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Each person in charge of completing certain task and then sharing

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Consistent bellwork was a strategy that worked last year.

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Think Pair Share
Modeling
Peer assistance
Collaboration

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Hough, Stowell, Erin and Williams. Small grouping. Higher level of willingness to engage. Increased scores. On task behaviors increased as well as attendance. 

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Hough, Stowell, Erin and Williams. Small grouping. Higher level of willingness to engage. Increased scores. On task behaviors increased as well as attendance. 

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The students were more engaged and willing to participate.

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I think the only strategy that works is getting the students to do the assignment. It seems like getting a grade seemed to be the overriding motivation.

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Making students to write a journal (sharing notes). It works well, encouraging them to pay attention to the topic and be more engage in the lesson.

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Checking notes, recapping and reapplying prior information, using it to build new information. Consistent review, sharing review resources as a PLC

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Checking notes
Hegelian Dialectic
Our Fearless PLC Leader's Wit, Charm, and Pure Intellectual Might
Sharing and Synthesizing Best Practices
Actual Teaching

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Our Dept (PE) is "physical" so many of the strategies follow a Think Pair Share to a Model, Pair, Example and Practice(repetition).

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West, Rhodes, Thomas, Dang, Logsdon, Sanches

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West, Rhodes, Thomas, Dang, Logsdon, Sanches

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Bell Work Revisit -
introduce a bell work, give students 5 mnutes to "answer". Go straight to lesson where bell work would be "answered", then have students revisit as an exit ticket to correctly answer the bell work problem(s).

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Short videos after lesson in class and practice. Small group discussions. Increased scores and understanding.

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Daily instructional  video - students were able to go back and watch the in-class demonstration as needed

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Daily instructional  video - students were able to go back and watch the in-class demonstration as needed

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Using a daily planner for my student with links to everything they needed each day was what the student liked best. Think, Pair, Share was probably the most effective strategy in my class.

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Think, Pair, Share

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small group intervention stations. we used this strategy before each test and saw improvements in our data 

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small group intervention stations. we used this strategy before each test and saw improvements in our data 

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Collaborative groups, everyone has a role and everyone is held accountable for the content being absorbed.

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Having students work through a gallery walk in small groups while monitoring allows them to process content together
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Group activities, we saw it in the testing data as well as in class discussions

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The students were able to use the information in large group discussions and it reflected in the summative exam.

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Small groups based on individual standards throughout the school year as well as at the end for EOC review. This helped not only introduce content but review it quickly before their test. It appears to have worked since our team increased 19 points :P

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Small groups based on individual standards throughout the school year as well as at the end for EOC review. This helped not only introduce content but review it quickly before their test. It appears to have worked since our team increased 19 points :P

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-Using standard based group activities that students rotated through.
-Small group test taking strategies using most missed questions from previous test
-Data driven instruction
-US History went up 19 points (whoop whoop)

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Giving students time on review day for a whole class discussion that is driven by their questions.  They tell me what they are confused about.  This clarification time really helped their test scores.

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Hand written assignments and notes rather than digital to prompt more engagement in standard level students

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Hand written assignments and notes rather than digital to prompt more engagement in standard level students

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Modeling
Small groups with peer instruction
video feedback/analysis on technique

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Focussing on skillls, not content

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Stations Activities -  They work as groups but moved from station to station.  I think having the movement helps.
Exit activity

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Interactive notebooks and incorporating different processing strategies with units and lessons- gallery walks, jigsaw, TPS. Data checks where students would have real time information  of where they are succeeding and where they are struggling and allowing that to drive instruction moving forward. 

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Interactive notebooks and incorporating different processing strategies with units and lessons- gallery walks, jigsaw, TPS. Data checks where students would have real time information  of where they are succeeding and where they are struggling and allowing that to drive instruction moving forward. 

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Focusing on specific skills with new content, wrapping skills into writing full essays.
ex: examining documents

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Think-pair-share
Assign roles
quiz - have students discuss in groups after or before the quiz

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Think, Pair, Share, Small Group Intervention, Academic Games. Students were active in learning/understanding/processing. I was able to monitor and process what students learned and what needed to be revisited.

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Be able to check the students level of understanding at the end of class

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teacher led small group instruction
time to climb on nearpod
think pair share

looking at data, as well as incorporating previous content throughout the year to see if they processed and retained.

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Reciprocal teaching as an effective processing strategy because with this students are taking on a more active role in the learning. They are developing the questions they may still have and others are assisting them with answering the questions. Moves from a teacher-centered classroom to a student-centered classroom.

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Assign students to a specific reading and create a jigsaw. After post the topics around the room and provide them with post-its. On the post-its students will be able to gather information and misunderstandings and ask them directly to that board. After, the teacher will choose a question and ask if anybody could answer that question. student-teaching.

The strategies work because students are able to process information differently and with what they feel comfortable. With exit tickets you monitor their learning and guide instruction.

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Intervention, extension and teacher led groups.
Think, pair, share (write)
Interactive notebooks

Based on formatives/ summatives one could see the the impact of these strategies.

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We did many collaborative activities that included think-pair-share and cooperative learning. We knew they worked by monitoring student responses in small groups, through exit slips and through randomly calling on students to respond to targeted, strategic questions.

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Having students work collaboratively in small groups based on their needs (determined by data processing). We knew the strategies worked based on further data analysis from formative and summative assessments.

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Think, pair, share provided the students to process their thinking and retain the information and the students were allowed to apply on different scenarios or situations.

