this year. Jaime’s Electrifying Educator Feedback was great. I LOVE the idea of using snap camera in DBAs. My co-sponsor actually used it today in cooking club and was Elsa. The kids loved it! I will be completing my help ticket soon so that I can use it during tutor sessions or DBAS. Another one that I was thoroughly intrigued by with was Wrap Around Intervention Strategies.  Hearing how this school house implements interventions and how it was working for them caught my attention. I will now be pondering how to implement some of these ideas in our elementary world.

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I3 Session Share Out: What session did you attend that inspired you this year? Share with the group!

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I3 Session Share Out: What session did you attend that inspired you this year? Share with the group!

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There were so many great i3 sessions! I really enjoyed Customer Service Communication and Implementing Kagan Strategies. Customer service is so important! One tip that I have already implemented is typing emails/texts with a smile and leaving voicemails with a smile! Smiling changes your tone when typing or speaking. I also enjoyed learning ways to implement Kagan Strategies to the virtual setting.

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Pacing during a lesson can sometimes be a challenge.  Even though I try to stay on track with my lessons, my pacing changes when I do more in depth with a topic or if there is a teachable moment. I also make sure to keep an eye on the clock and make a mental note of my location in the lesson. I also try to allow students “talk time” before the lesson begins, or I would stay a few minutes after class so students can share with their peers.

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Domain 3:Intruction 3c. Engaging students in Questioning and Discussion during lesson

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Domain 3:Intruction 3c. Engaging students in Questioning and Discussion during lesson

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Kindergarten students need a lot of modeling to understand what a question is and how to have a discussion. One strategy that I always use in B&M was Turn and Talk. This was a quick and easy way to get students engaged with the material of the lesson. This took a lot of modeling, but students were able to have accountable talk and meaningful discussions. In my virtual classroom, I frequently say, “What do you think about what Johnny said?” This way, students can interact and share their opinions through discussions.

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I can't tell you how many times I've heard Kristy mention that we can have our kids draw to show what they've learned, but I finally utilized it and boy, what an "aha" for me.
Drawing a definition or concept can be used across the board for any subject, my kids' teachers used this strategy for vocab lessons from elementary through high school for better understanding and retention.
I now have students drawing for the majority of my lesson and include a word wall for them to refer to. It has made a huge difference in my DBA's, they are no longer sitting there and clicking buttons or justanswering questions verbally, they are actively involved and engaged.

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Questioning leads to better learning and clarification for students if you take them through a progressively more challenging path that get them thinking about the "why" behind their answers and how it relates to the concept they're learning.
When I plan my DBA's I start with simple recall warm ups (draw a wavy line) and guide them through making connections (what would you use a wavy to draw) to being able to make inferences (draw a picture that shows the opposite of what you answered). I love the smiles on my student's faces when they proudly show me something they have drawn or answered that took reasoning and making connections!!

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All the topics I attended at I3 this year were great! The one that stood out for me is the Electrifying Educator Feedback with slides and filters. Giving feedback to students and families is important because everyone wants to know how they did on a certain activity. Giving positive (timely) feedback is important for student growth and motivation to keep achieving. Knowing how to give positive constructive feedback is equally important. Here at FLVS, I want to improve my feedback by using more pictures in texts as well as texted slides. Research shows more involvement when an activity is created when contact is done with pictures rather than just text alone. I want to improve my DBA's, lesson feedback, and non worker communication using google slides.

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Teacher pacing during a lesson can be a tricky thing. If a teacher knows their group well, the teacher can gauge the speed the lesson is taught. Here at FLVS, class time varies with students, so teachers can settle on a medium pace, or set groups to challenge those who can handle a faster pace, and those who need a slower or medium pace. This can be achieved in lessons where students can pick and choose what activities they would like to accomplish from a determined teacher list. It is also important that we record our lessons so families can review the lessons and work through them and learn at their own pace.

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It's very important to ask students questions throughout the lessons. I like to start out with a simple question that everyone can get in on just to break the ice and get them comfortable with sharing out. As the lesson progresses, I like to ask harder questions that require more thought and understanding of the lesson. This gives the teacher an idea of who gets it and who may not. It is also important to give think time in between asking a question and giving the answer. Some students need more think time and this allows teachers time to call on different students. It is important to ask questions at the beginning, middle, and end of the lesson to gauge understanding. Student can show mastery by verbal answering, writing, or by completing a task.

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I was once again INSPIRED and IGNITED at i3!  There were so many wonderful and engaging sessions...I really enjoyed learning about Kagan strategies that can be applied to the virtual setting, how to use Jamboards to increase student engagement and interaction, and how to have meaningful and effective conversations with students and home educators that bring results.  I cannot wait to watch recordings of the other sessions I have been hearing so much about!

