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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Frey, Hattie, and Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Myron Dueck

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Assessment is an essential part of teaching and learning, but too often it leads to misleading conclusions-sometimes with dire consequences for students. How can educators improve assessment practices so that the results are accurate, meaningful, informative, and fair?

Educator and best-selling author Myron Dueck draws from his firsthand experience and his work with districts around the world to provide a simple but profound answer: put student voice and choice at the center of the process.

In this engaging and well-researched book, Dueck reveals troubling issues related to traditional approaches and offers numerous examples of educators at all levels who are transforming assessment by using tools and methods that engage and empower students. He also shares surprising revelations about the nature of memory and learning that speak to the need for rethinking how we measure student understanding and achievement.

Readers will find sound advice and detailed guidance on how to

* Share and cocreate precise learning targets,
* Develop student-friendly rubrics linked to standards,
* Involve students in ongoing assessment procedures,
* Replace flawed grading systems with ones that better reflect what students know and can do, and
* Design structures for students' self-reporting on their progress in learning.

Inspired by the origins of the word assessment -derived from the Latin for "to sit beside"-Dueck urges educators to discard old habits and instead work with students as partners in assessment. For those who do, the effort is rewarding and the benefits are significant

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Giving Students a Say: Smarter Assessment Practices to Empower and Engage

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Buy Giving Students a Say: Smarter Assessment Practices to Empower and Engage: Read Kindle Store Reviews - Amazon.com

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Heidi Andrade and Margaret Heritage

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators) [Andrade, Heidi L., Heritage, Margaret, McMillan, James H.] on Amazon.com. *FREE* shipping on qualifying offers. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (Student Assessment for Educators)

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Handbook of Self-Regulation of Learning and Performance

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Handbook of Self-Regulation of Learning and Performance

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Dale H. Schunk and Jeffrey A. Greene

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Table of Contents

Contents

1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

Dale H. Schunk and Jeffrey A. Greene

Section I. Basic Domains of Self-Regulation of Learning and Performance

2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk

3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne

4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance

Rick H. Hoyle and Amy L. Dent

5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

6. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Allyson Hadwin, Sanna Järvelä, and Mariel Miller

Section II. Self-Regulation of Learning and Performance in Context

7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin

9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications

Gale M. Sinatra and Gita Taasoobshirazi

11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie

12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans

13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto

15. Teachers as Agents in Promoting Students' SRL and Performance: Applications

for Teachers' Dual-Role Training Program

Bracha Kramarski

Section III. Technology and Self-Regulation of Learning and Performance

16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos

17. Understanding and Reasoning About Real-Time Cognitive, Affective, and

Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld

19. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Peter Reimann and Maria Bannert

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won

21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan

23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier

24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki

25. Data Mining Methods for Assessing Self-Regulated Learning

Gautam Biswas, Ryan S. Baker, and Luc Paquette

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance

26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning

Peggy P. Chen and Héfer Bembenutty

27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions

Stuart A. Karabenick and Eleftheria N. Gonida

28. The Three Faces of Epistemic Thinking in Self-Regulated Learning

Krista R. Muis and Cara Singh

29. Advances in Understanding Young Children's Self-Regulation of Learning

Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä

30. Self-Regulation: Implications for Individuals With Special Needs

Linda H. Mason and Robert Reid

31. Culture and Self-Regulation in Educational Contexts

Dennis M. McInerney and Ronnel B. King

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Handbook of Self-Regulation of Learning and Performance

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The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field.

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Patrick Griffin

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Higher Education from Cambridge University Press

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Key features

Thoroughly revised and updated to include the latest research into competence based assessment, collaborative teaching and learning and assessment

A revised and updated companion website features new materials for instructors

Includes a new case study outlining the implementation of the assessment for teaching approach

About the book

Access options

Review the options below to login to check your access.

Have an access code?

To redeem an access code, please log in with your personal login.

If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.

Also available to purchase from these educational ebook suppliers

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Assessment for Teaching | Higher Education from Cambridge University Press

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Thoroughly revised and updated to include the latest research into competence based assessment, collaborative teaching and learning and assessment A revised and updated companion website features new materials for instructors Includes a new case study outlining the implementation of the assessment for teaching approach Review the options below to login to check your access.

