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I will: Express the ideas of why I chose to be in my group: Loyalists, Patriots, or the Neutral Party. Students met with their groupd and brainstormed and wrote down 5 Main Reasons for being in that groupd. Then, they wrote 2 Counter Arguments (what the other groups would say).
We will: Express and verbalize our ideas and have a dialogue with other students on the panel. Then, with other classmates who have a question for any of the panelists.
*An emphasis was made for students to Focus on Dialogue as oppossed to Debate.
*It was great to hear the students talking to each other!

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Jot down key points

Include digital artifact

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Step 2 - Share your Story of Practice & Listen with Intention

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Step 2 - Share your Story of Practice & Listen with Intention

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In triads, tell a 3-5 minute story of practice.

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The frames for the agenda that we were given made my old frames look sad, so I asked Sara Caira if she could help me and she did made all new ones which makes my agenda look much prettier. I always start class with a preview of the agenda, homework and learning goals. We've been playing with singing our learning goal to the tune of the weird new bells and that has been pretty funny. Hooray for Sara Caira!

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Framing the lesson. We Will learn about Thomas Jefferson. Warm-Up: Short Edpuzzle about Thomas Jefferson, done as a class. Class activity: AHM with graphic organizer about Thomas Jefferson. I Will/Exit Ticket: each student had to tell me something different about Jefferson as they left the classroom.

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I framed the lesson by telling students that we would learn to convert fraction to percents.  Under I will, the students were told that they would create a survey and collect data. I gave the students sentence frames to help them create their survey. When it was time to collect data, I encouraged them to ask each other questions as they roamed about the room. They then all sat down. I showed them examples of how to put their data into fractions and then covert that to a decimal and then a percent. Students then shared out their results at the end of the period with the class.

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This is an example of my introduction slide that I present when students come to class. They immediately get out their Bell Ringer Sheet and then copy the question, answer the question and then copy down the Goals or, "We will... I will...".
Afterwards we discuss the answer the the question. Then I read and explain the goals. Next, I go over the agenda and HW. Lastly, I pause for questions before we get started with the main lesson. This is a typical start to my class. At the end of class or for HW they are required to fill in a box on the bell ringer where they must reflect on the lesson and goals and describe what they learned/accomplished in regards to the goals for the day.

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I introduce a phenomenon that can be surprising for the students that causes them to ask questions or bring forward their understanding to the learning. Students are then able to explore the topic with a computer simulation or manipulatives. They are creating the narrative as they go through the lesson. We revisit their narrative throughout the unit.

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My Period 3 class (Accelerated Math 7) is a loud class. They just love to socialize and talk. After the bell has already rung, they are still talking. While working on the warm up, they are still talking. There were days that I didn't even hear the bell ring because of the talking.
So, I decided to RECOGNIZE students who are following directions to REINFORCE the behavior that I wanted the students to have right when the bell rings.
For example, "Thank you, Micah and Elijah, for working on the warm up quietly. I appreciate you guys."
Right when I said that, it only took 5-10 seconds for the students to do the same thing.

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Recognize and Reinforce
During lunch and nutrition, we have been having issues with students leaving trash on the tables. After days of reminding students to throw away their trash, I've started to recognize and reinforce the behavior that I am looking for. Watching for students from the problem tables throwing their trash away and thanking them.

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The first day of the unit and a new skill for all students. I use prior knowledge and skills when possible. I move around the group watching all students attempting the skill, give feedback and make corrections.

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I use framing the lesson on a daily basis. I use the "I will" statements to show our focus for the day. The "we will" statements are our outcomes for the day - what we should be able to show by the end of the class.

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recognize and reinforce
-Students have taken 2 district benchmark reading tests and I wanted to review the data with them.
-I called them up individually and praised them for showing growth.
For those who didn't show growth, I had a discussion with them about the books we've read so far this year and what they enjoy in terms of literature.

Framing the lesson
I start each day with a presentation and frame the lesson for the students.
-it's also posted on my board

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Have incorporated the We Wills and the I Wills into my Cornell Notes Reading Study Guides. Has been a great tool to reinforce my lessons.

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I heard...you are more comfortable moving around your classroom.  You are noticing that students need support.  Your classes are working on comma  rules (I think).

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I heard...you are more comfortable moving around your classroom.  You are noticing that students need support.  Your classes are working on comma  rules (I think).

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(i.e., quotable quotes, themes, celebrations, wonderings)

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Aha moment. On Monday a student was struggling with solving multistep equations, he never really participates in class. Lacks confidence. I helped him go through a problem and later, I called on him for that problem. He was all smiles after he explained what he did. Building confidence, he volunteered again during that same period.

