# data[].attributes.headline
Go back to the science of teaching- Jessica Tipton shares about Mia Little

# data[].attributes.subject
Go back to the science of teaching- Jessica Tipton shares about Mia Little

# data[].attributes.body
1.  Clear expectations
2.  Solid classroom procedures
3.  Student achievement data to support the success of the classroom teacher
4.  Lesson Plan- daily has scaffolding and a purpose

Need a classroom to observe that is magic? Go see Mia Little.

# data[].attributes.headline
We are all teaching students how to perform- Michelle Gerely shares about Heath Wallace 

# data[].attributes.subject
We are all teaching students how to perform- Michelle Gerely shares about Heath Wallace 

# data[].attributes.body
1.  When walking into a classroom and observing groups, it is not uncommon to see students off task here and there.  However, using Quizlet Live, students are forced to change groups every 5-8 minutes and they have to work together to produce one answer.

2.  Different questions are coming at them at the same time- so groups have to work within their infrastructure and not with other groups around them.

3.  Students are constantly discussing content in this way and they move after 8 minutes max.

What is the value of ensuring your students change?  Do not expect students to remain on task in a group for longer than 10 minutes unless you have a layered project that is challenging and requires critical thinking.  Do not fall into the review game trap--it's a classroom management nightmare.  Quizlet Live helps to solve this.

Remember- we are teaching students how to perform every day- how they interact in a collaborative group is part of this performance.

# data[].attributes.headline
Differentiation-  It's possible- Amanda Pugh shares about Candace Bailey

# data[].attributes.subject
Differentiation-  It's possible- Amanda Pugh shares about Candace Bailey

# data[].attributes.body
1.  Active engagement from all levels of ability- Art I, II, and III students taught in the same setting.

2.  Teacher set clear expectations and regularly reminded students throughout the lesson what her expectations were- from matting pictures to string art to table painting.

How does this translate in an academic setting? How can you ensure your students are actively engaged when they have varying levels of ability? It's possible and we need to ensure we are addressing diverse learning needs.

# data[].attributes.headline
Wow- Our Kids Really Do Amazing Things- Kathleen Gault shares about Jolynn Miller

# data[].attributes.subject
Wow- Our Kids Really Do Amazing Things- Kathleen Gault shares about Jolynn Miller

# data[].attributes.body
1.  "It really struck me," were Ms. Gault's words about Ms. Miller's class.  What struck her was observing our students involved in active engagement related to a skill set and potential future career.

2.  "85 minutes of active engagement."  Students in our CTAE program are learning skills that allow them post high school opportunities.

We learn by doing. While some courses lend themselves to this, I fully believe all courses are capable to providing students active learning settings. How can you cause someone to say, "it really struck me" after they leave your classroom?

# data[].attributes.headline
The Significance of A Lesson Planning Template- Aaron Cleveland shares about Colene Cannarella 

# data[].attributes.subject
The Significance of A Lesson Planning Template- Aaron Cleveland shares about Colene Cannarella 

# data[].attributes.body
1.  "Habits of Learning" are important.  When students know a teacher is prepared for them, they respond with preparedness.

2.  Mr. Cleveland discussed how impressive it was to actually see the segments of a lesson plan unfold during his observation.  There was a clear opener, direct instruction, guided practice, independent practice, and a closer.  Throughout each of these segments there was a clear strategy in place.  For example, during independent practice students were silently working, but participated in an engaging activity with collaboration leading their understanding.

3.  If you do not Plan, Plan, and plan again, your students will not plan or be prepared.  You are the model and facilitator of learning.  You must be ready for them.

Build "habits of learning."

# data[].attributes.headline
The Curriculum Should Be Accessible to All Learners- Dustin Cannarella shares about Amy Cronic 

# data[].attributes.subject
The Curriculum Should Be Accessible to All Learners- Dustin Cannarella shares about Amy Cronic 

# data[].attributes.body
1. Students were engaged 100% of the time during this lesson as they learned how to add emotion and imagery to their writing, increasing their use of vivid verbs.

2. To build encouragement, the teacher interacted with each student individually at least twice throughout the lesson, while also addressing the whole group.

