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I liked the use of several different teaching methods used to support one lesson. There were large sticky sheets with notes from each class and all classes contributed to that single page. Then, Chromebooks were used to add written reflections.

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Online timer
Quizizz
Writing in math and history
Tech was being used by teacher and/or students in each room.

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1. I will borrow the Dell Activity Light,  the interactive plot diagram, and the quote activity that I observed.
2. Google Classroom, YouTube videos, Dell Activity Light, large sticky notes, and partners.
3. Student learning was self-paced. I also observed collaboration.

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1. meme website to associate to cell organelles
2.quizlet live
3. team competition and rewards use. Students worked at different pacing

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In a math class the students were up at the board working on problems. This gets this up and moving.
All students were engaged, sometimes on chromebooks and sometimes on paper or boards.
Students used technology to enhance learning.

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1. I want AAAAALLLL of Dellinger's organizational gadgets!!!! I NEED THEM!
2. Quizlet/live & Docs in all three classrooms...technology was working great to prep for summative assessments
3. I suppose there was rigor because there was almost 100% student involvement.

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1)  lots of collaboration with students
2)  REwordify to find variations of stories to match students' reading level where they are not struggling through text.
3)  Students were using Stacker for math that created planes and dimensions

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1. I will share Dell Light.
2.  Student engagement was increased by allowing students to sit in pairs, even though they may be working on their own copy of something in Google Classroom.
3.  It was relatively complex but not really sure that technology was used to enhance it...but didn't hurt it either.

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1. announcify and dell activity light
2. dell activity light, google classroom independent pacting
3.  Projects were scaffolded over the course of several days, blending traditional and digital learning.

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1.Technology used as a tool for assessment and traditional delivery of content with pen and paper activities a tool.

2. In the spanish class the students were listening to music with spanish lyrics. At the end of the week part of their assessment involves translating the lyrics of a spanish song.

3. Students in the math class were working out answers to problems on whiteboards and paper and entering responses via a computer based app.

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1) The use of white boards (mounted and small boards)
2) Online shape visualizer/dissector
3) Students were working together on complex models on the Chromebooks. They assisted each other on problems and wrote their answers on a hard copy.

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1.Shodor for math applications
2. Collaborative pairs, student generated quotes and questions
3. English students had choices in complexity, technology allowed them to self-pace

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1.  Partner Quizlet matches
2.  Quizlet, Quizlet Live, and Google Form.
3.  Students were actively engaged in the learning experiences through collaborative pairs.

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1. Clyp
2. Collaboration
3. Spanish class was using media in Spanish
4. The whole class was digitally based it seemed. Kids say the class made them feel "digitally savvy"

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I liked the mixed use of learning materials I witnessed in one of the classrooms. The large sticky paper on the walls to capture key topics shared by more than one class (great idea) and the Chromebooks to provide reflections about the story. Breaking the lesson into parts keeps it interesting & engaging.

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1. I liked the vocabulary review in quizlet live.
2. Collaborative groups, music, friendly competition
3. Students were analyzing sources,

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1. quizlet.live
2.  group work,
3. writing in math class

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1. Pairing
2. Posted videos, google docs
3. Learning was rigorous when students in classes where students understood the scaffolding that was going on.  For example, students understood that the videos of characters posted was serving as an example of a future project

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1. I love the meme maker idea and I will borrow that soon.
2.  Students worked cooperatively in two of the classrooms.  In one classroom they were able to work at their own level and speed.
3.  In most examples, students had to communicate their understanding of the material through a product or game

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Nice examples of BL. Partner-pairs used in two classes....which I need to do more of in my classroom.Really comfortable classrooms, excellent rapport between teachers and students...and between students.  Rigor was "mid-level, but appropriate to the lessons.  Tech was used in all three classrooms that I visited.

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1. the activity light is a neat idea for quick formative assessment
2. physical movement, collaboration, interactive website where kids manipulate a graph thingy--slicey picture
3. Students were held accountable by making work public, students applied concepts to reading--mainly as a tool for presentation, not creation

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I liked how Vanessa Price was using an online timer with a rotation assignment. It pushed the students to stay on task. Barry Lance used movement to keep his Math I kids engaged. Becky Hanson utilized an online program to show how cross sections of three dimensional shapes were created and manipulated. The technology was used to different extents in each respective classroom, but it was incorporated well to meet learning objectives.

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1. The Dell activity light is something that seems so simple but will be INCREDIBLY useful in my larger classes.
2. The online cross section model that the students in Ms. Hanson's class were using definitely had the students engaged.
3. The cross section model forced to students to not only comment on what they were observing but also to compare and contrast which enhanced the rigor.

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1. I didn't know that Google Forms had the capability to accept audio clips as an answer from students. I love the idea of utilizing this as a way for students who cringe at the thought of public speaking to contribute a well-thought out answer that doesn't get stifled by nerves. Clyp (and other similar extensions/apps) definitely has a place in my classroom.
2. Self-pacing and collaboration both helped raising student engagement.
3. Self-pacing and collaboration both helped to make a more rigorous environment. Students who were done could push further and those who weren't could ask group mates for help. Technology wasn't always the answer, but it certainly helped with engagement.

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1.  Borrow:  visuals around the room
2.  Engagement:  multiple forms of engagement...paper, chromebook, etc.
3.  Rigor:  writing in a math class!!!

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1. Calculator holder for phones, timer.
2. Graphing program, white boards
3. Students we looking about how different cross sections of 3 dimensional figures create different 2 dimensional shapes. The program allows them to see all the different cross sections.

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1. Table cell under questions in Google Docs; Fake money for winning Quizlet Live
2.  Quizlet/Live, Google Docs
3. Mostly vocabulary strategies; students were sharing information and using online tools to study vocabulary

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1.Trying to use the Dell activity light to have students single that they may need help if they are to shy to raise hands
2. Getting students up and about and working out of their seats
3.Students were working on an internet site that allowed students to explore geometry in 3D models

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1. Competitions, shared google docs.
2. Quizlet, Quizlet Live, Google Docs
3. Students were challenged to collaborate and create final products. Students were challenged to compete against each other.

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1. Long term reward system
2. Meme generator
3. Students had to condense broad roles of the president into small meme bites
4. Tech was instrumental

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1. Borrow - engaging posters with large theme words written across quotes from literary selection.
2. Strategies - pairing, videos, self-paced, differentiation, online manipulative models.
3. Rigor / Tech - students were engaged and on-task. All classes observed were using varying levels of technology to supplement lessons.

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1.  Music Integration, primary source document collaboration, blended learning, quizizz, working problems on paper and on the computer.
2.  Collaboration, blended techniques, high expectations.
3.  Complex problems, assignments with multiple components, bringing back prior knowledge

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I liked the balance of what teachers did between their chromebook and on paper - I struggle with towing that line because so many of many students are affected by the digital divide so it was nice to see others handle it well. 2. COMPETITION - would work well for my students 3. Students worked on a variety of tasks at once in Dellinger's class - and they were all rigorous & let them pursue their own learning styles.

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1. I love the use of white boards for individual and group work
2. Group work and differentiated assignments for students
3. Students where working individually and in groups students used a variety of technology tools