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It was fun to see how you collaborated with the ELL teacher and the students respected you both equally in the classroom.
EV

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I was highly impressed by (1) the level of engagement the students had in the activity and (2) the way they respected each others' ideas as they debated how to sort the cards.
EV

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I really enjoyed watching your initial warm up session... When a student shared you did not qualify her response but replied in a neutral way and asked for more information.
EV

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It was very apparent that you respect and have the respect of the students in your class. I was impressed to see you took the time to connect with the student who left class in tears.
EV

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The formative assessment on post-its right away and then having students place them in a "cool place" on the white board was fun! I liked how students wrote the learning target in their notebooks and how you had the students visualize a real world situation about money to help them understand a math concept!

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Wow! To have your standards and objectives for volleyball projected on the wall made it very clear what was expected of the students.

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Students were engaged in all sorts of fun activities and strategies that foster critical thinking about pitch and rhythm. Some students were even dancing while they did their warm-ups! :)I could see students thinking as they tried to snap in place of So!

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Students in Naymark's class had the opportunity to represent a cell in a model of their choice. The higher-level thinking, engagement, and thoughtful questions students were asking about their partner's models was impressive!

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100% student engagement with positive culture and learning thrown in the mix! I enjoyed seeing the students play Hot Seat! Students were asked to come up with clues for vocab words while one student is in the hall. Students could act out a word, sing a song, give a clue to the hot seat student until that student got the vocab word.

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I noticed how many different teacher personalities our students have to deal with. Students have to change to the organization and rules for each room and teacher.
Durgin

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Now I understand what is meant by Varied Representations!  :)
Also, I appreciate that we get time during our work day to do things like this.  Thanks to everyone who helped plan this event!  ~ Sue

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I learned the differences between Varied Representations and Evidence of Thinking.  I'd like to offer more varied representations to my students.

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I learned the differences between Varied Representations and Evidence of Thinking.  I'd like to offer more varied representations to my students.

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Take-Away

I need to do a better job of implementing  varied representations in my classes.

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Engaging students in creating tesselations. I saw a few times where you approached students in a very friendly manner and asked them to explain their project to you. I could tell you were looking for them to explain how they created their project and what strategies they used.

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Applen for making letterheads interesting

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Shout Out to Stroeing

I noticed two instances of having students engage in instructional dialogue in the time I was observing her class.

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Making sure I have kids talking
and interacting during notes.

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One big take away for me is to support students in the productive struggle domain. One way I can do this is to tell students as part of the instructional process that “As a teacher I need to let you struggle with the problem solving process and try different strategies”.
-Applen

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One thing I recognized is that when kids are working in groups, it doesn’t always look like they are doing work, but then they end up doing exactly what they are supposed to be doing. I always assume that laughing during group work means non productivity

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I noticed how well the Great 8 Math strategies work in other subject areas!

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I noticed that you both have Envoy under belt and use it seamlessly! Way to go.

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I would like to allow students to use more varied representation to show their understanding. I saw that in the classes I visited, and I learned a lot from our discussion after the rounds.

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Nelson's hands on activity was super engaging and really allowed students to debate and engage in purposeful conversation that helped complete the activity.. I enjoyed listening to how they came up with their sorting of pictures!
Monnet

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I definitely became more aware of funneling vs focus questions

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Students were engaged and able to defend and argue with their group respectfully as to why the thought certain pictures should be in certain categories.
-Coenen

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Work to have focusing questions as opposed to funneling.

The power of wait time... allow time for productive struggle.

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Students were engaged and focused on the learning target the whole time!

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I will make sure to have more student to student dialogue. Also making sure to revisit the learning objective often.

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I noticed that students were given time to analyze two specific questions and respond through a go-formative which allowed students focus time and quality time to share their own knowledge about the topics
Monnet

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Kids were engaged and active in the different activities.  They knew the procedure and goal as seen when they took their heart rate, decided which zone they were in, and then shared with a peer.  They quickly moved on to a new station. Some kids engaged in productive struggle as they figure outnhow to do different activities such as the exercise bands. Way to go!
--Stroeing

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Students were engaged and on task. They were very aware of what expectations were at each of the stations.

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Learning Target:
I realized that I need to have have my target posted as students come in and do a better job of revisiting the target throughout the lesson.

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Varied Representations means that students have choice in how they show their understanding of a concept. They could write about it, create a diagram, act it out, etc.

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I noticed Hannah had visuals on the board with her directions to support all learners. She also rocked ENVoY - raise your hand to speak, Freeze Body, and Above, Pause, Whisper! :)

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Purposeful Questions: I am beginning to learn the difference between FUNNELING vs. FOCUSING
questions and that we need to be asking more focusing questions.

Funneling:

-    Would 8/7 be more than a whole?

-    How many multiples of 24 are there?

-    Do you agree or disagree?

-    Is it getting bigger or smaller?

Focusing:

-    How do you know this answer doesn’t make sense?

-    Can you explain it again?

-    How did you know that?

~Willis