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Pacing during a lesson, Help Session or a DBA is all about balance. I like to start a few minutes early to provide time to engage students in conversation which also helps set the tone for the learning session. During the session, if a student gets off topic, I redirect by circling back to the content. When a student demonstrates understanding, I do not continue with additional questions/problems, I move the lesson along. When a student is challenged, I provide resources, modeling, and/or think-alouds. Using a timer is also very helpful to keep me on track. If time permits, I like to allow students to stay after the session to ask additional questions or share things that they might have brought up about themselves during the session.

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i3 share out - Student Retention: Get their attention!

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i3 share out - Student Retention: Get their attention!

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Loved this session and it had so many great ideas! I had been doing quite a few voice feedback for my students assignments, but I love the idea of creating snippets of video and voice recordings. So many students struggle with the same thing, and they would really benefit from seeing or hearing me share how to move forward, rather than reading it. I am so excited to start working on these!

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I am always exhausted when I come back from inservice but it is such a good tired. So many connections were made, sooooo many laughs were had and much needed memories were made. All of the sessions I attended were so engaging and something new was leaned. I think my newest found cool thing was the digital library! I just loved the idea of having a resource for families to be able to "grab" a book when they needed it without getting frustrated trying to find something on their child's level. There are a few other sessions that I have marked to watch the recordings cause there were so many good ones and only a limited time!

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There were so many great sessions I got to attend. I do think we need the day after to just implement all we have learned:) Electrifying Feedback and Be EXTRAordinary were fabulous but I see them mentioned several times in this feed so I'm sharing Spice Up Your DBA. Not only did they share great ideas but they also shared templates for 3 different Jeopardy Boards, Tic Tac Toe, Story Based DBA's, Padlet and NearPod ideas too. They shared excellent ideas for student led DBA's. I love that they shared something to start with so I can focus on delivering excellent content without feeling too overwhelmed.

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I believe pacing is crucial for our students to become and stay engaged during any type of interaction with have with them, whether its during CT or our DBAs. They set the pace. We need to be able to read their cues. Of course, this gets easier with time. Everything is trial and error at the beginning, but we can definitely learn the pace we should have depending on the lesson, and the students we teach at that moment. If we do not have an appropriate pace, we take the chance of "losing" them. They can become disengaged and in the end, they did not learn, nor will retain as much as they can, and/or should. Pacing is vital!

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The session I enjoyed the most was learning all about Canva. I am definitely going to start using this app to provide Good News to my students and their families!

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Where to begin...there were so many fabulous sessions with tons of resources...Jamboard Goodie Bag - Google Drive...Loved the Jamboard info....The self care was beyond helpful...If we are not up to par, it will show with our students...Self care plan.pdf - Google Drive.

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I thought the most inspiring presentation that I attended was the Jamboard presentation that Angelica cohosted. It was very insightful and gave clear instructions on how to use this wonderful tool. She was a wonderful presenter and was very great examples of how to use Jamboard with students. I will definitely be adding this to my toolbox. I can't wait to see the other presentation recordings that I missed from our amazing flex elementary folks. You guys are awesome!!

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PB & Jamboard was phenomenal, already implemented using them during today's DBA parties and omg what a great time that was. I can't wait to try them in a classtime. Then I was blown out of the water with the streamlining your live lessons with google tools and can't wait to use forms as entrance and exit tickets and ways to better moderate the chat. Like cannot begin to explain how awesome those were.

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I3 Session Share Out: What session did you attend that inspired you this year? Share with the group!

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I3 Session Share Out: What session did you attend that inspired you this year? Share with the group!

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Oh my goodness! I attended so many that inspired me it's so hard to choose just one. The one with tons of energy was the TPRS session. I am looking forward to learning more about TPRS and implementing it to my classtimes. I always wanted to do an ESCAPE ROOM, that session was very cool and gave me a lot of great ideas I can't wait to get going on. I also like the cooperative learning session. I want to be able to use more strategies to get students to share and be involved more during lessons.

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https://sites.google.com/flvs.net/beextraordinary/home?web=1&wdLOR=cEF4D61D2-BD59-4AFC-8C10-EF107E53FB71

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I liked the Escape Room session, as my husband has hosted sessions like this one in various local events and I am familiar with the format in person, but not online.

I was happy to see tips and tricks on how to create a very interactive escape room for the virtual world.

Now I have a few ideas about how to apply this to elementary students! They gave us this goodie bag, so I'm sharing here: https://docs.google.com/presentation/d/1YrZhAtGpoMYbc7_OxiLDnCahP5VPGvbTIocgIECQ_L8/mobilepresent?slide=id.p:)

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Jamie's PD about pumping up our grading feedback was one of the PD's I got a ton of information and inspiration from, but that has been referred to already - https://drive.google.com/drive/folders/1hcEsgtG7xSwR8x3YXsFHFXRdHsOvBBuR
The other PD that inspired me was "Be EXTRAordinary" where they talked about how important student engagement is and gave a plethora of ideas on how we can take our DBA's, Classtimes, and communication to the next level of relationship building and student engagement.
Students will learn more effectively from teachers they like and who they know like them back.
I already made a few gifs to add to general communications like text and email to just go that extra mile in building relationships with my students and parents, and plan on diving deeper into this goody bag to enhance my DBA's and feedback!
https://sites.google.com/flvs.net/beextraordinary/home