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When assigning projects. I let student choose how they want to display their understanding from 12 different options. I see students getting excited about being creative, and students that don't have the time or are more analytical prefer to just summarize or diagram. -Connor

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Breaking students into groups based on common mistakes. We know it's working when formative assessment scores go up.

Making presentations interactive through software like Nearpod. We know it's working because the students are engaging with the Nearpod and answering questions correctly.

Making an environment where it is safe to give incorrect answers. The students are more likely to not be hostile to the new content if they know it's ok to be wrong

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Using jigsaw and the 4 corners strat to take advantage of peer to peer learning. I will be able to gauge learning by listening to the conversations/ answers that are given by the students.

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Hands-on approach where students bridge the gap of theory and practical lesson. Students learn better when they do things.
This is successful because students shows evidence through class discussion (formal assessment) and  summative assessment. Active discussion is very evident when they're doing a lab activity.

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Jett Davison DIT (Not a Science Course but I like to party) 

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Jett Davison DIT (Not a Science Course but I like to party) 

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I enjoy using any technology that allows for live formative analysis.

In my PLC we use a lot of Quizziz for formative analysis while in class we ask questions live and get responses from the students. After a timer expires mass class results show what percentage of the class answers correctly. If the mass majority don’t seem to understand (whole class scores low) I remediate. If majority does answer the question correct I move on. I still have data from each student at the end. I use that for scaffolding and individualized instruction.

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lots of group work in doing labs. It helped especially when students that were weak in a concept were paired with someone who understood it well. This was shown with the lab exit tickets or lab quiz scores.

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Students love getting competitive and really like reward systems. I incorporate small games, full period games, and overarching class vs class competition to get students to want to win. I also give out tickets for good responses or great work as incentive to win candy. -Connor

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Using activities such as four corners, seminars, turn and talk etc do work. It's always good to introduce the subject first and then go from there.

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Doing teacher-led discussion with small group of struggling students.

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Doing teacher-led discussion with small group of struggling students.

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Academic dialogue was a strategy that proved to be most productive. It is was important to provide parameters and clear expectations. I knew it was working because students were engaged and on topic.

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Using conversations with small groups to make sure they are understanding and adequately able to process the information in class.

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I spent a lot of time conferencing with students.  For me, it gives me a better reflection of what they understand and what they do not.  For them, they get an opportunity to process one on one, asking any questions they want.

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I spent a lot of time conferencing with students.  For me, it gives me a better reflection of what they understand and what they do not.  For them, they get an opportunity to process one on one, asking any questions they want.

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Four corners worked great for debate--it kept all of the kids engaged. They couldn't "hide."

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Guided academic dialogue works well in my classes

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Keeping student engagement at the forefront with educational games like quizzizz and blooket which causes some fun friendly controversy and helps student retain processed information.

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Hand up, stand up, pair up for student movement and the ability to hear multiple perspectives of the same question or content.

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Cooperative Learning with each student being responsible for something in the group related to the subject.

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Accountability and collaborating positively with all stakeholders

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Collaborative groups. Each person has a role within the group. This allows for each individual to process the information so that they can help the other group members master the content or accomplish the goal that the group has to accomplish.

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Students completed a graphic organizer in stations. They went to a mirror of their home station to see how the other group processed the same content. Then, they rotated to complete the next part of the GO by observing the same application of analysis to new content, until they finished their GO.

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Small groups; Student would interact more during whole group discussions because they felt more confident with the content.

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We decided to use engaging websites to incorporate fun activities while teaching challenging content. The kids had fun, but learned a lot. It was helpful with the scaffolding part of teaching.

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SAT Prep included grammar bootcamps on no red ink, khan academy, and a visiting teacher. We used RACE and Annotation for Analysis Process all year. By the time we neared test time, we focused on testing strategies, understanding the SAT Test itself.

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Teacher led stations during grouping

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Having students demonstrate or show what they are learning allows others and teacher to see where errors may and can include self-correction as students learn.

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Consistency of the process of starting class and moving through the elements of our time together. It was never a question of "how" class would go, rather, it was "what" is our focus today and how deep we can go using the consistency of the process. Very helpful technique to keep students moving forward.

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Think-pair-write
small group instruction

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Trish Luddy AP Computer Science and Accounting

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Trish Luddy AP Computer Science and Accounting

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I've used consensus mapping in the past. Each student has to answer the question or work the problem independently on a post it note. They then put their post its in the middle and discuss their different answers. Then they come together to make 1 answer based on the consensus of the group.

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Storytelling/real life examples
small group
Modeling
Direct instruction
I do/ we do/ you do

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One advantage of being an art teacher is we are consistently reteaching and allowing students to revise work for a better grade. Offering multiple opportunities for mastery gives kids a chance to improve if their first attempt was found wanting & it builds thier confidence

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I do - We do - You do
Modeling

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students are in groups, they are presented with a scenario. They have to decide collectively how to address/solve the scenario. If there's a disagreement, they have to explain why they think so and come up with a solution that's agreed upon.

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I will work with small groups and monitor their conversation to ensure all students are engaged.

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Have students in small Groups
Differentiated learning

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What works best for my students is to make learning more interactive (fun), because it is able to address all types of learning. By also teaching the 10-2 method will also work towards not always being the voice they hear.

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Observing student data based on content terminology. After seeing quiz / test scores, and seeing that students were not retaining key terminology, I began to focus on reteaching vocabulary needed to build prior knowledge.

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Observing student data based on content terminology. After seeing quiz / test scores, and seeing that students were not retaining key terminology, I began to focus on reteaching vocabulary needed to build prior knowledge.

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Drama