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Highlights important aspects of pedagogy that we need to keep in mind when designing our lesson.

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Gives teachers ideas of how we can set up lessons to benefit our students

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Helps us to know what is expected in our virtual classrooms

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The Look-Fors are a tool we can use when designing instruction. We can model our instruction based on the attributes mentioned.

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Utilizing students' prior knowledge to build grade level concept learning. Incorporating vocab, agendas, objectives, and explicit math teaching (mini-lessons).

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Sets clear expectations

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Use consistent, predictable and efficient routines and
resources to facilitate the lesson.
Utilize a consistent interactive tool for students to show
their work

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Streamlines the information and self reflection - Break out Rm 8

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Streamlines the information and self reflection - Break out Rm 8

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Barb Budaj - Challenge myself to create a virtual version of this!

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Clearly show flow of the block with lesson objectives through Agenda. We make sure lessons are as organized as possible. We build well on prior knowledge.

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This provides a template for us to work off of. This guides our lesson planning and can be a useful tool in reflection and to make necessary adjustments. It serves as a checklist to make sure what components are included. (Very similar to the previous math department look fors)

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Maximize Instructional time

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The Look Fors help streamline our capacity to be self-reflective. It helps us focus on specific aspects of our lessons.

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Consistency: Using the same tools daily (Jamboard, Kami)
Structures: Stream announcements with objective, agenda, etc.

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-Using Whiteboard.chat
-Connecting to prior knowledge
-Engagement techniques
-Including technology

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-embedding  technology (whiteboard, google sheets, slides, desmos, quizizz, etc)

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-embedding  technology (whiteboard, google sheets, slides, desmos, quizizz, etc)

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-drawing on prior knowledge
-participation techniques (jamboard, padlet, etc)

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Sharing between teachers and schools of new tools that are being used. Learning how to incorporate these tools consistently in our classes

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Maximizing instructional time: communicating objectives, making expectations clear, ect. is crucial in this virtual year. We are working to maximize our instructional time given shortened instructional hours. Implementing routines and giving clear student centered directions helps us meet this goal.

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Engagement, sharing their work, participation

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Participation is a challenge in this format. We need to work on participation techniques and encouraging students to share their work and screen. We need to work on engaging with every student.

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The "look fors" document shows the expectations of what the teachers should be doing when conducting a lesson.

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Can we mainstream some of the virtual tools being used- many different tools used throughout different classes can cause students (and teachers) to get lost in the tool and miss out on content learning

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What tools will be most useful to us when we can switch back to fully in-person learning?

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-using technology effectively and efficiently
-student to student collaboration
-math discussion
-in person turn and talks (distance)
-Anchor docs

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-Using more tech efficiently/effectively
-Student-student collaboration
-Use of anchor docs

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Our students are a great motivator.

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Include opportunities for students to share work publicly.
Use total participation techniques to hold all students
accountable for thinking

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Look fors #2 and #4 would be our strengths. Number sense routines have shown to be helpful and the use of interactive tools for students to show their work has been extremely useful.

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- Turning mistakes into positives
- Wrong answers are better than no answers
- Learning from mistakes
- Making the classroom a place where mistakes are valued

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-Can virtual learning be as effective as in-person learning?
-In what ways can student-student discourse be supported virtually?
-Is there a more efficient alternative to breakout rooms for short Think-Pair-Shares?
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Learning to engage students in an online-world with Total Participation techniques

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is virtual learning (in its best form) as effective as in person learning?

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is virtual learning (in its best form) as effective as in person learning?

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is there a place for virtual math instruction post COVID?

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Student voiced explanation and justification, specifically students providing feedback to other students is something that we all have struggled with especially this year.

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How do you form connections with students remotely?
How do we hold students and families accountable?
How much of our student's struggles do we really understand?
Are we giving students all the tools they need? Should we adjust the schedule to adjust their needs?

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Get better with having students volunteer to share their work and/or explain their reasoning.

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- how do you reach out to students who are completely non engaged?

- How do we reach out to learners who show up but will not engage in class?

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How do we engage all learners, especially the kiddos who keep cameras & microphones off

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11: Use of instructional agendas to maintain routines and check for student readiness

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11: Use of instructional agendas to maintain routines and check for student readiness

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Trying to engage the maximum number of students for the longest period of time.