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I am framing the lesson on Monday by having students, as a class, balance the equation for photosynthesis in the first part of the lesson. We will do this by adding coefficients to an incomplete photosynthesis equation. Then we will create a simple model of photosynthesis with molecular models in their science notebook.  I will end the lesson sequence by counting the number of individual atoms in the reactants and products to ultimately find that a chemical reaction is balanced when the number of atoms in the reactants and products are equal.

The next day in class we will introduce the concept of the law of conservation of matter and reinforce the idea with a gizmos.

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Left side:  Student video notes

Right side: 3 student samples of their "I do." (top 2 are high-performing students, bottom is low-performing student.)

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My story of teaching is how what is invisible to most is made visible to all, or how what is taken for granted is made explicit. It is also the story of context and setting. In this case, community and Target. It is also a story of adaptation and survival, both for student and teacher.

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I began as a para educator with ABC working with SPED.  I also have a professional background  in the current area that I teach.  I currently teach TV broadcasting and Video Productions.  Having a professional background helps me create great lessons for my students. I use real world techniques in my lessons to give my students

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Been focused on We Will and I will in the in person class that I teach which is ASB. (We will work on preparing for the school dance. I will write in my calendar when I'm supposed to work the snack bar during the school dance)

I teach online for other courses. Focused on a warm up question, class objective, essential question and to do list. We also use a online platform for most content. Use the essential question as a exit ticket and a way to connect history to do's issues....

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When framing the lesson, we always break down what each word means using student input and their understanding of each word. I try to make it personal by finding real-life connections.

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Showcase of my students investigating the distances between the planets!

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I've been recognizing to reinforce the work of my students. I've been using my Google Classroom banner as an internal "Instagram" posting for my students' discoveries and their work to be celebrated!

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i do attendance questions every morning, sometimes funny, random, serious. this kids know this is our opening activity

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Working on:
Tetzlaff- Implementing Project Optimism and moving us into block scheduling in order to support student behavior and teachers. Getting ready to recruit new students, rewrite our SPSA, plan for a new school year

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-Focus on "we will/I will" to Frame the lesson

-Guided Notes
-Students will have prior knowledge to converting decimals, fractions, and percents.
-Reviewing to make sure they know how to convert.
-New knowledge: converting repeating decimals to fractions.

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I heard celebrations about the We will and I will statement papers and creating uniformity and continuity on the board.

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(i.e., quotable quotes, themes, celebrations, wonderings)

I heard that students got to complete an exit ticket describing a unique fact about Thomas Jefferson that most people might not know about him.

I heard that Ms. Barham works with students individually to help them improve their grade in her class.

I heard that Ms. Barham also provides materials to her students to stay organized.

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I heard... That I will and We will works really well for you.  I will go to you for advice on I will/ we will.  I some great success that you have with this in your class.   

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I heard... That I will and We will works really well for you.  I will go to you for advice on I will/ we will.  I some great success that you have with this in your class.   

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(i.e., quotable quotes, themes, celebrations, wonderings)

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(i.e., quotable quotes, themes, celebrations, wonderings)

I heard examples of encouragement. I heard you making meaning from the data.

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that students are connecting and engaging with the philosophical chairs activity. Students are highly motivated to participate and eager to share their thoughts. Students feel heard and seen. They are working on their social and academic skills.

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I heard...Tyler uses the "I will" and "We Will" frames and concurred that that there can be flexibility in the use of the "We will" (as agenda items or end products)

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I heard...Tyler uses the "I will" and "We Will" frames and concurred that that there can be flexibility in the use of the "We will" (as agenda items or end products)

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I heard strong connections with the the We will and I will sentence frames by having students formally answer the objectives.

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I heard your students become more engaged when you bring up personal stories and let them make their own connections.

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The compliments given to the students at the beginning of class really helped them to be noticed and recognized to encourage positive behavior! What a valuable way for students to be affirmed as an individual in your class! :)

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Students are responding positively when admin recognizes and thanks students who are acting responsibly by throwing away their trash.

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I heard that LaCrosse is challenging but that all students were showing improvement, especially reminding them that they did have the previous knowledge to push the ball forwards.

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I heard...that PE teacher's lessons are very straight forward because the students are practicing skills, such as how to hit a volleyball.

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I heard...that PE teacher's lessons are very straight forward because the students are practicing skills, such as how to hit a volleyball.

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Your lesson framing gives students clear expectations and students across all of your classes are responding well to it.