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Using Student Debate to increase engagement

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Using Student Debate to increase engagement

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I too found lots of the sessions I attended to be super helpful and inspiring. Just need to make time to work on everything I plan to implement now. One of the sessions I attended was on using student debate to increase student engagement. Arthur DeFilippo hosted a great session demonstrating how he uses debate, models appropriate behavior and expectations during debates, and how to incorporate debates in many subject areas to increase student engagement in DBA's and classtimes. Although, this was geared more towards high school aged students, I could definitely see how this could be beneficial as an ice breaker for nervous students or students with anxiety during a DBA and a way to get students doing more talking in the DBA than myself- Simplifying debate topics for the littles with "What would be better a square tire or an octagon tire if you can't use a circle and why? or just as an ice breaker coke or pepsi and why or why not. There were not any resources beyond the general discussion during the session but I am continuing to find ways to spark discussion in my students using different styles of debate that he mentioned Classroom Discussion, Rank Choice, Polling, Pros and Cons.

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Jamie's session on grading feedback was amazing! She gave great ideas about using google slides, videos and pictures to communicate with students.  I downloaded Snap Camera https://snapcamera.snapchat.com/download/ and it is a lot of fun!  You may need to put in a help ticket to get it installed, but it didn't take much time at all. Thank you Jamie for all the great ideas!!!

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Try the new Snapchat for Web on your computer to chat, call friends, use Lenses, and more

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I know I am not alone in feeling like I want to conquer the world after attending our annual staff conference!  It gets me so pumped up and reminds me of my why.  I attended many amazing sessions that inspired me to try something new in my classroom but the one that I plan to incorporate immediately is building a digital library for my students.  This resource will be so helpful for my busy parents out there who might not have time to read to their kids every day.  I have recording of my story times from last year that I am going to put out there right away for my families but I will also begin recording at least one read aloud each week to add to it.  Here is the goody bag link from that session: https://sites.google.com/flvs.net/levelup/home?pli=1&authuser=1

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The PD Session on Jamboard was awesome! Angelica and her co-presenter did a wonderful job of explaining how to make lessons interactive again (like back in the blackboard days). They gave tons of examples and "jams" that can be used in live lessons and in DBAs. I'm very excited to try this with a group for DBAs. I think our DBAs are already so interactive and engaging, but this will surely bump it up a notch. Here is the link to the goodie bag they provided (which includes tons of jams, and their presentation): https://drive.google.com/drive/folders/1d85udXTzkKKElKdaziVUWh6x1kmGSlrG

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I like to use our school counselor resources during my monthly calls. I share the link: https://www.flvs.net/student-resources/flex/advisement with my students and families. This gives them access to webinars such as: "Skills for School Success!"  It also includes their YouTube channel: Mental Health Minute. In addition to that, we now have a Student Services Department!  https://sites.google.com/flvs.net/flvs-full-time-studentservices/home I recently used this to support a homeless student.

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I love asking questions to my students during our Welcome Calls and DBAs. During our Welcome Calls, I ask them if they already know a few words in Spanish, and more often than not, they do. This helps ease their nerves when they first talk to me, and I feel it helps them not be so scared when they have to do their first DBA.
During our DBAs I asked them questions about their day, their other classes, etc. Then, I ask them which topic they would like to start their DBA. If they struggle to make a decision, I ask them to tell me which word was the easiest to learn, and once they tell me, I ask them if they would like to tell me more about that specific topic where their favorite word came from.
We talk about cognates, and I explain to them what cognates are. We talk about how many cognates they know in English, and in Spanish. I also ask them if they would like to ask me any questions, and I think that is their favorite part when they get to know a little bit more about me.

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Pacing during lessons is something that takes practice. It is extra important to plan for the worst and hope for the best. I always make sure that I have extra practice slides or resources to send in the chat box in case students need some extra guidance, but I also know my slides well enough, that if the student(s) are understanding the concept, I don't waste time continuing to practice the same skill. I make sure that I also include time for questions at the end. Many students come to classtime because they are struggling and I want to make sure that I have given them the time to ask any questions that I may not have answered during classtime. I like to use a warm up/ pre-lesson question to see where students are at before teaching, and I like to include polls or self-checks to see how students are feeling about the lesson to see where I need to move next.

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I always try my best to balance my pacing of my lesson to include teaching the material and allowing students to share what they know/ask questions about what they don't understand. Because we have to be mindful of the schedule, it can sometimes be challenging. Some students just crave attention and want to share everything they've learned, and I don't want to take away from that. I enjoy seeing those students who are excited about their learning! I just keep a constant eye on the time and try my best to fit everything in.

