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Very insightful meeting today, thank you Lanier, White, and Graham for sharing!

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Budewig 4 years
5th ELAR
1st year in GT
bdvaughn@ga.aliefisd.net

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Great collaboration! I really enjoyed conversing with you all. Here's the link to the resource we discussed:
https://www.legendsoflearning.com/

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Legends of Learning | Math and Science Games

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Math and science games for grades K-8 that increase engagement and test scores. Curriculum aligned. Backed by Research. Teacher Reviewed. Fun for Students.

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Budewig 3 yrs
Alief 18 yrs
5th math
GT off and on
asbeiti@ga.aliefisd.net

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End of Unit Projects per country: https://docs.google.com/document/d/0Bx3APtkuWgoGOVNDTFg3MllGclE/edit?usp=sharing&ouid=105644028441929169659&resourcekey=0-yX2h9Yh3Kt_iLe9AVQJhoQ&rtpof=true&sd=true

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Daily review
NearPod lesson
Escaperoom ideas found in Teacher-pay-teacher
Links such as
Legends of learning

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Youngblood  10 years
Alief 32 years
5th grade AIMS ELAR/SS
jllanier@ga.aliefisd.net

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Budewig
13 years
GT off and on for 10
5th grade Sci/SS
lmaguila@ga.aliefisd.net

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Behavior Essays using Metacognition/ Multiple Perspectives/ Problem Solving

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Behavior Essays using Metacognition/ Multiple Perspectives/ Problem Solving

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On Wednesdays afternoons/ Thursday mornings students who have had 2 Ns, 1 U or below a 70% average in their Class Dojo are assigned behavior essays to complete during recess on Thursday.
Their purpose is to have students stop and think about their actions, how it affects those around them, and how they can set themselves up for success.
It is 5 sentences/ 1 paragraph written per identified behavior.
Once students have completed their reflective writing, we both sign it, and it is taken home for parents to review and sign.
This usually helps maintain a more constructive and positive classroom atmosphere.

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We heard that Budewig is grading very differently than we are.

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We want to share more often! WE are looking for great ways to diversify products for our GT students. We discussed choice boards, menus, setting up a  Schoology group for ourselves, genius hour, literature circles, and be sure that we write higher level critical questions for our more capable students.

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We want to share more often! WE are looking for great ways to diversify products for our GT students. We discussed choice boards, menus, setting up a Schoology group for ourselves, genius hour, literature circles, and be sure that we write higher level critical questions for our more capable students.

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Project based learning: following the HMH Modules

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Metacognition- Test Corrections & Retests

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Metacognition- Test Corrections & Retests

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Since we have to notify parents and also continue teaching... and also have no time for anything... I want to make sure our kids are building their metacognitive skills- analyzing what their thinking process is during tests....

In addition to offering retests, I heavily encourage test corrections with my kids, at first allowing them time in class, then assigning it for homework.

I notify their parents on Dojo, Remind, and Text, like as follows:

"Good afternoon,

Your child did not pass the Chapter 3 SS Test.

We went over their tests today. They have written down their correct answers & their grade.

Their retest (Settlements Take Root- Chapter 3B) & book is on SAVVAS.

Their previous test (Settlements Take Root- Chapter 3A) is on Schoology-> Materials-> Tests & Retests.

They will have until Friday 4PM to take the retest on SAVVAS for up to a 70 AND/OR to do test corrections for up to all their points back.

They will have some time in class- but have been shown where & how to access all materials to complete at home.

Thank you for all you do!

Yours in education,
Ms. Aguilar

https://drive.google.com/file/d/13AS2xQBt8ZtS3NXjdXiHMMDdLrTYwGxM/view?usp=sharing
https://drive.google.com/file/d/1nddTw4pZJmG9Cu8DoA891oK5UCjCBYe_/view?usp=sharing
"

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Use 10 x 10 grids to monthly track the progress on a SMART Goal for 40 Book Challenge.  Your ELAR person will be grateful and it supports AVID and Math. (Erin Gilbert - Youngblood Int., Self Contained)

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Use 10 x 10 grids to monthly track the progress on a SMART Goal for 40 Book Challenge.  Your ELAR person will be grateful and it supports AVID and Math. (Erin Gilbert - Youngblood Int., Self Contained)

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Find the Teacher's Addition of Motivation Math to unpack the TEKS, get ideas for vocabulary, small group, formative assessments, etc. (Erin Gilbert, Youngblood Int.  Self Contained)

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Find the Teacher's Addition of Motivation Math to unpack the TEKS, get ideas for vocabulary, small group, formative assessments, etc. (Erin Gilbert, Youngblood Int.  Self Contained)

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Are there any repercussions?

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Where are y'all with this?

I decided to have them do 'Passion Project' instead of a more directed content-specific project.

They have turned in their topic proposals, with parent and teacher signature

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The book that explains how to do Math Workshop is titled: Making Math Workshop Work: Getting Math Workshop Started in the Middle School Grades by Alex O'Connor

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Are y'all following the same grading as everyone else in your grade/content?

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Over my years of teaching GT kids, I've noticed they have a tendency to shut down, stall, procrastinate, rush, etc. when it comes to content they do not immediately understand or think they will do well.

I have to constantly reteach growth mindset and persistent practice.

'No you won't get everything right away.
There are some things you won't do well, at all.
But you are here to learn and to grow.
Do your best, keep trying, don't give up!'

It's also important for us, as teachers, to remember that, just because they are GT, does not mean they will automatically understand or be good at something.

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I hate printing things... and our printer hates me....
This allows for students to work on their passion project (ie: TPSP project)... and make those important connections during extension activities for my content area.

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Math, great sharing with awesome thanks to all. Many ideas as well as concerns in common,  Amal

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Math, great sharing with awesome thanks to all. Many ideas as well as concerns in common,  Amal

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When we did 5.5A Physical Properties- I found this extension on STEMscopes.

The students worked in pairs to solve 4 of the 8  survival scenarios. (All 8 had to be done by the class or the class would not survive.)

They posted their solutions to Padlet: https://padlet.com/lmaguila/bvs5j7b9fvirmj3n

& then the students across the 2 GT classes voted on the solution they thought was best on Google Forms: https://forms.gle/3AXF3eFMd86CeqSh7

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I've been diving into extension activities.

In addition to the journal that SAVVAS suggested- During Chapter 3, I had my students use Padlet as a place to upload a 'TikTok' from a different perspective.
They were assigned a colony and either a child/parent/single adult male.

This can be done any time students need to present from a different point of view.

I allowed my GenEd class to do this as well.

https://padlet.com/lmaguila/j0zyjvy3eqrjeakm