# data[].attributes.attachment_link.title
Choice Board - Engagement Strategies Resources

# data[].attributes.body
Learning Goal: Students are able to share their ideas.

(SMP 3: Construct viable arguments & critique the reasoning of others.)

Strategy: Pair and Share

Why: Because students will have the opportunity to share their reasoning and listen to the ideas of their peers.

# data[].attributes.attachment_link.title
Engagement Strategies - Choice Board Note taking 

# data[].attributes.headline
Goal:To encourage oral language interaction among students regarding a content topic.

# data[].attributes.subject
Goal:To encourage oral language interaction among students regarding a content topic.

# data[].attributes.body
Strategy: Gallery Walk

Why: I like the idea of students getting a chance to explain answers to others. I actually just started this with using BTC in my classroom and students work in random groups of 3 and then they walk around the room and look at the work done by classmates. Students are expected to write down a notice and wonder and then they go back to original board to present. After students ask each other questions or give feedback to the presenter.

# data[].attributes.body
Learning Goal: Students are able to understand and use math vocabulary

Strategy: Structured notes

Why: I like the idea of giving students multiple ways of seeing the same information (kind of like in CRA). I feel like structured notes gives you the ability to model on a whole class level and demonstrate the different ways that we can represent meaning of words. For example, if you were defining subtraction, you could have a category for symbol (-), a category for words indicating subtraction ("take away", "minus") and a category for example problems (3-1+2), which gives students lots of ways to model their thinking.

(I don't know if we were supposed to put our names on this, but if so Ashley McMahon)

# data[].attributes.headline
Learning Goal: Students can have academic conversations while respecting and discovering different viewpoints.

# data[].attributes.subject
Learning Goal: Students can have academic conversations while respecting and discovering different viewpoints.

# data[].attributes.body
Strategy: Talk moves and classroom mingle

Why: I teach ELL students who are at very differing levels in their acquisition. It can be difficult for them to navigate academic conversations. I think talk moves would provide them with more structure. They could then apply this to their content classes. The Classroom Mingle strategy would also allow students to work with other peers in the class.

# data[].attributes.headline
Learning Goal: Students are able to ask questions

# data[].attributes.subject
Learning Goal: Students are able to ask questions

# data[].attributes.body
Strategy: Teacher Talk Move. Having Students use what other peers have said to build their ideas.

Why: Hopefully, this will cause them to engage while others who are not the instructor are talking to the class. Students can then compare, disagree, or ask questions in a respectful manner. This may lead to greater confidence and respect throughout the environment

(Ethan Vasser, CRSD)

# data[].attributes.body
Learning Goal: Students are able to work in groups and share ideas and strategies.

Strategy: Two Stray, One Stay

Why: I already have desks set up in groups of 3. I have a general mix of high math students and lower math students and a third of my class is ELL. I want to teach my high kids how to share their ideas and teach their peers to deepen understanding...as we learn 90% of what we teach. This would give my lower students an opportunity to learn from peers and be taught in "kid language". I could implement this strategy during any stage of the CRA model and it would hopefully help them with the application piece.

# data[].attributes.body
Getting nonverbal responses, like a thumbs up or down. Nonverbal responses will help you check for understanding without requiring students to produce language. ELLs can participate and show that they understand a concept, or agree or disagree with an idea, without having to talk. This is especially important for students who aren't comfortable talking in English yet, but you want to check for understanding.

-Luke Palandech, Prairie Creek