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I use my Bloom's taxonomy examples when creating DBAs and refer to them during the session. It is always my goal to have the students explain as much of their learning as possible, rather than limit them to answer the questions I pose. They have learned so much about the topics and most love to share what they found really interesting. By asking open ended questions gives them the opportunity to share something I may not have thought of.

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Pacing during classtime is definitely one of my biggest challenges. One thing I try really hard to do is start promptly on time, even if a few students trickle in late, start on time and let others in as they arrive. I strive to spend 20-30 minutes of classtime on instruction and the lesson and then the other 30-40 minutes on creating the project and sharing our finished or close to finished projects. I also work continuously on ways to get students back on track when stopped by too many questions at any given point or when a student is off task or topic. I find that sharing a slide at the beginning of classtime that reminds students of classtime expectations helps keep students on pace and on track as one of the rules is to make sure all communication is art related and on topic. I can refer to this slide at any point throughout the lesson to help get students back on pace if needed.

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I love to provide my students with Word Banks while doing our DBA, it definitely helps them see the word. It's not they don't know it, it's just that it can be overwhelming having all these foreign words stored in your brain, and the minute they see it, they are able to pronounce and tell me what it means. Cognates are definitely their favorite thing to see! It makes them feel like they have won half of the race! The familiarity really boosts their self-confidence!

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Domain 3: Instruction 3b. Literacy Strategies during Lesson

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Domain 3: Instruction 3b. Literacy Strategies during Lesson

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I used Jeopardy games often in my DBA parties and have the vocabulary terms at the top of the screen as the topics to choose from as well as word my questions or answers using vocabulary words that way students are readying the vocabulary words and seeing them while working to answer the questions and I praise them if they use the words in their answers or statements. I also work to review the vocabulary and correct answers if the student is not able to answer the question.

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Domain 2: Student Progress Monitoring 2c: Utilizing Student Resources

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Domain 2: Student Progress Monitoring 2c: Utilizing Student Resources

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I use flags in every tab in VSA to keep track of where my students are at. I use pink as a "red flag" for me that something is wrong with my student, either an illness, recent death in the family, internet or router issues, etc so I know whenever I reach out next to check on previous communication and be sure and ask about how things are going since that last communication. I use red flags for recent texts, orange flags for recent emails, and yellow flags for recent calls. If I get a hold of the parent I click the green check so I know I spoke to a parent recently. If the student submits after a communication I click blue so I know not to reach out again that week. I use the light blue flag to acknowledge students who are scheduled to complete a DBA with me and light purple for students who have completed their DBA. The flags really help me quickly identify and monitor where my students are at from week to week and I can help filter out my students to pull excel sheets based on those flags. I think figuring out a solid flag system that works for you and remembering to reset the flags each week for NW's has been super helpful in monitoring student progress in my course.

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Teacher pacing during lesson is so important. It help me  to make sure that all the students are engage. It is important to check during the lesson for understanding. What I like about using Nearpod during live lesson is that I can see all students answers/work and see who need extra support, time,  or discussion. I like to use the chat box too so students can give me answers and the thumps up for quick understanding.  To check their pronunciation I ask them questions through the lesson and they also asked questions to each others. The most important is not to get them discourage during the lesson. 

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Teacher pacing during lesson is so important. It help me  to make sure that all the students are engage. It is important to check during the lesson for understanding. What I like about using Nearpod during live lesson is that I can see all students answers/work and see who need extra support, time,  or discussion. I like to use the chat box too so students can give me answers and the thumps up for quick understanding.  To check their pronunciation I ask them questions through the lesson and they also asked questions to each others. The most important is not to get them discourage during the lesson. 

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Read alouds are so fun virtually with students in Kindergarten. If we are reviewing vocabulary, we always pick some kind of sign to show when the students hear that word in the story. If the story has things to act out we act those out and talk about what that action means. If there are words that are repetitive, I always ask them to unmute and read that part along with me. If we are learning a new strategy, I always model first, do one together and then ask the students to do one independently. 

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Read alouds are so fun virtually with students in Kindergarten. If we are reviewing vocabulary, we always pick some kind of sign to show when the students hear that word in the story. If the story has things to act out we act those out and talk about what that action means. If there are words that are repetitive, I always ask them to unmute and read that part along with me. If we are learning a new strategy, I always model first, do one together and then ask the students to do one independently. 

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I always use zoom tools during DBAs or class time to check for student understanding. If they don't have their tools, they use a white board or a piece of paper to respond. The students love to stamp and love drawing their thoughts on the screen. I also check their progress each week with a weekly snapshot. It helps the parents and students to see where they are completion wise, what assignments they have left to complete for the week.

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I always use zoom tools during DBAs or class time to check for student understanding. If they don't have their tools, they use a white board or a piece of paper to respond. The students love to stamp and love drawing their thoughts on the screen. I also check their progress each week with a weekly snapshot. It helps the parents and students to see where they are completion wise, what assignments they have left to complete for the week.

