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I want to learn more about how to differentiate the students I Do to make them successful working independently.

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A new learning about the lesson body is the different ways to model the lesson for students.

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A new learning is the use of nonexamples and the reminder of the importance of using/posting checklists.

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A new learning is the use of nonexamples and the reminder of the importance of using/posting checklists.

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I would like to learn more about differentiating the body portion as I have some students who are ready move on much more quickly than others.

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I would like to learn more about differentiating the body portion as I have some students who are ready move on much more quickly than others.

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I would like to learn more about how to make this successful for all of my students. In many of my groups I have students on all different levels.

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A new learning is thinking out loud while your teaching rather than asking the students questions.

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I want to learn more about incorporating more differentiation into the modeling component of the lesson plan while maintaining student engagement. For example, if I'm doing a math. Students are working on adding/subtracting with 10, 20, 100, or even up to 999 with regrouping since I have such a wide variety of needs. I don't want students to be bored or frustrated while I am talking through my thinking when trying to differentiate.

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A new learning is ensuring that I am "showing" not "telling" to meet the teacher check list. It's easy to tell students how to do something, but I need to make sure I'm showing them my thinking and how I would apply the strategies.

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I want to make my students successful in whatever way they best learn. This may be modeling, differentiating instruction or incorporating "I do, we do, you do".

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The new learning I have about the lesson body is more of the use of showing the students a new concept or idea. I want to work with my students even more, as well as have them do more by themselves.

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I would like learn more about the You Do part. I have many students on different levels and find it difficult.

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The thinking out loudly purposely is new.

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I tend to go straight to the examples and now spend time on non examples.

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I would like to know how much do I help with "we do". If I am helping too much do I go back to the "I do"? 

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I would like to know how much do I help with "we do". If I am helping too much do I go back to the "I do"? 

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The more I have laid out visually will help. Instead of the students getting the info from me talking. Make sure I have steps written out instead of just speaking them to the students.

# data[].attributes.subject
The more I have laid out visually will help. Instead of the students getting the info from me talking. Make sure I have steps written out instead of just speaking them to the students.