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I find the most important part to be that the teacher has the appropriate mind frame and appropriate actions. Something I would like to work on is becoming more vigilant to see what is not working and why.

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Teachers should be vigilant to see what is working and
what is not working in the classroom. Then teachers must use this evidence to inform their actions and their use of every possible
resource (especially peers) to move students from where they are now to where the teacher thinks they should be.

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As teachers, we must consider ourselves to be change agents.

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The brighter a student is at the beginning of the year, the more he or she will achieve. Therefore, the role of the teacher is to disrupt this so that those who are behind can learn just as much as the brightest students who walk in the door.

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Less teacher talk
More listening
Peer cooperation

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Try more inquiry lessons where the students are given the chance to explore and come up with their own ideas and methods before I teach them any known strategies.

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Teachers’ subject-matter knowledge did not improve student achievement.

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Data teams examine student data, set incremental goals, engage in discussion about goals and improving instruction, and create a plan to monitor learning
and instruction and then repeat the cycle again.

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The point is to choose a method and then focus on evaluating its impact on student learning.

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Reflect on what impact my methods are having on the students.

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Making teaching and learning visible has positive impacts on both students and teachers. Students are able to have more ownership of their learning, and teachers can better understand student progress as well as the effects of their own teaching.

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Expert teachers take ownership of the things we can control and understand that we can have a positive effect regardless of outside circumstances.

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Collaboration, including discussion and developing common understandings, is a powerful tool that impacts student growth.

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Evaluating our impact is more important than simply choosing strategies. We need to look for evidence (not only test scores).

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Focus more on self-reflection and evaluation. Planning is important, but it should continue to grow and change based on what we have learned about ourselves and our students.

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Making teaching visible to all students enables students to learn to be their own teachers and become lifelong learners with increased motivation and higher achievement which can create a strong positive impact for student learning and for reaching higher lifelong goals. With explicit instruction students can utilize self-monitoring skills and self-assessments. Teachers are able to become learners of their own teaching and strengthen their mind set about their own role as an effective teacher. Keen teacher will develop and seek interventions and actions to have positive effects on student learning. Teachers need to be keenly aware and utilize what is working and acknowledge what is not working and use evidence to inform them and lead them to implement appropriate actions and utilize better resources.

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The most important point: "When the learning is visible the teacher knows if learning is occurring or not."

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"intelligence is changeable rather than fixed."

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"teachers also need to learn how
their students learn as well"

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"Without this sense of safety and control, there is little likelihood of learning."

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I noticed that it said don't just pick the strategy with the highest effect size, but examine how and why and when the strategy is most effective. I've seen a lot of effect sizes for strategies, but that is only a small part of it.

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I'd really like to work on creating an optimal learning environment.
Teachers influence a wide range of outcomes- not just test scores.

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We need to go beyond sharing the success criteria with students. We can have then help develop the success criteria which will also help them examine their progress.

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Teachers talk a lot especially to quell behaviors, more so then they think they do. They need to spend less time talking so they can spend more time listening to the students.

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Evaluation of strategies beyond "the students seemed to enjoy" and beyond simple test scores.

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When teaching is visible the student knows what to do, and how to do it. This chapter also talks about how teachers should be vigilant to see what is working and what is not working in the classroom. Its the teachers job to respond to 

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When teaching is visible the student knows what to do, and how to do it. This chapter also talks about how teachers should be vigilant to see what is working and what is not working in the classroom. Its the teachers job to respond to 

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what the students need most.

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at stood out to me is that "The best climate for learning is one where there is trust" this is why relationships with our students is so important!

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Every lesson plan should start with what the students already know how to do. This is why pre-assessments are so important. So valuable time is not wasted on things kids can already do.

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Every lesson plan should start with what the students already know how to do. This is why pre-assessments are so important. So valuable time is not wasted on things kids can already do.

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 providing lessons that change with the student needs. 

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 providing lessons that change with the student needs. 

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Explicit and challenging learning goals, reflection from teachers often to address students changing needs.

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Explicit and challenging learning goals, reflection from teachers often to address students changing needs.

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Highly effective teachers have growth mindset regarding learning and intelligence, and believe all students can achieve success.

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Highly effective teachers have growth mindset regarding learning and intelligence, and believe all students can achieve success.

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Explore prior knowledge to find the right starting point, explain the path and checkpoints along the way so students know when they are achieving and on the right path, and collaborate with others to have objective perspectives and new approaches.

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Explore prior knowledge to find the right starting point, explain the path and checkpoints along the way so students know when they are achieving and on the right path, and collaborate with others to have objective perspectives and new approaches.

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Listen more, create an environment of structured, productive peer feedback

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Listen more, create an environment of structured, productive peer feedback

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When teaching is visible the student knows what to do and how to do it.  When learning is visible the teacher knows if learning is occuring or not. They are both visible when the learning goal is challenging and explicit.

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The best learning environment is one where there is trust.

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Classroom climate, the proportion of student talk to teacher talk and peer teaching are the most elements that improve the flow of a lesson and contribute to student learning.

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Invest more time and effort into planning lessons that are more fitting to what each student needs.

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The teacher and student work together in partnership. The student is aware of what expectations are.

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Understanding your students and creating a trusted environment is important for fostering learning.

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Students need teachers that know how they learn.

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As teachers we need to listen more to students and talk less

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Work on intentionally listening to my students and refraining from over-talking.