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Giving students examples of what that looks like. For one of my lessons, the students had to come up with a question that would go along with their science lesson. I gave them different options of questions. After discussion on each question, we talked about why it would or wouldn't work with what we were doing. The students had great conversation with each other and they even asked other questions to each other if they disagreed. 

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Giving students examples of what that looks like. For one of my lessons, the students had to come up with a question that would go along with their science lesson. I gave them different options of questions. After discussion on each question, we talked about why it would or wouldn't work with what we were doing. The students had great conversation with each other and they even asked other questions to each other if they disagreed. 

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Before class starts, I always give students a few minutes to talk with each other. A lot of them have found common interests with each other and talk about them. I even have caught students saying kind things to each other during this time if they see or hear something they like. Being in a virtual classroom is and pacing is difficult sometimes. Not adding a lot of stuff to the slides is super important because it allows us time to have deeper conversations on a topic rather than trying to fly through a bunch of different topics. The use of virtual timers is also helpful during a task you have the students working on and then giving them time to reflect after has been helpful. There are lots of different virtual timers online that you can search for and use. 

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Before class starts, I always give students a few minutes to talk with each other. A lot of them have found common interests with each other and talk about them. I even have caught students saying kind things to each other during this time if they see or hear something they like. Being in a virtual classroom is and pacing is difficult sometimes. Not adding a lot of stuff to the slides is super important because it allows us time to have deeper conversations on a topic rather than trying to fly through a bunch of different topics. The use of virtual timers is also helpful during a task you have the students working on and then giving them time to reflect after has been helpful. There are lots of different virtual timers online that you can search for and use. 

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Pacing can certainly be a challenge in the virtual classroom. We have a certain amount of time to teach a lesson and go step by step through a project. My goals for pacing are to be structured within our timeframe but also flexible on each end of class to engage with the students. A few things that I like to do to help with this are to open up the classroom before classtime officially starts and extend class a few minutes after. Students like to have some time to chat in the beginning of class. I find that this helps them to be able to get right to the lesson if they've had a few minutes to catch up and say "hi". After I ensure that I've completed the project with students, we have time to share at the end of class. Sometimes, the lesson will move slower if there are questions or students that need assistance. I like to give the students the option to stay after a few minutes to share their work if they did not get to within our set timeframe. This is always optional for students, but I know many of them appreciate the chance to get to share their work. I find that keeping my pace within our timeframe keeps the structure of our classtimes, but adding on those additional few minutes on both ends really gives me flexibility to connect with the students and allows them to connect with each other.

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Pacing a lesson during class time in the virtual world is certainly something that took me time to adjust to. The time flies by so fast. It is also a challenge because sometimes students are longing for that social interaction with others too and want to meet fellow classmates.  Before the lesson I give a few moments for this but then I try to dive in. I will also remind them of any fun or class virtual meet ups too, this way they can have fun with fellow students.  Sometimes during a lesson, I will utilize timers to assist with the pacing. I also make myself aware of wait time with questioning. One thing I will often do, especially in math, is at the end of the lesson I will remind the students about office hours.  Sometimes during a DBA the child does like to share lots of extra fun facts and information with me (not about academics). I will approach this by saying something like, “oh wow that sounds awesome, maybe if we have time at the end you can tell me more about that.” This helps me tackle getting off subject and back on track.

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When it comes to student engagement within a discussion, we all know that sometimes we have that student that loves to be the teacher and share, while others may be more timid. I try to focus my questions on a subject that is relatable to students. This is especially wonderful to do during a DBA and connecting with student interests. I love to begin my DBAs with hearing what the child has enjoyed learning about thus far. I will then formulate questions based on topics that they mention. I also have higher order question stems that I place under my screen so I can reference and use them during our discussion.  I also have made it a goal of mine, to pay attention to how I ask questions. Making sure I do not use non-academic questions is a priority of mine. For example, can you tell me what happened when…? The student can technically just say no, and they would have answered your question. I feel this small change in the language we use, can make a huge impact when it comes to student discussion.

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Pacing for me in the virtual setting has been a work in progress for me and I feel like I may be getting better. In B&M, I always over planned just to avoid down time with my students. I have found that not trying to do a ton of slides and go more in-depth on less slides is much better for class time sessions. It isn't about doing one skill after the other, but really teaching the skill and giving the students time to share, discuss, and ask questions. I agree with Francia's post that less is more!

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The pacing during CT is very quick.  30 minutes for a whole lesson was a bit of a learning curve for me! However, now that I am used to it, I love it.
Having the clock right there in front of me the whole time really helps me keep track of the remaining time. I also make sure I only share a portion of my screen so I can still see all of the upcoming slides on the left hand side.  This helps me remember how much and what content I still need to cover in the remaining time.
My biggest challenge is "wait time". When I ask a question during CT I have a hard time judging how much time to wait before I give the answer, rephrase the question, or call on someone else. When a student is muted and doesn't have their camera on it so hard to tell....are they thinking about the answer or are they in another part of their house not even listening?

