# data[].attributes.body
1.3

# data[].attributes.body
Differentiation  2.4
Adapts lessons with a wide variety of instructional strategies to address individual  needs of all students.
Ex. In Google Classroom you can assign the same skill or lesson but can change the output by assigning specific tasks to groups of students.

# data[].attributes.body
Communication Dimension  2.3
Establishes classroom practices that encourage all students to communicate safely and effectively using a variety of tools and methods with the teacher and their peers.
Ex. Use of Padlet, Google Classroom, Remind, Peardek, -students can share ideas anonymously

# data[].attributes.body
Instruction Dimension 2.2
Displays extensive content knowledge of all the subjects she or he teaches and closely related subjects.
Ex. Organization is key in AVID- in remotely learning students create an eBinder as an organizational tool

# data[].attributes.body
"...integrates learning objectives with other disciplines, content areas and real-world experience..."
Incorporating higher-order thinking through interdisciplinary assignments. Even though I am not a core area teacher, this assists students in their writing skills.
Ex. write a past tense short story using vocabulary from the unit.

# data[].attributes.body
TECH INTEGRATION!
Technology will allow easier ways to map out all activities, material, and assessments, and will also allow accessibility to these resources for student (and teacher) reference throughout the lesson.

# data[].attributes.headline
Planning. Dimension 1.2: Data and Assessment

# data[].attributes.subject
Planning. Dimension 1.2: Data and Assessment

# data[].attributes.body
Feedback must be given in a timely manner. Additionally, learning specific data must be utilized to update teacher teaching strategies. For example, one can make an assignment using Google Forms, and then proceed to access the data via Google Sheets to see where student content weaknesses exist.

# data[].attributes.body
-Planning-Dimension 1.1
"All activities, materials, and assessments that are appropriate for diverse learners."/"Adapts lessons with a wide variety of instructional strategies."
-video (direct instruction/modeling)
-guided notes (visuals/organization)
Planning-Dimension 1.2:
"Formal/informal assessments to monitor progress"
-Pear Deck/EdPuzzle (for embedded questions during instruction)
-Google Forms (Exit Tickets)
Planning-Dimension 1.4:
"Instruction groups based on the needs of all students"
-Breakout rooms (opportunity for students to collaborate...generate questions that lead to further inquiry)

# data[].attributes.body
To be distinguished the order of scope and sequence is 'logical' and real world examples are used in class, 'reinforce' concepts from horizontal courses, not just vertical, 'deepen' understanding not just cover material, AP / STAAR goals are established in the beginning of the year, prior knowledge activation, technology integration and using it effectively

Dimension 1.2
Frequent assessments that monitor student progress, as well as offer feedback. Analysis of that data is critical (online assessments must be written or you’ll have bad data)

-Use appropriate apps to help monitor 'borrowing' information

Dimension 1.3
1.3 Connect your lessons to other content areas as well as offering opportunities to students to use their background knowledge/skills in your lessons

1.4 Ensure your lessons help students create their own “higher-order” complex questions while ensuring that you are taking all students into consideration when creating instructional groups. While in instructional groups, offer time for students to reflect on their goals, making them feel ownership of their own learning

2.1 Allow for students to set their own expectations, persisting with the lesson until there is evidence of mastery from all students while ensuring that students are able to self-monitor in a systematic way

2.2 Teachers needs to know their 'stuff'
• Content, and related content from other subjects
• Potential misunderstandings from students
• How to create analytical, practical, creative, and research-based thinking
• How any given lesson fits within the framework of the entire course
(ensure students know this too)

2.3 We can write comments on their assignments, or communication through Google Classroom for instant feedback.  Ensure students have an appropriate wait time, while guiding discussion to inspire student-led learning of meaningful and challenging content.  Ask high level questions, and use the misunderstandings of those questions to create new learning opportunities

2.4 Differentiation - keep different populations in mind to ensure they are engaged, not a 'one-size fits all' approach, especially with technology

2.5 monitor the data you collect, whether its data on learning or engagement.

# data[].attributes.body
"ability for all students to set goals, reflect on, evaluate, and hold each other accountable" --end of chapter/unit summary with 5-7 minute independent writing then 5 minute collaboration with a partner and re-asses their own writing.

# data[].attributes.headline
1.1 - Teacher asks guided questions to access student's prior knowledge or real world experience.  Lessons are relevant to students' lives.

# data[].attributes.subject
1.1 - Teacher asks guided questions to access student's prior knowledge or real world experience.  Lessons are relevant to students' lives.

# data[].attributes.body
1.2. Students are given specific feedback on their work.  Parents are also informed of student's progress.
1.3 The teacher differentiates activities so that each student can showcase their strengths.
1.4 Teacher creates intentional groupings of students. Students set goals for themselves and track their progress.

# data[].attributes.body
Engaging all students and encourage higher order thinking.

# data[].attributes.body
Feedback is crucial during the distant learning time. We need to be able to reinforce behaviors and skills we deem necessary during the lesson cycle to encourage students. Feedback and praise helps guide the students. This can be achieved through verbal communication, a detailed praise, or through the assessments and activities we provide by giving access to the information they need to understand their strengths and weaknesses. -IC