3. To build authenticity, the teacher showed students a video of a recent gymnastics routine from the Olympics.

4. To increase differentiation, the teacher moved those students ready to the next level while encouraging those who were lagging to move ahead.

5. To ensure scaffolding, every 20 minutes, something different was either introduced or a different skill was expected of students.

To execute a lesson of this style, trust must exist. To execute a lesson of this style, intentional planning is present. To execute a lesson of this style, timing is key for the success of each learner.

Be reminded: You are the most significant factor in a child's education. The learning experience, bell to bell, is what makes the difference.

Work hard, be intentional, and present a calm energy, earning the respect of your students.

# data[].attributes.headline
Engage the Audience During Student Presentations- Valeria Bathhurst shares about Kalee Howard 

# data[].attributes.subject
Engage the Audience During Student Presentations- Valeria Bathhurst shares about Kalee Howard 

# data[].attributes.body
1. During a project based on how to break the chain of infection, students discussed how someone can either continue the chain or ensure the chain of infection does not continue.

2. During student presentations, the audience was asked to display the links to infection on the wall and illustrate where the break in an infection can happen.

During student presentations, the best way to engage the student audience is to provide them with a task. In some cases, the audience can produce a glow and grow statement. In other cases, the audience can score a rubric. In this case, the audience produced an illustration for the class.

Engagement is the key to all learning. Don't underestimate the need for students to be engaged and provide feedback during their peers' presentations.

# data[].attributes.headline
Engagement Strategies and Building Confidence- Denna Musgrove and Sara Gehlhausen 

# data[].attributes.subject
Engagement Strategies and Building Confidence- Denna Musgrove and Sara Gehlhausen 

# data[].attributes.body
When students find relevance in what they are doing, engagement increases.  Engagement with the content builds confidence and leads to success.

1.  Reflect on what you are presenting students to interact with when looking at your required standards.  Ms. Gehlhausen chose a highly engaging and humorous short video.  In addition, she had the students plot on a Nuclear Weapon Map.  In this way, they could see damage occurring to better understand this period of time in history.

2.  To illustrate the Domestic 1950s, US History students designed a suburb, using critical thinking, problem solving, and high level questioning.
3.  To build confidence in students, you have to let them solve by coming to their own conclusions. Create a classroom environment where going to the board to work out a problem, formula, complex sentence, etc., is a place of acceptance, where mistakes are valued as part of the learning process.

Remember: Every lesson has the potential to be better. Where can you further engage? Where can you further build confidence and relevance?

# data[].attributes.headline
All students are Capable- Alex Fjjalstrom and Kristen Fuller 

# data[].attributes.subject
All students are Capable- Alex Fjjalstrom and Kristen Fuller 

# data[].attributes.body
When students are challenged, they produce.  When they are cared for, they respond.  When they are held accountable, they deliver.

1.  Model what you want your students to practice one time.  Then challenge them to work.  Let them wait.  Let them struggle.  Let them collaborate with one another.  Let them solve.  Let them feel accomplished.  AP Calculus student or Fundamental math student?  It doesn't matter.

2 .  Believe your students can solve or take part in the most challenging lesson and not the least.  Never say, "my kids are too low for that."  Or, "my kids just aren't ready."  They are.  They are almost ready to vote.  They are almost ready to drive.  They are almost ready to become independent members of society.  They are ready for what you present.

3. When students are taking notes via Powerpoint, teach them how to take notes. Discuss the content, but also discuss how to pull out important information. We rely a lot on graphic organizers and empty outlines but not every student needs this.  They need to be able to create their own mind map of information.  Use graphic organizers and empty outlines as interventions and model mind mapping and note taking.

4.  Your love of kids is evident and they know when it's genuine.  I think Ms. Fjjalstrom said, "Ms. Fuller is almost a Ms. Cannon" or something like that.  Kids know whose class they can enter and feel completely vulnerable.  When they feel this way, they are willing to take risks.

Keep pushing our kids. They will respect you more for it and you will have a part in creating a better community.

# data[].attributes.headline
What you do best- Colene Cannarella & Joey Alfonso 

# data[].attributes.subject
What you do best- Colene Cannarella & Joey Alfonso 

# data[].attributes.body
When AP Literature and Physical Education teachers observe one another, they find value in one another's strengths and the importance of specific and universal strategies.