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Domain 3: Instruction 3c. Engaging Students in Questioning and Discussion during Lesson

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Domain 3: Instruction 3c. Engaging Students in Questioning and Discussion during Lesson

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This has always been a challenge for me in K because I always over-think it. I know K students need tons of modeling and an understanding of what a question is and how to listen to each other to have a discussion. After focusing on this years ago for my DPP in B&M, I realized, young learners start with simple questions and answers related to recall which we tend to worry about since it's the lowest level of Bloom's taxonomy or DOK. Let's be honest, we are evaluated on this. What I had to come to terms with is that this skill is developmental and we must model it and be strategic about teaching our students how to ask questions and have student led discussions. So I started using question stems and also just something as simple as "What question do you think I will ask about 🤬?". I also throw statements made by students back to the class so they know it's appropriate to respond to someone... which is a discussion. I found if I didn't teach the skills leading up to the type of questions and discussions we are trying to achieve, it just left the students confused.

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Oddly, I feel like teacher pacing is slightly easier during virtual teaching than it was for me in brick and mortar. Probably because the computer has a clock right there in the corner to remind me to stay on pace. That being said sometimes classroom management can get derailed and having clear expectations in place takes time to develop which can be tough with different students in each classtime. I love having our expectations slides at the beginning and incorporating the character counts traits at the beginning of CT has been a great segway into "how will you show (responsibility, initiative, or citizenship) in this class?"
One thing Computer Science was able to do this year was teach on classtime on repeat for the first couple months. This gave teachers a chance to train the students what to expect at each level and really set those guidelines for success. In the coding classtimes especially with our large numbers it has been really helpful to set the chat feature to only with hosts/cohost, keep students muted and not allow them to unmute independently and then any time I need to redirect for behavior (changing backgrounds or filters constantly or staying on task) I refer it back to our expectations. Luckily these kids are so great that only happens rarely. I'm sure having parents nearby helps a little bit in that regard. I also makes sure to say after asking big open ended questions okay I see a lot of friends are ready to share I'm going to select 3 or 2 or however many to keep us moving then after those share or after each person shares have a thumbs up if you agree minute to give students a chance to participate even if it isn't orally.

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One thing I've learned after moving to computer science in July is that these students know more about computer science than I do and that's OK! The beauty of it is we can learn from our students and even the things we thought we knew (just like old school math) often have alternative ways to be completed. Coding in general is such a cool trouble shooting strategy and the entire process is try and try again and then see if changing z y or x will make it do a b or c. I love being asked questions during the live lessons and putting it out to the group "how would you help this person with that code I see lots of hands let's hear from so and so... that was amazing now did someone else have a different way that you can do it? what about a third way?" And when we're all stumped because sometimes my coding savants aren't present I say "what can we do to figure it out, can you give me instructions and we can test the code for bugs?" Students love being a part of the discovery and they often lead the way.

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Rapoza -Computer Science and Early Literacy

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Rapoza -Computer Science and Early Literacy

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I've found an amazing padlet with links to books that introduce or relate to computer science skills. I'm going to start adding them to my classtimes to help enhance student comprehension and they've already been used during DBA's to help students in areas they need additional support.

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Teacher pacing during lessons has a whole new meaning in the virtual setting. In classtime, you're limited to that 30 minutes with them. We have reevaluated which lessons need to be extended to an hour for our students. Constantly revisiting the lessons and how students are understanding the concepts is so important. I like to make sure that every student has a chance to participate, which can take time for those students that may not read as fast, or may take longer to get to their response. They still need that attention and learning, so I make sure to account for that in my lessons. Being flexible is something we are familiar with in both virtual and in person settings, so I always keep that in mind when teaching. Reading the room when you are with students and quickly learning how they understand concepts is all part of being a teacher!

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Teacher Pacing during class time and DBAs can be tricky, but I am working on feeding off my students energy. I really try to go off their energy. If they are super excited to share something with me, I give them that time (especially in a DBA) because it is hard for them to focus if that is all they are thinking about. I also put limits on this though and let them know that they can share one thing with me before the DBA and one thing after once they complete their work. This system seems to work well with my chatty friends. I also follow a similar model during class time, and allow them to share a craft or something that relates to our story for the week at the beginning of class time, and then stick around for 5 minutes after class to allow them to chat with their friends. I think this helps with the pacing throughout the lesson because the students aren't interrupting as much and we can stay on pace with what I have planned.

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Engaging Students in Questioning and Discussion

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Engaging Students in Questioning and Discussion

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I find it helpful to do a mini-lesson on how to ask questions and to go over "question words" to help students understand the difference between telling a story and asking a question. Then, we practice by having a student share something interesting, and give other students the opportunity to ask questions to learn more. This helps to lay the groundwork for future class conversations and discussions.