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I heard...Concrete measurement of students reading levels and how they have improved! Students were then shown the data and, it was explained to each student 1-1 for the growth that each had accomplished! This celebrates the students through attaining ownership over their reading improvements! And, a pat on the back for Mrs. lopez patiently taking time with each student:)

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I heard...Concrete measurement of students reading levels and how they have improved! Students were then shown the data and, it was explained to each student 1-1 for the growth that each had accomplished! This celebrates the students through attaining ownership over their reading improvements! And, a pat on the back for Mrs. lopez patiently taking time with each student:)

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(i.e., quotable quotes, themes, celebrations, wonderings)

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The importance of Cornell Notes and how fun five can be integrated with this so long as the primacy of Cornell Notes remains. I heard that these notes help organize student thoughts.

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I heard...that you are working 1 on 1 to help students who might not otherwise ask for help.  The results are confident students who are understanding the work and you are building relationships with students. 

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I heard...that you are working 1 on 1 to help students who might not otherwise ask for help.  The results are confident students who are understanding the work and you are building relationships with students. 

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard...that Leslie is passionately working on her Science lessons.  She is using "Framing the Lesson" to help her students through the process.  She also doesn't know how old and tired I am on Fridays because she kept using words like "coefficient" and was saying something about atoms and photons.  

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I heard...that Leslie is passionately working on her Science lessons.  She is using "Framing the Lesson" to help her students through the process.  She also doesn't know how old and tired I am on Fridays because she kept using words like "coefficient" and was saying something about atoms and photons.  

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard...that you use  We will and I will statements on all assignments.  It helps direct students and helps with the goal of the lesson. It seems to help students that are higher level learners.  

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I heard...that you use  We will and I will statements on all assignments.  It helps direct students and helps with the goal of the lesson. It seems to help students that are higher level learners.  

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(i.e., quotable quotes, themes, celebrations, wonderings)

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(i.e., quotable quotes, themes, celebrations, wonderings)
You are taking Mrs. Stoffers on the next Community Trip!

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I heard...You use What I learned today and What I want to learn tomorrow!!  I love this!

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I heard...You use What I learned today and What I want to learn tomorrow!!  I love this!

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard... That We will and I will somewhat works for your ASB Students.  I also heard and learned about the "Oreo" .

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I heard... That We will and I will somewhat works for your ASB Students.  I also heard and learned about the "Oreo" .

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard... Sorry Patrick. I had a hard time hearing due to sharing a space with Gary and the band playing right outside my shared space. I did hear that you try to make what you are teaching relatable.

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I heard... Sorry Patrick. I had a hard time hearing due to sharing a space with Gary and the band playing right outside my shared space. I did hear that you try to make what you are teaching relatable.

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard...showcasing student work to give perspective and make them proud

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I heard...showcasing student work to give perspective and make them proud

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I like how you are showcasing your students' work on Google Classroom. This is a good way to celebrate and recognize student's hard work. Doing this would make the students feel proud of their accomplishments in your class!

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(i.e., quotable quotes, themes, celebrations, wonderings)

you share an example of something that is consistent that students know to expect

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I heard...excitement for the future. I heard how busy admin is with the never ending list of things that need to be taken care of. Testing, recruiting students, meetings. The admin team is truly a team. I can tell they all work well together and like each other.

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I heard...excitement for the future. I heard how busy admin is with the never ending list of things that need to be taken care of. Testing, recruiting students, meetings. The admin team is truly a team. I can tell they all work well together and like each other.

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard... that the challenge was the amount of practice problems given and keeping all the (even honors students) on pace.

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I heard... that the challenge was the amount of practice problems given and keeping all the (even honors students) on pace.

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(i.e., quotable quotes, themes, celebrations, wonderings)

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I heard...excitement about new programs. I heard the need to slow down and meet our students where they are at. Middle school is different than High school.

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I heard...excitement about new programs. I heard the need to slow down and meet our students where they are at. Middle school is different than High school.

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(i.e., quotable quotes, themes, celebrations, wonderings)

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With a new partner, share a story you heard.

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Some daily practices I do in my classroom are the We will and I will statements so the students know what we are focusing on and what is expected of them.  In addition, I have begun to roam the room again and reinforce/redirect students in need.  We always start the class with a review of the previous day and at the end of class review the main focus for the day. 

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Some daily practices I do in my classroom are the We will and I will statements so the students know what we are focusing on and what is expected of them.  In addition, I have begun to roam the room again and reinforce/redirect students in need.  We always start the class with a review of the previous day and at the end of class review the main focus for the day. 

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using prior knowledge to help navigate a new skill/ sport can be very helpful

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Framing the lesson using "we will/I will" has been working well for your students.

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I have been framing the lesson since last year.  I am in a daily habit of using the practice.

Today's Agenda:
We will complete a graphic organizer to show reactants and products of photosynthesis.
I will read and discuss answers with my partner about how energy transforms from radiant energy to chemical energy in leaves.