1.  Modeling is significant for student improvement.  If you aren't playing, writing, or working a problem with and for your students, they don't see the value in what you love.
2.  Inclusion is so important for our students.  They all deserve to experience being among varied life experiences and varied learning experiences.
3.  Recreation and movement has value and purpose.  Our students need the opportunity to join together and play in an organized setting and move in the classroom.
4.  Challenge and rigor is critical.  If students are presented with material that is too easy, they lose respect for the content.
5.  Create a connection.  What you value in your course should have meaning beyond the walls of the classroom.
6.  Stretch your students.  Their talents and abilities go far beyond what they present to you each day.  Lead them to find how much they really know and teach them to make connections.
7.  The respect level from student to teacher is evident when someone walks into the classroom.

Reflect on these observable strategies. This is good teaching and should be displayed in our classrooms consistently. You all have something valuable to teach our students; make them realize that by modeling what you do best every day.

# data[].attributes.headline
Collaborative Teams are Data Teams- Aaron Cleveland, Heath Wallace, Sara Gehlhausen

# data[].attributes.subject
Collaborative Teams are Data Teams- Aaron Cleveland, Heath Wallace, Sara Gehlhausen

# data[].attributes.body
Students succeed when we talk about their progress with comparable data.  The US History data team has seen success with students with varied abilities and their approach is simple:  Collaborate, Assess, Discuss, Revise.

1.  Meet weekly- same day and same time- Commit
2.  Teach the same standards but provide one another the autonomy to approach the standard in a variety of ways.  Dump these strategies to the Google Drive.
3.  Give the same assessments (quizzes, tests, midterms)--ultimately- they will all take the GA Milestone for this course and they all need to be held accountable regardless of their ability on the spectrum.  Believe they can all master and discuss the standards with poise and certainty.
4.  Set up the same grade book and use points the same way.
5.  Create the same remediation plan but allow individuals to adjust that plan based on the needs of their students.
6. Discuss assessment results. If you are not within 5-10 points on a class average with your colleague, ask that colleague what he or she did differently and adjust.

Disagree?  Talk it out and don't leave the meeting until you feel  your voice has been heard.  We are all professionals and we disagree because we are passionate about what we do.  Disagreeing isn't negative.  Walking away feeling unheard, however, produces a negative environment.

Support each other.  Celebrate individuality but hold each other and our students accountable for their teaching and learning.

# data[].attributes.body
I can't wait to see what is going on with project-based learning in CTAE classrooms. What a great way to incorporate daily differentiation.

# data[].attributes.headline
Use your Talents to Engage Students- Kelly Kafeero 

# data[].attributes.subject
Use your Talents to Engage Students- Kelly Kafeero 

# data[].attributes.body
When comparing literary techniques to cinematic techniques, share about yourself.

1. When presenting new techniques or vocabulary, make a connection to yourself so students get to know you.
2.  Ms. Kafeero created a clay character and movie to show her students in an effort to represent the connection between two different techniques.
3.  Ms. Kafeero also took an learning styles inventory for each student so she is aware of those who need the art connection to grasp concepts.

How do you connect with your students?  What do they know about you?

We want to see your video, Ms. Kafeero.

# data[].attributes.body
In a large classroom full of varied needs, processes are important.

1.  To gain attention of a whole class or redirect a class, clap once if you can hear me, clap twice if you have a question, etc.  You get the idea.  Create something unique to your teaching style.  Implement this and be consistent.  Students will respond.
2.  When  utilizing Chromebooks and google docs in the classroom, students can write questions for the teacher to respond to via the google doc.  In an effort to keep up with who has a question, particularly for introverted students, have them place a sticky note on the outside of their Chromebook so you know you need to address something.

Processes are critical for success. What process do you have in your classroom that maximizes instructional time?

# data[].attributes.headline
Varied Projects and Places- Amanda Pugh 

# data[].attributes.subject
Varied Projects and Places- Amanda Pugh 

# data[].attributes.body
Students who complete a CTAE pathway have a graduation rate of 94.9%.  Building an authentic interest for students in this way is critical for future experiences.

