# data[].attributes.body
I enjoy that this comes with a work sheet to provide structure. I can see myself using this in current event types of topics. I would like to try this before introducing the topic in an anticipatory manner.

# data[].attributes.body
I can use think and share to have students do practice problems.

# data[].attributes.body
I will wait for students to provide the complete answer or continue to question them with prompts.

# data[].attributes.headline
Cold Calling...Genius, but...I really do like the strategy and it appears, on the surface, to create accountability. However, wouldn't it create a stall in lectures based on the fact that there will inevitably be students that won't participate

# data[].attributes.subject
Cold Calling...Genius, but...I really do like the strategy and it appears, on the surface, to create accountability. However, wouldn't it create a stall in lectures based on the fact that there will inevitably be students that won't participate

# data[].attributes.body
This works well with physics and the team work on problems really opens up the whole class to alternate solutions. There are many ways to solve most engineering problems.

# data[].attributes.headline
Funneling & Focusing Questions--  I plan on integrating more focusing questions to allow students more opportunity to clarify their thinking, especially when working with historical documents and themes covered in class.  Planned questions can be used during occasional lectures, but my emphasis will be on scaffolding them so that students will continue to build upon their acquired knowledge.

# data[].attributes.subject
Funneling & Focusing Questions--  I plan on integrating more focusing questions to allow students more opportunity to clarify their thinking, especially when working with historical documents and themes covered in class.  Planned questions can be used during occasional lectures, but my emphasis will be on scaffolding them so that students will continue to build upon their acquired knowledge.

# data[].attributes.body
Between the writing strategies, only the gist really applied to Science. I could see using this to get students to briefly summarize an article or to summarize a chapter/lesson at the end with a given word bank (aka how do all these terms link together to form a summary of our unit)

# data[].attributes.body
I will utilize this strategy to get students to collaborate and generate discussions in the classroom.

# data[].attributes.body
Great strategy to keep all kids engaged. The popsicle stick method (or cards) are a good way to randomly select kids to answer questions.

# data[].attributes.body
I will use this strategy in order to explore more complex thinking tasks more accessible. I think it will break up difficult tasks and give the students a chance to talk out solutions.

# data[].attributes.body
Rhetorical precis is a writing scaffold similar to the CER model used in science and math classes.

# data[].attributes.headline
Reading and Notice and Note. I can see myself continuing with the annotation in my classroom as I learn more about the process and strategies involved. I will also try the Notive and note as I may put paper on my walls and have students use the 6 categories to write to. I might also have them do it in class. 

# data[].attributes.subject
Reading and Notice and Note. I can see myself continuing with the annotation in my classroom as I learn more about the process and strategies involved. I will also try the Notive and note as I may put paper on my walls and have students use the 6 categories to write to. I might also have them do it in class. 

# data[].attributes.body
This will absolutely be helpful when students encounter readings that challenge them. The strategy will be helpful in essay scaffolding.

# data[].attributes.body
I like the popsicle stick idea. Keeps kids on their toes and adds a level of fairness.

# data[].attributes.body
This strategy will help students to decipher the big picture ideas found within a dense AP textbook.

# data[].attributes.body
I like the idea of having a closing activity that requires students to reflect on what they learned on that day. Also spacing a concept or idea over a 4 day period

# data[].attributes.body
The discussion round table strategy presents a multitude of benefits in facilitating engaging and measured discourse. I would be extremely interested in utilizing this strategy in my history courses to breakdown events that have multiple perspectives.

# data[].attributes.body
I see myself using the popsicle sticks for cold calling and turning upside down with green and red colors to show who I have called on.

# data[].attributes.body
I see myself following up with open ended questions that hit the top tier of Bloom's taxonomy.

# data[].attributes.body
This method of questioning requires patience, while maintaining rigor. Hold out for the whole & complete answer, not just partial completeness.

# data[].attributes.body
Students use "sign posts" as tools to help recognize when to stop and ask questions that lead them to important details about the text. In Algebra 1, this can be used when working through word problems. Students use the nonfiction "sign posts" to help them read the word problem first, record details, then solve the problem. The details they record help them solve the problem and document their explanation of their solution.

# data[].attributes.headline
To engage students that tend to be passive and allow the students that always raise their hands. This also avoids having Mr. Knowi t all dominate the class

# data[].attributes.subject
To engage students that tend to be passive and allow the students that always raise their hands. This also avoids having Mr. Knowi t all dominate the class

# data[].attributes.headline
I will use the think/ share strategie so all of my students will engage. It also gives students a chance to think about what they are going to say before sharing with others. Also allows students to learn from their peers which is powerful.

# data[].attributes.subject
I will use the think/ share strategie so all of my students will engage. It also gives students a chance to think about what they are going to say before sharing with others. Also allows students to learn from their peers which is powerful.

# data[].attributes.body
I like the idea of getting rid of raising hands in the classroom. It's the same situation every time, and those students who like to blend in usually do.
I plan on implementing cold calling this year from the start of the year and letting students know that they will be called on at will...by me. :)

# data[].attributes.body
I can introduce this strategy when I cover historical context non-fiction documents prior to reading a literature selection. This is a great strategy for my SPED kiddos!

# data[].attributes.body
Students in theatre can read a Shakespearean monologue and write a word wall gist to capture the main ideas of the monologue and then a 20 word summary.

# data[].attributes.body
I ask my students to annotate fiction and non-fiction articles so they can deeper their understanding of the text.

# data[].attributes.headline
I can use Think-Pair-Share to get the discussion and conversation going at the beginning of the year and to present as a group rather than an individual or a pair

# data[].attributes.subject
I can use Think-Pair-Share to get the discussion and conversation going at the beginning of the year and to present as a group rather than an individual or a pair

# data[].attributes.body
In a music classroom, the think-pair-share strategy can be used to address problems and add clarification to individual sections or parts during rehearsal. Students could discuss articulations, style, dynamics, etc. and come to a consensus as a group, and then demonstrate to the instructor and class. This would give students ownership over the material,  and allow the instructor to make changes or affirmation to a section at a time.

# data[].attributes.headline
Students can think and write down on their own what they want to do after high school. Then, they can pair up with another student and they can both discuss the ideas they have. Lastly, they can share as a group, but individually with the rest of the class what their plans are

# data[].attributes.subject
Students can think and write down on their own what they want to do after high school. Then, they can pair up with another student and they can both discuss the ideas they have. Lastly, they can share as a group, but individually with the rest of the class what their plans are

# data[].attributes.headline
I can use both 'think-pair-share' and 'round table discussion' to reach both my high level and low level learners. For my high level kids, it will allow them to take their thoughts to a higher level through conversation with others. For my low level learners or EL learners, it will allow them to collect their thoughts before participating.

# data[].attributes.subject
I can use both 'think-pair-share' and 'round table discussion' to reach both my high level and low level learners. For my high level kids, it will allow them to take their thoughts to a higher level through conversation with others. For my low level learners or EL learners, it will allow them to collect their thoughts before participating.

# data[].attributes.headline
I can use round table discussion to engage students in discussions in the target language, on a topic which we cover such as "the effects of technology on society". This strategy can also be used at the lower level of language learning as a means of practicing proficiency and/or discussing cultural comparisons.

# data[].attributes.subject
I can use round table discussion to engage students in discussions in the target language, on a topic which we cover such as "the effects of technology on society". This strategy can also be used at the lower level of language learning as a means of practicing proficiency and/or discussing cultural comparisons.