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Using short mini-lessons and giving students time to apply what they learned.
Asking students where a lesson is important or relate to real life. Also, how is related in a unit.
Remind the students where a lesson is important for the unit.
New strategies should be used many times until they become routines.
Teach students the questions they need to ask themselves to activate their brain and practice making connections.

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I also use the Nearpod for students to show their work. So, I can identify their common error and mistakes. Also, I can notice which students do not do the questions.

-Ms. Lin

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Posting Priorities

Every day I will give students a list of priorities. Most students use it as a checklist to see what we have been doing and what they should be up to.

EXAMPLE:
1) Revise TASK 1
2) CLOSE Reading on TASK 2
3) Complete Documents in TASK 4

This also allows students to speak to their progress as to what they are up to and still need to do.

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Ed puzzle/ Actively Learn

Great websites to monitor student progress and mastery of content. They are interactive and lend themselves to asych instruction.  -Moreno

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Strategy: Mote Audio Comments

Installing the Mote extension in Google Chrome allows me to turn any comment into an audio comment up to 30 seconds. They are easy to post, and can often jumpstart a students' progress with quick translations as well as work as a low stakes check in. Next goal: get them to respond using the audio notes!

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comment

This supports literacy by encouraging listening and speaking, in bite-sized, scaffolded ways. It often helps provide the socio-emotional touch, hearing a voice in a low stakes environments, that reconnects a student to a class.

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In math classes, rigor often happens towards the end of the lesson or after students have had practice with a concept of process.  For students to create their own problem, for example, or explain/expand on the steps and reasoning that they have used.  Before students can move to the "creating" step, we need to take the time for students to be able to verbalize their thinking and use mathematical language in their explanations.....

Chen, Lin, Batho

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My students have been reading books in small groups that they chose. I would give mini-lessons around skills and questions to apply to their books and they would answer based on their books. On asynchronous- days they would meet in their book clubs to discuss  their books. Now they are doing final projects where they have to create a multi-modal representation of a theme from their book, write about their creation, and present. It's been good!!
--McCoy

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I use book creator to encourage students to post and share their work. Students create their own books/book chapters and can be artistic and super creative! They can collaborate or work independently at their own pace. They can also comment on other people's work, give constructive feedback and share glows and grows. They are very enthusiastic to present their work, so they practice pronunciation, fluency and presentation skills. Most importantly, it has added some fun and students feel proud of their work!

app.bookcreator.com

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Earth Science & APES

For Earth Science, students have their assignments uploaded the week before. Assignments have the same format, engagement (activating previous knowledge), video, reading with guided questions, and applying concepts.  By maintaining the same structure, students are more confident in completing their work. During live sections, students are able to ask for explanations and to improve their assignments. Also, I can assess them during the Do Now and Exit Slip.

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Macaluso-ESL1/2_5/6I usually try to use JAMBOARD for DO NOWs. Students have become acquainted with using the POST-IT Notes. I like to use Word Generation for the ESL5/6 class when develop arguments. I try to have students complete as many pre-writing activities as possible to prepare students for the writing task.

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Macaluso-ESL1/2_5/6I usually try to use JAMBOARD for DO NOWs. Students have become acquainted with using the POST-IT Notes. I like to use Word Generation for the ESL5/6 class when develop arguments. I try to have students complete as many pre-writing activities as possible to prepare students for the writing task.

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I also use Jamboard. I love that students who have missed class can go back to the Jamboard link and see what their classmates had to say and make their own contribution- Kaur

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The use of peardeck has still been an effective tool for my synchronous instruction, as well as the breakout rooms while using peardeck.

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Why are Latinx and black communities being hit harder by the spread of Covid19?  Is it only a question of having better education around disease prevention?  or do economic situations impact it?  How does this connect to our knowledge of cell movement?

S. Gallenero/L.McCoy

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Culminating projects such as Ms. Moreno's Imperialism Project where students choose a country to research and create a presentation.