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Tonya Gilchrist

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tonya@tonyagilchrist.com

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Tweets by Mrs_Gilchrist

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Tonya Gilchrist

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IB PYP

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Teaching Methods (Just in Time, not Just in Case)

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Teaching Methods (Just in Time, not Just in Case)

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Tonya Gilchrist

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How do things go as you try planning a minilesson with an AtL lens? You're invited to share artifacts and/or reflections below. 👇

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How do things go as you try planning a minilesson with an AtL lens? You're invited to share artifacts and/or reflections below. 👇

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Wants: Micro-progression tools for students

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Wants: Micro-progression tools for students

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This was a really useful way to think about agency for me. I wonder how to involve students in this process. Especially when you have an over confident student. How to redirect their understanding and perception of where their learning is going?

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Got: Reminder about workshop structure (missing the coming-together part at the end, always so bloody time poor!).
Want: How to promote self-managment skills during "living the work" part of the workshop?

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Gots: practical example of a minilesson, seeing it through the lense of a learner
Wants: more of these practical examples :)

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Gots: Being reminded of and re-focusing on what I want to achieve in the classroom: Students DO/ practice/live it. Less time of the teacher talking.

Wants: How to "handle" students who are not yet able to work independently during a workshop while I focus on other students.

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Got: Authentic way to include AtLs into specific lessons.
The interplay of self-regulated learning.
Want: More discussion around motivation and developing good choice makers.

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Got: Teacher modelling AtL's and the assessment-capable characteristics to students.
Want: How to redirect or reinforce self-management skills during the whole workshop. How to motivate learners to monitor themselves and want to ask for next steps.

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Got:
The importance of individual feedback. That students get their best learning experience when it is 1:1 and small group.

Better understanding of what is really meant by agency.

Want: To understand more about giving students the tools & strategies to become independent learners. Examples of strategies.

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Got: How splitting the lesson for responsive and living work. Creating that time to give the students the chance to explore develops Agency and self assessment of students.

Want: What are some tools that you use that help track and assess student agency?
Do you have students reflect on how they are doing in any specific way?

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Self-management skills (affective skills) and a thread to Making reading the best it can be. 

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Making reading the best it can be - through the lens of affective skills  - I can manage my own state of mind, concentrate and be focused.
Students are bringing in pictures of their favourite reading spots and books they love. They are asking their parents to do the same.

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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Got: What was most helpful? Want: What would you most like to explore next? 👇

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You're invited to share artifacts and/or reflections from your ecology walks. Post them below. 👇

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You're invited to share artifacts and/or reflections from your ecology walks. Post them below. 👇

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Frey, Hattie, and Fisher (2018)

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Words Matter: Model Productive Struggle and Learning

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Words Matter: Model Productive Struggle and Learning

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Tonya Gilchrist

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How to use micro-progressions to model higher order thinking and grade-level expectations.

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Got: micro-progressions! I loved this. I liked the visible thinking. Hearing my colleagues talk about their successful moments and challenges.
Wants: Opportunities to plan out some of these ideas - not in these sessions but afterwards as a meaningful and actionable reflection.

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Got: The micro - progression, very empowering for the kids to help them choose where they are going next.
Want: More strategies for students are perfectionist to get them to feel confident to make mistakes

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Spent more time exploring agency and different ways that students can live agency. How to differentiate between "chaos" and the learning process. Examples of how to foster ownership for language learners.

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Difficult to capture in a picture but consistent linking to thinking skills has helped to "name it" and also to assess the students thinking skills. We focused on how we analyse different parts of a book to write. I feel more confident that I am incorporating analysis (thinking skills) and can assess more effectively.

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This was so engaging for the students and they really interacted with the success criteria. They were a lot more independent as a result. I can't wait to develop this further.

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Thanks for the spider web idea! In Grade 4 we looked at creating more and more complex sentences in German.

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I wonder how I can support agency in beginner EAL students better. When there is nobody in the class who speaks the same language is Google translate a good idea or should this only be a last resort?

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Spent more time exploring agency and different ways that students can live agency. How to differentiate between "chaos" and the learning process. Examples of how to foster ownership for language learners.

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Perfectionism: A Practical Guide to Managing "Never Good Enough"

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Perfectionism: A Practical Guide to Managing "Never Good Enough"

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Lisa Van Gemert

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For perfectionists of all types, whether children or adults, this practical guide explains myths about perfectionism and provides a new paradigm with practical steps to turn the negative into positive, build resilience, and develop optimism.