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I'm finding that "less is more" when it comes to planning for Class Time. Sometimes, it's hard to overcome the tempation of wanting to cover much more material than is reasonably possible in the alloted time. However, lessons flow better and feel less rushed when the content is more focused and streamlined.

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I like to help students understand how they will be using the skills we teach in kindergarten. At the beginning of each lesson, I like to review what we have been working on, and connect it to what we are doing. Then I show or explain what will be coming up next. This also seems to help parents understand the importance of each skill and gives them more clear direction on how to achieve our overall goals.

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Domain 3: Instruction 3d. Teacher Pacing during Lesson

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Teacher pacing a virtual environment is a tough one. There are so many factors such as the internet connection. You don't know if they are doing wait time or if they are lagging because of technology. Some times the student has stepped away from the computer and you are waiting for a response but, well they aren't there. It is super important to give students time to answer the question. In the past I've had a "timer" and once the timer goes off I ask individual students. That gives everyone time to reflect and they know there is a little time limit. I don't like rushing students but since we do have many kids at classtimes sometimes we have to have some parameters. If there is too much silence and no one seems to respond, I stop and review the topic. In my case, many students don't like to speak in Spanish because they feel uncomfortable with the pronunciation. Patience is the key during instruction. Wait times are important as well and we must make the student feel comfortable and not rushed.

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Teaching pacing can be somewhat challenging in a our virtual world.  I have learned to rely heavily on watching my students who are on camera to decide if I am going too slow, too fast or moving just right.  When I ask a question and no one raises their hand or I don't see anyone's mouths moving to say the answer to their parent, I know I need to slow down and re-teach the skill.  When all students are raising their hand and everyone is producing the correct answer, I know it's time to challenge them.  It's not a perfect science...so much of it depends on the day, the group of students and the lesson being presented.

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Teacher pacing in the virtual world can be challenging. You are not right there with them seeing their work where you can visually catch a lack of understanding. Some kids keep their cameras off so you can't catch their body language. It can be challenging. It is important to me to have a tool kit in place for checking my pacing and the comprehension of the students in class. I do try to read the body language of those on camera and check in when I feel their may be a problem. But I also check in with those not on camera. I love giving personalized attention and check ins with each artist in class. It is important to me that they all feel seen and heard at the capacity they are comfortable. I love to call them by name and ask how they are doing, ask if they have any questions and if they'd like to share. During a lesson I also use thumbs up and thumbs down to verify understanding of a concept. I also like to pause several times and say, "Ok that was a lot of awesome information for our art brains. Who has a question about what we just learned?" I also let them ask a question using the chat if that is more comfortable. I also like to ask, "Who can explain what we just learned about ______?" Asking for a student to explain a key concept in their own words allows them to take control of the review by being the teacher and lead a discussion. Using all of these tools allows me to move the lesson along at the best pace for the students. I'm able to catch where they need clarification and celebrate where they mastered a topic. It also gives the students opportunity to take control of the discussion so I can truly see where they are at and then pace the lesson accordingly.

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Knowing that there’s a strong correlation between effective teacher pacing and student engagement, I am always trying to consider how quickly I deliver information during different parts of my lessons. This is a skill I have been working on since I began teaching at FLVS 6 years ago. The last thing I want is for students to feel discouraged or lost during a lesson when they can’t grasp a concept because I am going too fast. However, we all know that students can become bored when the content is presented too slow. It feels so good to find that sweet spot when teaching! But that doesn’t always happen. I try to build in “extra” practice slides that I can present to students depending on how they do with new content. If they seem to have a strong grasp of the material, I can skip those extra slides and continue moving along with the lesson as planned. It’s impossible to know how well students will understand the content before jumping in and letting them show what they know during the lesson so planning ahead for extra learning opportunities is so beneficial. I’ve learned that the planning is just as important as the teaching aspect. My most successful lessons are the ones where my students have a variety of ways to demonstrate that they’re engaged during my lesson (using the microphone, hand signals on the video camera, tools in Zoom, their own whiteboard or journal, participating in a scavenger hunt, etc.). I also want my students to feel like attending my live lessons is worth their time so creating engaging slides that allow for participation is crucial. I try to choose the content I cover during our precious time together wisely and cover those important topics at a slower pace. Rituals and routines are also a must during our live lessons and they help tremendously with pacing.

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Domain 3-3d: Teacher Pacing During Lesson

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Domain 3-3d: Teacher Pacing During Lesson

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Ah pacing in our virtual world. It can be tough, the beautiful part of the FLEX set up though is that we can take a bit longer on a topic if there are misconceptions or students are not grasping it without the pressure of moving on in the curriculum. During class time I always make extra practice slides in case I see anyone confused or needing more explanations or practice that I can pop in. I think it's important to use student's who are "getting it" to always explain how they saw it or how they know it's the right answer because then they can learn from each other!