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We want students to have to look into a monument and think critically about the role of monuments in our society, how monuments and their preservation are tied to issues of race and power (in addition to applying science content around rocks, minerals, erosion and weathering in defending their position).

N. Perez

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Multiple options on assignments such as Mr. Gallenero giving 3 options for an application activity and for an exit ticket that allow students to use different learning channels to understand and complete.

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This year a new focus will be creating CRSE lessons. I think by focusing on these topics the lesson will target the relevance and criticality aspects.

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Game in the gym

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Bingo

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ice cream

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tbd....

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4 Corners Game

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Collaborative drawing

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The hot seat game
(teacher writes one word/phrase on the board, two students sit on the "hot seat" and team members give clues/describe the word. The students on the hot seat try to guess the word/phrase).

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Post your notes/learning targets at the basic and challenge levels here

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Post your notes/learning targets at the basic and challenge levels here

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Uses authentic and content specific vocabulary.

Explain a concept with relevant facts, details or examples

Analyze data to draw conclusions and make predictions.

Creates a model that represents a scientific concept.

Manages time efficiently resulting in productive work sessions.

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'Ingredients' at the challenge level need to be concrete and measurable to and by students.

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Forms Accurate Conclusions Based On Evidence (PE)

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Forms Accurate Conclusions Based On Evidence (PE)

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1- Student is able to identify what a performer is doing correctly

2- Student is able to identify correct aspects of a performance of a school while also being able to identify errors in the performance of the skill.

3-Student is able to identify positive movement patterns and errors in performance by providing content specific vocabulary while delivering constructive feedback in order to improve the performance of their partner,

4- Student is able to do all of the above while also connecting how they can improve performance to succeed in game situations

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Orlich-Learning Target: Demonstrates fluency with basic and advanced math skills accurately and competently 

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Orlich-Learning Target: Demonstrates fluency with basic and advanced math skills accurately and competently 

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In math this learning target can be assessed across many units.
Level 1: understands what the question is asking but can not consistently solve the questions
Level 4: Can consistently use math skills and concepts and apply them to solve problems across multiple units and topics in math

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Learning Target: Selects which evidence or details support and idea.

Cite or quote relevant evidence directly from a text....Cite or quote by paraphrasing evidence to further an argument.

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A student who surprised me is Steven Savedra, because despite spelling and grammar difficulties that impede his reading, he engages in rigorous conversation 1 on 1, extending class concepts to other subjects and to connections with real life. While he may struggle reading a multiple choice question and therefore get it wrong, he succeeds with visuals and back and forth questioning.

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Donis is a totally different student in person. He is engaged and responsive. He is making progress in all skills. As a remote student he was not present.

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I try to create simple rubrics for everything I grade to make sure that I grade fairly and for students to know exactly why they received the grade that they did- Kaur

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I try to create simple rubrics for everything I grade to make sure that I grade fairly and for students to know exactly why they received the grade that they did- Kaur

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I have a student who never says anything. She never raises her hand and is very slow with her in class assignments and does not look like she is learning by what she does in her classwork. She surprised me by some of her homework writings that clearly were not google translate and she is actually learning to write sentences in English.

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I have several students like this, one of them is Maritza, she is a new student from Colombia. She is very quiet and even if I called on her she was not very eager to participate. I thought she was not at the level, I thought she was. However, when I started reading her work! She writes really well, demonstrates understanding and can critically comment on the topic being discussed. I need to pay more attention to her written work and try to motivate her from there to participate.

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I have several students like this, one of them is Maritza, she is a new student from Colombia. She is very quiet and even if I called on her she was not very eager to participate. I thought she was not at the level, I thought she was. However, when I started reading her work! She writes really well, demonstrates understanding and can critically comment on the topic being discussed. I need to pay more attention to her written work and try to motivate her from there to participate.

