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I noticed and appreciated the focus on flexibility in unit design, ie. choosing tasks that allow for varied approaches to making meaning and the construction of various ideas.

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I liked in the reading where it talked about Macro, Meso and Micro learning. Especially when it comes to QTEL and teaching math I like to think about how the Micro lessons will help me move from one thing to the next smoothly and feel connected. Math builds on its self and I want students to understand at the Micro level to achieve success on the Macro level.

I really like the QTEL method and have seen great success with it at our school, I am curious how we will do this in a virtual setting. I know it can be done, ready to learn how.

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Making sure to really find a way for students to access their prior knowledge or creating a foundation for the students to build their new knowledge on is important and a must.

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"The lesson constitutes the space between --that is, the road that will lead students from where they are to their destinations, the lesson's established goals." pg 43

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"A lesson needs to invite students to be actively engaged in their own self-assessment and in the assessment of peers."

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I am drawn to how intentional the "Activating Prior Knowledge and Building the Field" is and the example activity given (starting page 50). I love the meaningful connections, the prior knowledge, the reflection on experiences, the introduction of new terms, and the creating of a context for the learning. There are so many goals the teacher is accomplishing that really create a solid foundation for meaningful learning and language development.

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"This tasks involves precisely the stand English Learners need to adopt as they read text, namely determining what in the text is essential and how clues construct an explanation. Not all clues are of equal importance for a detective." (pg. 64). This is an important critical skill for all learners. Everyone benefits!

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This reminded me of another article I read recently about the value of a single-point rubric. The benefit of this rubricform is that it focuses on what the student is aiming for and helps to eliminate the focus of the grade and the student comparing themselves to others. Embedded is noting what the student did well and how they can improve. I'm also interested in learning more about "Peer Review" in Canvas.

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I would like to learn more about interacting with a concept or phenomenon. In Science, I would hope that this might be more through interacting through practices rather than relying heavily on text.

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I liked the guidance of:
20% of time spent on Preparing the Learner; 50% on Interacting with the Text; 30% Extending the Learning. It was a good reminder for when I set up units and how much time to spend

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"Teachers do not need to be linguists, nor do they need to know how to describe verb conjugations, nominalization, and so on. Rather they need to know how to use English to carry out activities in their disciplines, and they need to                       gain awareness of what they say as they engage in the doing of their discipline." (pg.68). . This quote takes the pressure off of teachers of having to feel like they need to be experts in linguistics to provide  a language focus in their lessons, no matter the subject matter.

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I have always found this to be one of the most important and fun parts of starting a unit/lesson. Activating the students prior knowledge and building the field, totally sets up the path that we can take with our lesson. In most cases students surprise us with what they know and it gives students the opportunity to share with others. I have had students that were quiet and shy speak up and get out of their bubble when we covered a topic they knew something about.

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"Student Motivation is not a requirement for learning, but rather a consequence of being offered valuable learning opportunities. Motivating students becomes easier to accomplish when prior learning experiences have taught students how stimulating learning can be, even when it entails hard work."

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To vocabulary, or not to vocabulary, that is the question.  Whether tis' nobler to front load the list, or let it be discovered. 

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To vocabulary, or not to vocabulary, that is the question.  Whether tis' nobler to front load the list, or let it be discovered. 

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Pg. 67
"When is the time to focus on isolated ideas and the words that represent them?  That comes after students have made sense of larger ideas... Only then, the teacher checks that all student are clear about the meaning of pivotal words that have appeared through the lesson, and after students have used new terms time and time again with increasing understanding."

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"It invites students to apply their knowledge-both longstanding (sometimes corrected) and new-and involves them in the participation in new tasks that enhance newly developed practices."  (pg. 61)
This makes me think about creating opportunities for students to apply what they have learned in new or generative ways. Our job to help students build autonomy in their learning. If they are able to show what they learned in a new way to accentuate their knowledge, this will transfer to other disciplines and build ownership in  their learning.

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I think this is something I need to give more time to in math classes. It's easy to just tell students "here's the next thing we're learning, now go!" but that loses a lot of potential for buy-in. A good mixture of exploring the purpose and setting up the applicable language can definitely get things started off a lot more smoothly.

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I really liked the quote about lessons being the road that will lead

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I liked the idea that talked about lessons being roads that will lead students to their destination (lesson goals.) To my this is the point where teachers get to design that road and help them efficiently get where they need to go.

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"more aware students are of what counts as quality performance of a task and whether they have reached goals, the clearer it will be to them whether results are being accomplished, in what measure, and what to do about improving their performance." -pg 47
I like that this quote demonstrates the benefits students have when self- or peer-assessing. I feel like I often just have students finish an assignment and I grade it where I could take the opportunity to slow down and have them assess as another opportunity of learning.

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I liked this sample lesson's chosen text. I got engaged in the topic and looked up more. I had seen the photograph, but had never really learned the full background of the picture.

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"the more aware students are of what counts as quality performance of a task and whether they have reached goals, the clearer it will be to them."
I love this because it works for adults too! If you know what "good" looks like prior to working on a task...then you're ,more likely to get there.

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"Inequality, power, protest, and the need to engage in change will always be themes that ignite students' interests and are thus especially appropriate for English Learners."
I think this is especially relevant in today's political climate.

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"Amplified lessons offer students opportunites to notice and use the benefit of their own learning."
This is what should happen when we have meaninglful tasks for our students. QTEL lessons offer students an opportunity to engage in critical thinking with others. They can apply this skill through out life.

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"Student Motivation is not a requirement for learning, but rather a consequence of being offered valuable learning opportunities." This quote also sit with me as it really focuses in on the how monumental the applications we present children are..... We hold in our hands the success and motivation of their learning.

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Giving kids schema and scaffolds throughout a unit is essential to their growth throughout the lessons. Students need context in order to make sense of the content. This takes planning and backwards design preparation in order to see true growth among all learners. 

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Giving kids schema and scaffolds throughout a unit is essential to their growth throughout the lessons. Students need context in order to make sense of the content. This takes planning and backwards design preparation in order to see true growth among all learners. 