For Parents, Teachers, and Even Young Readers

Whether you're a parent, a teacher, or even a tween or teen, this readable book will guide you through the maze and struggle of perfectionism, helping you implement the strategies that will work for you.

Research-based, Everyday Life Approved

Perfectionism translates the research on goal setting, perseverance, mindset, and habits into tips and hacks for taming the perfectionist in all of us.

Perfectionism is the winner of the 2018 TAGT Legacy Award for the best book for parents of the gifted.

Lisa Van Gemert is an educator, widely-known speaker, and the former Youth and Education Ambassador for Mensa. An expert in the care and feeding of gifted children, she shares her expertise on her website, giftedguru.com.

"Finally, a book on perfectionism that delivers on its promise of managing the "never good enough" lives ... highly-readable and engaging ... marries theory and practice with exquisite clarity ... sound advice."
- James R. Delisle, Ph.D., Distinguished Professor of Education (Retired), Kent State University. Co-author of When Gifted Kids Don't Have All the Answers and 19 other books.
"Packed with practical ideas parents and teachers can readily implement to help those struggling with perfectionism, this book is the PERFECT resource to help adults teach and model happy imperfection."
- Ed Amend, Psy.D., Clinical psychologist and former Board member, Supporting Emotional Needs of Gifted
"Who better to write a book about perfectionism than a recovering perfectionist? Invaluable new insights on perfectionism ... a must-read for parents and teachers struggling to understand the young perfectionists in their lives."
- Lisa Conrad, Owner, Gifted Parenting Support, and Moderator of Global #gtchat Powered by TAGT on Twitter.
"Lisa Van Gemert is your guide out of Perfectionland! She gives inspiration and a roadmap for a life filled with joy, while still pursuing your personal best. The stories and strategies in these pages can literally transform lives."
- Dan Peters, Ph.D., Clinical Psychologist and co-founder of Summit Center, and author of Make Your Worrier a Warrior: A Guide to Conquering Your Child's Fears and related books.
"I wish I had known these strategies in raising my own highly capable children. Full of commonsense advice for parents and teachers, and a good helping of humor, the logical strategies will be easy to try at home and at school."
- Jane Hesslein, M.A., Humanities teacher, Seattle Country Day School and former Board member, Supporting Emotional Needs of Gifted

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Perfectionism: A Practical Guide to Managing "Never Good Enough"

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Perfectionism: A Practical Guide to Managing "Never Good Enough" - Kindle edition by Van Gemert, Lisa. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Perfectionism: A Practical Guide to Managing "Never Good Enough".

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Cecilia M. Espinosa & Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou & Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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3-2-1: Think back across all three of our sessions...

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3-2-1: Think back across all three of our sessions...

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Hit the plus button below and share:

3 insights you want to carry forward with you

2 things you plan to try next in your individual context

1 thing you hope your whole team can continue to collaborate on together

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A Guide for Designed Translanguaging - TG

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Tonya Gilchrist

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3 insights you want to carry forward with you:
Warm Demander - Getting that balance of trust and expectations
Micro progressions
Feed up, Feed back, Feed forward

2 things you plan to try next in your individual context
Icons for translanguage:
Model making mistakes "Favourite mistakes"

1 thing you hope your whole team can continue to collaborate on together:
Using the similar language, routine and expectations across the grades to help students to feel secure in their learning and social interactions.

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3: Not isolating students when they feel like they didn't do well enough, but instead asking them follow-up questions about their feelings; Translanguage; Scaffolding and the levels of scaffolding every student needs
2: Explaining the what, how, and why instead of just the what; Using micro-progressions to show how we can expand our thinking
1: Using visuals in the classroom to support all learners as a universal support

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3 insights
- small changes in my use of language can have a great impact on how the students think about themselves
- focus more on the "why" when planning tasks
- the power of using micro-progressions

2 things to apply
- make mini-lessons the regular teaching format
- try out different aspects of translanguaging

1 thing to work on with the team
- share specific goals of individual students across all teachers that teach in a class so it can be a focus for that student in all subjects

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3: Word choice, Plurilingualsm, and Bringing languages.
2: Showing in original language and English to build those connections. Having students use their native language with UOI vocabulary to build those connections.
1: The Feed Up, Feed Back, and Feed Forward.

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3 Rituals, Model productive struggles, 4 types of teaching

2 providing more student choice and seeking "just right" zones of proximal development

1 supporting language learners with icons, pictures, translation, realia, key words, etc.