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Milago Fabian definitely surprised me this year and continues to do so. She has gone from 0-1s to 2-3s. Not sure if she was just shy during remote learning, or just not ready or confident to try out her English skills but must say how she is focused on getting work done and improving her skills.  Lisa Mac

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Milago Fabian definitely surprised me this year and continues to do so. She has gone from 0-1s to 2-3s. Not sure if she was just shy during remote learning, or just not ready or confident to try out her English skills but must say how she is focused on getting work done and improving her skills.  Lisa Mac

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I try to make time in class to grade in front of students, to try and have them see their work from my perspective. I think feedback is the most critical part of education. Growth happens when students realize their previous misconceptions about claims evidence and explanations are challenged.

I think when they see it from the evaluators perspective they understand your expectations but also that writing is a form of thinking and that our grading is evidence based.

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I would describe myself as a fair grader. I try very hard to help students see beyond the task itself by highlighting the expectations in terms of the learning target. Sometimes I try to change/modify tasks that evaluate students on the same learning targets.  I think this helps students better understand how they can reach competency on the learning targets. I am afraid some students may still struggle with that. Next steps: create self-assessment tasks. (Ms. K)

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I would describe myself as a fair grader. I try very hard to help students see beyond the task itself by highlighting the expectations in terms of the learning target. Sometimes I try to change/modify tasks that evaluate students on the same learning targets.  I think this helps students better understand how they can reach competency on the learning targets. I am afraid some students may still struggle with that. Next steps: create self-assessment tasks. (Ms. K)

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A student who suprised me was Wendy. She she always seem lost or off-task but then there are moments where she demonstrates comprehension. I saw her follow steps in math and in film she understood the questions of the self-assessment of their film

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I think I am considered a hard grader by some students. However, I think I am an easy grader.

I post the learning targets on daily lesson and speak to how it relates to the lesson that day. When students are graded is based on the learning target. I am working on getting the students to understand mastery grading as practice and growth each time we revisit that learning target. I find that they pay more attention when grades are coming around.

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Milagro is the student that surprises me. She has the same situation in my classroom as in Ms. K's. She always says that she can not do the math problem. However, when I provided her a hint and the keyword in the problem, she will be able to solve the problem by herself. I think the language is the first problem that prevents her to keep going in learning and discourage her.

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I believe I am a fair grader, and I believe that Mastery Learning has helped to hone into specific skills that I want students to enhance throughout the year. Lisa Mac

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I believe I am a fair grader, and I believe that Mastery Learning has helped to hone into specific skills that I want students to enhance throughout the year. Lisa Mac

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I add rubrics to the major assignments in Google Classroom where students can see the expectations for each assignment. Once I click on each section of the rubric, the computer itself creates an average score which the students see and understand where their grade came from.

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Steven Saavedra: I am surprised at his resilience and willingness to try using new strategies.

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Steven Saavedra: I am surprised at his resilience and willingness to try using new strategies.

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I wait too late to put feedback on my work. I want to be more on top of it and give feedback and those conversations about competency based grading before the end of the marking period.

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A student with low self-confidence and fear of failure improved the classwork. We developed a relationship where I know, by looking at this student, when my support is need.

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In daily lessons, making learning targets transparent. Conversations with students. Multiple entry points.

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Explain the why of the learning target. Working with a same learning target for a series of lessons. Modifying tasks.

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Assessment and feedback that is current/regular.

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Checking their own exams/evaluating themselves and explaining why they got it wrong

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Flexibilty-- in terms of task and ways to complete it (digital vs paper)

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re-visit learning targets and being transparent about the why

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Being able to schedule progress key rubrics as an exit ticket at the end of the lesson, would benefit students in self assessing. Lisa

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Being able to schedule progress key rubrics as an exit ticket at the end of the lesson, would benefit students in self assessing. Lisa

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McCoy, Mercedes, Perez, Gallenero, Macaluso, Romero

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McCoy, Mercedes, Perez, Gallenero, Macaluso, Romero

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Heredia, Gao, Lin, Sanchez, Batho, Weiner

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Heredia, Gao, Lin, Sanchez, Batho, Weiner

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Tedesci, Moreno, Kaur, Pilios, Kilmitzoglu, Ash

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Tedesci, Moreno, Kaur, Pilios, Kilmitzoglu, Ash

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Elton John - I'm Still Standing (Official Lyric Video)

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https://tenor.com/bAmHV.gif

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Sushichaeng Reaction GIF - Sushichaeng Reaction Tired - Discover & Share GIFs

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The perfect Sushichaeng Reaction Tired Animated GIF for your conversation. Discover and Share the best GIFs on Tenor.

