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Also wondering about the choice of "Weeping Wall" image for the routine and creating more opportunities for students to make careful observations and thoughtful interpretations.

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Also wondering about the choice of "Weeping Wall" image for the routine and creating more opportunities for students to make careful observations and thoughtful interpretations.

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DBQ's in Passport. Gong back and looking at the topic and selecting from Passport. There may be a document closely connected for hte day..

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For the Social Studies lesson, after asking, "When you hear religion, what are three ideas that come to mind?" creating opportunities for students see, connect, and build on each other's answers.

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For the Social Studies lesson, after asking, "When you hear religion, what are three ideas that come to mind?" creating opportunities for students see, connect, and build on each other's answers.

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Select a document from Passport or NYSED they have great options for varied media aligned to the themes in Global History (graphs, charts, political cartoons, text, maps etc.) to offer more nuance for discussion in the Do Now. When used with Padlet it offers options for multiple means of action and expression UDL.

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Why are we doing what we are doing? Can I make strategic decisions around layering the text.

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With text, consider using digital annotating tools to code the different text features (characters, traits, plot episode, setting) to ground the work using specific text evidence.

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With text, consider using digital annotating tools to code the different text features (characters, traits, plot episode, setting) to ground the work using specific text evidence.

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Graph, image, map as possible images for the do now bc studetns may not have prior knowlegde

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Was the image enough in the SS class.  How do we get students excited.  Was it the right image.  Ask students to say more.

For the SC- Curious about the grouping of kids. How do we get more student voice in the breakout groups.

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Being strategic with using platforms to have students build on each others answers

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Being strategic with using platforms to have students build on each others answers

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Select high leverage points for discussion even in the Do now.
Great use of tools for collaboration.

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What strategies can be used to encourage students to discuss amongst each other rather than directly to the teacher?

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How could the sharing screen of the peardeck responses help students to respond in "writing" to one another through padlet (various accessibility features) (student to student interaction)

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How students could have built on each other's thoughts and wonderings in the See Think Wonder routine

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How students could have built on each other's thoughts and wonderings in the See Think Wonder routine

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Could the students be given multiple images to help and guide them into the context for the unit (with more emphasis around students saying more)?

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Could the students be given multiple images to help and guide them into the context for the unit (with more emphasis around students saying more)?

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Breakout rooms after see think wonder for student to student interaction? or small groups for student to teacher interaction?

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Breakout rooms after see think wonder for student to student interaction? or small groups for student to teacher interaction?

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Teachers were calling on students to answer, bringing voices in to engage and participate.

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Teachers were calling on students to answer, bringing voices in to engage and participate.

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See-Think-Wonder was used with little context for students. Why was a picture of the wall selected? How might a different medium (image,clip,chart,graph etc.) have served as a diagnostic to inform instructional shifts or propel thinking/discussion?

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Students remained attentive in spite of wifi issues. 

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Students remained attentive in spite of wifi issues. 

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When students responded to the See, Think, Wonder- The teacher could have pushed students by saying "can you say more about that" or "what made you think that".

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Students in both classes were comfortable to unmic and share

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I wondered how paras were meeting with the classroom teacher specifically to guide their understanding and expectations of breakout groups

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I wondered how paras were meeting with the classroom teacher specifically to guide their understanding and expectations of breakout groups

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In the SS class, the teacher used a visual to lift student voice and activate prior knowledge.

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Breakouts - Assigning roles to students in each group.

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Breakouts - Assigning roles to students in each group.

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How can we vary student engagement opportunities to weave in student to student text based discourse?

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Wonder how students were "selected" or "chosen" to share out loud for the see, think, wonder activity. Was it intentional based on the responses?

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Reference back to text in the breakout groups (close reading to push students back into the text) to support their thinking

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Reference back to text in the breakout groups (close reading to push students back into the text) to support their thinking

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In ms. Bigios class, adults were used strategically in breakout rooms.

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Mr. K is always such a willing instructional partner with the classroom Teacher. Good to see a carved out role for paras today.

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Using platforms to uplift student voice and protocols to keep kids thoughts organized and visible.

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Noticed that students were given a chance to analyze the picture

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Loved the "color commentary" use of Jamboard!

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Ms. Bigio used her paraprofessionals to support small group instruction with breakout rooms

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Continued startegic use of Peardeck and Jamboard to enhance student collaboration, formative assessment and Teacher modeling

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Peardeck and Jamboard were used as way to provide information, engage students in tasks, and give students the opportunity to engage with technology in meaningful ways. 

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Peardeck and Jamboard were used as way to provide information, engage students in tasks, and give students the opportunity to engage with technology in meaningful ways. 

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That teachers are still utilizing virtual platforms as the vehicle to guide their lessons. They seem to be choosing one or two "go-to" platforms now as they evolve in their remote teaching.

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That teachers are still utilizing virtual platforms as the vehicle to guide their lessons. They seem to be choosing one or two "go-to" platforms now as they evolve in their remote teaching.