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Costello,
Typing up questions that curriculum calls for discussion of and allowing small groups to develop answers and then share out.

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Costello,
Interactive notebook: Students might be seeking answers from the do now / big question and not their conclusions.

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Costello,
Scaffolding - Take a formative assessment without guided notes, sentence starters,
then provide summative with the sentence starters.

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Young,
Student driven learning though quizlet (derived from A-Team meeting.)  Students responded enthusiastically to the collaborative and competitive nature of the assignment.  Students showed a great sense of focus and engagement.  Increased student discourse . Students use prior knowledge.

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Cordero,
Sorting activity: Students collaborate with each other to put vocabulary and examples into specific category.

Turn and talk: Students shares their responses with each other before sharing with the class and teacher.

Posters: Students are able to demonstrate knowledge of topics by drawing and writing examples and definitions of vocab and content.

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Tobin,
Peer Tutoring: Students who were tutors demonstrated mastery of the subjects that they were assigned to be experts in. Students were responsive and engaged with their peer tutors.

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Pick one of the practices to try out for the next meeting

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Pick one of the practices to try out for the next meeting

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How do We know these things work?  What is the data that supports their use?

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How do We know these things work?  What is the data that supports their use?

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https://sophia.stkate.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1041&context=maed

2. Guided Notes

http://www.math.lsa.umich.edu/~krasny/math156_crlt.pdf

3. Text dependent questions in cornell notes format

https://www.teachingchannel.org/blog/2014/11/13/tackling-misconceptions-of-text-dependent-question/

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1) Arrange even smaller groups (with para).
Increased student work being turned in on time.
2) Nonfiction reading steps.
Increased independence of student reading an article. Increased student work for answering the text dependent questions.
https://www.readorium.com/2015/04/top-5-mistakes-to-avoid-when-teaching-nonfiction-reading-comprehension/
3) Rewrite questions I would ask as Q kids can ask each other.
Increased level of discourse.

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1.) Providing hands-on activities
2.) Students supporting students - peer tutoring
3.) Giving a project where they need to build something

Research supporting the effectiveness of hands-on activities is outlined  in the following article:  http://www.ideaedu.org/Resources-Events/Teaching-Learning-Resources/Involved-students-in-hands-on-projects-such-as-research-case-studies-or-real-life-activities

Research supporting the effectiveness of peer tutoring is outlined in the National Education Association article: www.nea.org/tools/35542.htm

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1. Giving students the freedom to choose designs for projects

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1. Giving students the freedom to choose designs for projects

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2. Having students ask their peers questions before they ask the teacher
3. Keeping interactive science notebooks

1) Integrating Science Practices into Assessment Tasks - Next Generation Science Standards
2)BPS essentials for learning #4: Assess for learning - Activating students as learning resources for one another
3) Boston Public Schools office of curriculum and instruction, Science Department - Science Notebooks