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kelly Clarkson - A Moment Like This (Live at American Idol)

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cite multiple sources to support a claim --> identify a common theme among multiple texts that supports a conclusion 

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cite multiple sources to support a claim --> identify a common theme among multiple texts that supports a conclusion 

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identify literary devices --> identify the ways authors choose their words and structure and identify the feeling or impact this creates in the reader

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identify literary devices --> identify the ways authors choose their words and structure and identify the feeling or impact this creates in the reader

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collect and identify the knowns and unknowns of a problem

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choose the strategy you will use to solve a problem

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Annotate the text, cite evidence, form a claim, justify your claim, draw conclusions about the text, use class time efficiently, and use the structure of the English language.

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Annotate the text, cite evidence, form a claim, justify your claim, draw conclusions about the text, use class time efficiently, and use the structure of the English language.

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describe the relationship between two or more parts / elements / terms / forms

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be able to categorize x by its specific characteristics

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use evidence to support a process / argument / classification

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explain your thinking using key terms

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Skill: Can read effectively and show comprehension.
To complete this skill you are expected to read effectively. Make sure to pay attention to any tactics and strategies presented by your teacher like annotating. To exceed, try and make connections to other readings you have done.

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organize your data into a logical sequence, order, or argument (proof)

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Skill: Use vocabulary to communicate academically.
To complete this skill you are expected to learn and use vocabulary words. Make sure to pay attention to these words in your assignments and during the lesson. To be successful, try and find definitions and examples of these vocabulary words. To exceed try and make connections to something outside the classroom like events or other words.

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Communicate in speaking and writing with a variety of sentence structures (simple, compound, complex).
Participates in classroom discussion...

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Choose the best tools / resources to address a process or problem

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Identify the multiple ways to solve a problem

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Analyze LD:  Students will identify literary devices (tools writers use to develop their writing) used in the text AND analyze how they develop the overall meaning of the text.

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Analyze LD:  Students will identify literary devices (tools writers use to develop their writing) used in the text AND analyze how they develop the overall meaning of the text.

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Use complete sentences in verbal or written discussion / response

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Writing clear, cohesive pieces with a logical structure. Includes a thesis or topic statement, transitions, well-developed body
paragraphs

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"know your process" - identify the strategies that work best for you in x process
(ex: talking before writing / notes before speaking)

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Skills:

Apply the use of appropriate scientific vocabulary in context.

Manages time efficiently resulting in productive work sessions.

I can explain today’s scientific concepts, give an example of it, and apply it to real life situations.
I can complete all class work independently and I use my time  efficiently.

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Moreno

Skill: Write compositions using MHEAL strategy.

-Write compositions stating a position or claim, using relevant supporting evidence that leads to analysis, and a link connecting to today.

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Skill: Explain a concept with relevant facts, details and examples

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Skill: Explain a concept with relevant facts, details and examples

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Skills:
Student is able to analyze data draw conclusions and apply it.

I can use the data to write a conclusion that includes:
What was investigated

What was the purpose of the lab/lesson

Reflection

1. Reflect on what concepts you learned.

2. What did you learn by doing the lab or lesson?  (Use transition words/phrases here to help "wrap up" your thoughts -- Furthermore, in conclusion, for example, as a result, in the final analysis, for this reason).

3. Real-life application and/or extensions: Apply what you have learned to a new situation or how you would apply this knowledge to a real world situation.