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How can we emulate the interactions that we had previously counted on during our lessons?

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#2a-visual representations and simulations
#5a-students do the work
#5c-good wait time
#6d-students provide feedback
#6a-students share work publicly
#2b-interactive tool
#1c-clear written and verbal directions
#1e-check for student "readiness to learn"

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- students engaged and participating on the Jamboard (Tool 2b)
- very encouraging
- could tell this was a routine because the students knew exactly what to do (Tool 1d)
- repeated the instructions multiple times as students joined
- ok to copy a response so everyone could be involved (Tool 5b)
- no wrong answers so everyone was comfortable putting an answer (Tool 5b)
- allowed sufficient wait time (Tool 5c)

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- She provided clear written and verbal multi-lingual directions that she repeated several times
- This was an obvious routine
- Introduced competition
- Fostered collaboration and engagement
- #6: Safe space to share
- #6: Student-voiced explanation; student-centered; students are comfortable using their own voices
- #7: she received a lot of information to build upon with a simple activity

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-provided something to everyone no matter the level of student
-able to get student voice
-provided directions in english and spanish
-verbal and written directions
-motivation was there to get engagement
-intentionally checking for student responses, do what ever to get them engaged and give a sticky note
-combination teacher excitement and wait time for students to gather thoughts
-any answer is fine just what you see so every student can see success and contribute

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-Wait time
-Not afraid to make mistakes, encourage risks
-Whole class analysis of student work
-Clarify misconceptions
-Holds students accountable
-Consistent and predictable resources and routines
-Use of interactive tools
-Connect to and build on prior learning
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-(5C) good wait time
- (2A, 1D, 4C, 3A-C) organizationally, has the star list on the side, checks them off once done, specific colors used for different things, easy to follow
- (2A) aesthetically pleasing
- (6B, 7A) had student discuss their thought process

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- Engaged with Jamboard use of sticky notes
-  Used visual representation
- Cognitive engagement
- Wait time - repeated question without giving answer
- Used student response to foster discussion
- Allowed students to provide feedback on other students
- Check for understanding at the end with the 3 steps at the end
- Modeling for students
- Good questioning
- Restating the student's thought
- Deepening student responses - what does "kinda" mean
- Connected prior knowledge - first, second, last? (Order of operations)
- Giving a strategy
- "Use math words" is very clear, direct, and rigorous.

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* use of visual representation
* student voice
* teacher matched student directions to the mathematics
*connecting verbal descriptions to algebraic representation (2a,b) (4c)
*provide clear instructions (1c)
*provide opportunities for student involvement (5a,b) (6a,c)
*allow feedback from students(6d)

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We notice the following strengths-
2a/2b: Visual representations in the Jamboard
5c: Waiting for student responses
6d: Allow students to provide feedback on other students work
7a/7b: Making misconceptions visible and clarifying
Great job Ms. Perez!

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Intentionally connect to and build on conceptual  understandings of prior learning.  

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Intentionally connect to and build on conceptual  understandings of prior learning.  

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Utilize a consistent interactive tool for students to show  their work (e.g., Jamboard, Whiteboard.chat, Pear Deck,  etc.).  

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Utilize a consistent interactive tool for students to show  their work (e.g., Jamboard, Whiteboard.chat, Pear Deck,  etc.).  

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1c, 2a, 2b, 3a, 3b, 4c, 5a, 5b, 6a, 6c, 6d, 7b,

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 Include opportunities for students to share work publicly. 

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 Include opportunities for students to share work publicly. 

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Allow sufficient wait time so that students can formulate  and share responses.

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Allow sufficient wait time so that students can formulate  and share responses.

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11: -readiness to learn, acknowledged students as they came into and joined the jamboard

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11: -readiness to learn, acknowledged students as they came into and joined the jamboard

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-use of interactice tool (jamboard)
-student collaboration/participation (it's okay to copy = agree)
-useof number sense routine
-great wait time
-feedback and super cheerleader for kids

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Intentionally connect to and build on conceptual understandings of prior learning.

Allow sufficient wait time so that students can formulate
and share responses.

Seems like better student engagement than SmartBoard with students un-muting for responses and interaction.