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I am still struggling on how to cover all the materials/concepts that is needed to be covered before AP test and at the same time (extended time) do activities for them to really comprehend the concept especially for those kids who are behind in the lessons. I learned a lot of things today with the discussion with my co-teachers. thanks for this time.

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we need more time.

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Engaged students, clear expectations, rigorous curriculum also with expectations, student ownership of their learning, student choice, varied activities and structures for learning, teaching to all levels and types of learners.

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feels like it's just good teaching.

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-Be present in classrooms--observations not just evaluations
-support school-wide tier 1 consistency
-create and support systems of collaboration
-invite staff voice (and listen)

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Offering students opportunity to make relative connections to their own lives and express their understanding in multiple ways. Also delivering content in multiple formats to reach students and offering authentic choice whenever possible.

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Making the connections between UDL, ELL and CRT was very helpful. I think I am been successful with all 3, but I need more ideas to get students up and moving. Also, students need help with executive function and self regulation. We should be modeling breathing and mindfulness in staff meetings & PD. Having time to reflect with colleagues was helpful.

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I'm seeing that involving students
- in measurable goal setting
- in identifying modes of demonstrating their understanding
- assessing their own mastery
- in identifying their individual needs to support success
is a thread that runs though this for me

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Engaging students, giving them choice and voice, differentiating instruction and different ways to express their knowledge.

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Get students talking in partnerships and small groups.  Then, they will feel confident to speak in front of the larger class.  Use individual whiteboards at each desk, provide sentence starters and stems...practice, practice, practice.

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Get students talking in partnerships and small groups.  Then, they will feel confident to speak in front of the larger class.  Use individual whiteboards at each desk, provide sentence starters and stems...practice, practice, practice.

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UDL allows teachers to meet all students where they are at by creating multi-faceted lessons with entry points for all learners. Rather than "teaching to the middle" where students can be either lost or bored, UDL gives students options for how they approach learning and demonstrate their achievement.

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-mulitiple ways to engage
-de-escalation/self-regulation techniques built in to the curriculum
-choice--in terms of expression, activities, etc.
-clear goals and objectives (standards based)
-systems and space in the classroom to support learning and self-management

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Having multiple means for students to access material to demonstrate mastery of concepts, built in strategies that may be specific for a certain need but can be used by anyone at their own level as remediation or acceleration

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Consistent, clear, standards-based curriculum curated for varied learners that allow opportunities for students to connect personal growth areas with challenge and success.

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Establishing goals and expectations for the specific lesson we are currently working on combined with meaningful cultural content that will incite motivation and a practical use outside of the classroom.

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Purposeful Planning (standards, what we want students to learn), learner focused goal setting and scaffolded activity design, employing student agency and autonomy

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Purposeful Planning (standards, what we want students to learn), learner focused goal setting and scaffolded activity design, employing student agency and autonomy

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Communicating clear expectations for behavior, daily academic and EF goals, and how you will assess learning in your classroom

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Robust Tier 1 instruction implies engagement from all: including multiple access points and opportunities to reflect diverse thinking and perspectives

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Robust Tier 1 instruction implies engagement from all: including multiple access points and opportunities to reflect diverse thinking and perspectives

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Giving students options in how to submit work (Science projects), as in not just google slides, but poetry, music, 3D objects, food or video...

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Giving students options in how to submit work (Science projects), as in not just google slides, but poetry, music, 3D objects, food or video...

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Robust Tier One means giving students what they need to be ready to take risks and share their knowledge with others. It means helping students to feel ready to engage with your material.

Positives:
Engaging lessons/projects in science
Providing choice in those projects and assemssments

TO work on:
Language supports to access grade level or higher language in text book
More structured opportunities to speak and write

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I am still coming up with how to get young people to feel safe, in an ongoing pandemic. Physically, emotionally, academically. They need safety, connection and agency to learn right now and it is a rickety bridge.

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I am still coming up with how to get young people to feel safe, in an ongoing pandemic. Physically, emotionally, academically. They need safety, connection and agency to learn right now and it is a rickety bridge.

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good teaching that give students choice and agency in their own learning, helps them understand the purpose of the work, engages students in ways that are meaningful to them, challenges them at their current level, but also helps them grow and improve their skills, and some other stuff.

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Students know why they are learning the material or skills.

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multidimensional teaching

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Using a variety of strategies for delivering and engaging with content /student participation

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Clear objective for the day. Content that connects to students real lives. Sentence frames, a glossary of key terms, time to think about the work, talk about the work and do the work. A classroom environment where all students feel safe and welcome to learn, focus and be curious. 

# data[].attributes.subject
Clear objective for the day. Content that connects to students real lives. Sentence frames, a glossary of key terms, time to think about the work, talk about the work and do the work. A classroom environment where all students feel safe and welcome to learn, focus and be curious. 