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Teacher pacing is undoubtedly one of the areas that I believe is one of the most monumental for success. Too quick? You're leaving kids behind. Too slow? You start to get bored students, and behavior starts to change. I actually think that virtually, it is easier to track student understanding to move at a pace that is successful as a whole. Students are able to "hide" behind their screen (being off camera), or on, but in the comfort of their own home. I tend to use the "thumbs up" = I understand, let's move on. "Thumbs to the middle" = I need a little more help. "Thumbs down" = I don't understand, and need help. Students can do this with the emoji, on camera, or type how they're feeling. I always like to remind students that are struggling, that they are always able to reach out to their teachers for 1-on-1 help as well. The goal is always to have mastery amoung each student, but comforting the ones that need extra help is just as important as challenging the ones that would like to be the teacher in the lesson.

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Domain 3: Instruction 3d. Teacher Pacing during lesson

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Domain 3: Instruction 3d. Teacher Pacing during lesson

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Teacher pacing is so important during lessons. Virtually can be difficult as everyone below has stated. It is important to notice when students are not "getting it" to use that time to review a skills and even include other students in the learning so they can teach each other. Many times those unplanned stops to a lesson become to best part of the lesson and allow the students to learn and grow from each other. I like to take the time to spot check understanding during lessons to see if they are understanding concepts and if not we circle back and review and it becomes a discussion for learning.

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Domain 3d – Teacher Pacing (Pagan 4th)

Pacing…that can be a tough one at times especially if cameras are not on to actually see the students.  I try to do chat box and give them time and then count down with visual, or annotate on the screen, 5 finger chat box game always gets them going so I know some of them will reply and then others jump in.  I set my timer and allow them to see how much longer they have.  If no reply within time limit, I just jump back on and go over it so as not to drag it out.

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I also like to ensure that I give ALL students a chance to talk. I make a list of all of the students in a live class "waiting room" before I start. I keep track of who I call on and who speaks so I can be sure to call on all the students, not just the ones I can see on camera.

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Pacing in virtual land can be a challenge because you are not in the same room. I like to ask questions often to gauge where students are. I have them share their work or discuss the step they are on. I remind students that they do not have to be right with me if they need to spend longer on a step. Often , in art, we are doing multistep processes. Sometimes I only complete one part in the Live Class and explain or demonstrate the second part so students are not overwhelmed.

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I often stop to ask the students where they are at and if they completed the step I am in. In Kindergarten students this is particularly important for several reasons. One reason being that the students might need extra time as they are developing motor skills for tasks that might seem easier for us as adults.

I usually stop after each step and ask them one by one by name "How are you doing, Jimmy?" and ask them to give me a thumbs up if they completed the step I just demonstrated, before I move to the next steps. That helps me make sure students don't get lost and discouraged during the project demonstration.

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For teacher pacing you have to be able to read the room, and sometimes that is really hard in a virtual setting. You have to constantly assess where students are. For example, if I'm asking a question about a semester 1 topic that students should know because they are in semester 2, but they are confused...you have to be able to stop and do a mini lesson on that topic to jog their memory, not just plow through to get to what we want to teach them at the end.

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I most recently create a 20 questions game for our pumpkin party to celebrate who completed the pumpkin challenge for completions. I loved the interaction f this as the used the answers to deduct the answer. I plan to create a classtime workout and put it into a DBA. This activity put the questioning on the students as coaches.

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Simple but effective, word banks. I use them in my DBAs to spark ideas when students freeze. I only use it when students struggle, I keep it covered until needed.

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I pull an excel and create tabs for monitoring on Monday, monthly calls, no work, DBA, CA, etc. I then email, text, and call to remind. I also use flags to identify DBA's that are complete.

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I've always been told that after you know something, you can learn more from listening to others, rather then sharing your same strategy over again. When asking students how they would solve problems, or what they think, I end up learning more from them. I love letting them take the lead and often tell them that the last step to learning, is teaching. This way, they can share their way and become the teacher.
In DBA's I love to give the student choice with what questions they want to share about and what they found was interesting or difficult. It's not always about the answer, but the journey to get there. Getting their minds moving and sharing out loud is so powerful to both the student sharing, and everyone that is listening.

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I provide the students with a photograph of a theme or topic that interest them. Based on the observations, we create sentence, this helps with sentence structure. As each student builds on the topic a story is made.

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The DBA is my favorite. Dba give the student the opportunity to lead the conversation. They start the dba by telling me what activities they like the most and what topic. Also Students answer and ask me question about the pictures in the slides (what color is it, where is it, what do you see, etc)Students help me get animals and family members ready to go to a party by choosing color balloons and birthday hats and we also make their dream bedroom.  At the end of the DBA student will propose few ways of using the vocabulary and how it will help them in the near future.

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I love to work on Questioning and Discussion during our Math class times. I use the dot cards a lot for this activity and show the students a dot card for 3 seconds and then flash to a new screen. I love to hear the students explain how many they saw and how they saw it. I find that line of questioning gets the students to really talk about how they are visually seeing things and that it is ok to see it differently than another student.