1.  When assigning a project to students, take the risk and tell them the ultimate deadline but be ready to support students as they are achieving at different rates.
2.  Be flexible with assignments from a process perspective but hold students accountable for deadlines.

CTAE classrooms are run like a business in many cases. A grade equates, potentially, to getting paid.

# data[].attributes.body
When students take a CTAE course they are expected to engage with  more than just the curriculum; they are expected to prepare for post-secondary options relating to the work force and beyond.

1.  With varied learners it is important to connect students with authenticity.
2.  When presenting vocabulary relating to leadership, students observed a highly engaging video connecting to a PowerPoint with new vocabulary.
3.  Students then paired up for a project.

CTAE courses present a challenge with a spectrum of needs in one setting.  Differentiation is evident in each of our CTAE settings. If you want to see differentiation at work, stop by one of our many CTAE course settings.

# data[].attributes.body
Kelly Strunk is a great resource. I like being able to ask her to come in and observe. It also feels less stressful as she is an instructional coach rather than an evaluator.

# data[].attributes.headline
It is obvious that Elyse and Chris are collaborating and sharing ideas and knowledge. 

# data[].attributes.subject
It is obvious that Elyse and Chris are collaborating and sharing ideas and knowledge. 

# data[].attributes.headline
It was great to hear Laura talk about utilizing a resource, Kelly Strunk, to observe and help her improve on an activity that had an authentic and engaging connection for her students.

# data[].attributes.subject
It was great to hear Laura talk about utilizing a resource, Kelly Strunk, to observe and help her improve on an activity that had an authentic and engaging connection for her students.

# data[].attributes.headline
Successful and Meaningful Analysis - Elyse Cleveland and Chris Shull 

# data[].attributes.subject
Successful and Meaningful Analysis - Elyse Cleveland and Chris Shull 

# data[].attributes.body
When presenting historical background or notes that are required based on standards you know you have to cover, consider this method to increase student interest and to ultimately improve student ability to analyze. The students participating in this exercise would be considered "high needs" particularly in the area of writing and analysis.

1.  Read a text that  has a high level of interest for students.  In this example, students read Arthur Miller's "The Crucible."  However, you could read any short or long text you think students would be highly interested in based on the themes presented.
2.  Provide the historical background or required steps or standards students need to know.  After reading an engaging text, they are more apt to make connections with the nuts and bolts they often find less interesting.
3.  Group students based on ability and provide those students with scenarios.  In this example, the scenarios were historic and related to the original text.
4.  Students then had the task of finding quotes from the original text and aligning it with both the historical background (the nuts and bolts or required standards).
5.  Students analyzed the connections between the quotes and the background and ultimately produce analytical paragraphs.

Ways to involve all students:  Each student in a group could have a role and they can produce one piece of writing.  Or, once the analysis is done by the group, students can each produce their own writing.  Determine this based on the needs of your students and the required standards.

Bottom line- hold students accountable for increased critical thinking and engagement. They are all capable. Scaffolding analysis in this way is a best practice.

# data[].attributes.headline
Increasing Higher Order Thinking Skills in your Classroom - Laura Mooreland

# data[].attributes.subject
Increasing Higher Order Thinking Skills in your Classroom - Laura Mooreland

# data[].attributes.body
When examining something simple with specific steps, such as the Scientific Method, Ms. Mooreland tried something new to increase critical thinking with her students who would be identified as "high needs."

1.  Define a concept - such as "ethics in science"
2.  Pose questions to small groups of students in a think-pair-share setting or the whole class.  For example:   Is it okay to experiment on people?  Is there ever a time the end justifies the mean?
3.  Reinforce there is no right or wrong answer

Allowing students to reflect on each concept before moving to another is critical for their learning process.  Providing students a safe environment for sharing their opinions is essential for creating confident learners and thinkers.

Ways to involve all students:  Provide colored cards that represent an opinion and have students hold them up.  Call on particular students.  Or, have students move to a certain area in the room if they believe a certain way and ask certain students from each group to share that perspective.

Bottom line- provide time for reflection and encourage real-world connections. Make your content mean something to students.