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I really enjoyed how Kaycee gave time immediately after asking questions for the students to talk in small groups. I think having small group discussions can be extremely helpful for students who may not want to talk to the whole class and giving all students an option to speak their opinion.
I really like how well Kaycee's classroom knew the rules and exactly what was expected. I believe this makes the students lives much easier as long as making here own tasks easier.

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Kaycee has a good hold on her class. Obviously this isn't their first day in class based on the comfortableness, but I am sure Kaycee made clear in the beginning and continues to make clear classroom expectations. I did not see a single student not participating. Small group conversation allowed all students to input what they thought and hear about other peoples thoughts, that way once she called on a student they felt comfortable to answer her question. I also though the teacher vs scholar competition she had going on was a good idea because it continues to engage students with competitiveness.

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From watching the video I could tell Kaycee had very clear expectations for her students. After each question, students had the opportunity to discuss it with their groups before someone was called on. Every single student in every group contributed because she expected whoever she called on to be able to answer the question. If a student had trouble, she allowed someone else to help them. She also set strict time limits that she expected students to follow.

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Kaycee used different types of engagement to successfully engage each student. She used table groups, pairs, and whole group work which fostered collaboration and community within the classroom. To help sustain her student's interest she played a game with them where each student received a point for answering a question correctly.

For ESL students and lower level students, Kaycee provided them with extra support. Prior to reading the text in class, students could listen to a recording of the reading at home.

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Kaycee's classroom has high expectations. Though she sets high expectations, for example giving them a challenging story to read. She also provides her students with the necessary tools they need to achieve what they need to, such as sending them home audio's of the story so they can listen if reading is too challenging.

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Kaycee was able to engage every student through asking them to work in their small table group of 3-4 students. She would hold ALL of them accountable by stating that she would call on ANYone randomly for the answer she was looking for. Allowing students to work in a smaller group, allows students to be better able to voice their thoughts verses having to talk in front of the entire class and getting to hear from less students.

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Kaycee set high expectations for her class. Although many of her students were below grade level readers, she still held her students accountable for learning the material. Students were required to back up their answers with evidence from the text. Kaycee also set high expectations for kindness and respect. Students would snap when they agreed with a classmate and would say thank you when called on.

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Kaycee engaged every student in the class using multiple techniques. One technique was the Think-Pair-Share. This made sure that everyone was involved in a smaller setting discussion. Kaycee also changed the type of discussions up by using smaller group and whole class discussions. The students knew anyone could be called on so they engaged in the class. Kaycee picked material that would be interesting to the students.

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Expectations and differentiation - Sarah Rice

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Expectations and differentiation - Sarah Rice

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Even though this is a class made up of lower level readers, Kaycee holds very high expectations for her class and picks books that fall at a higher level than other teachers might pick. Kaycee is challenging her class, but also delivering the material in many different ways, so the students are able to grasp the material in ways that they can. In the video she stated that she records herself reading the book and it is available to her students, giving those who are struggling readers the chance to listen before hand and become familiar with the words. In class Kaycee tries to have the students read the book in many different ways to get different types of practice.

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During many activities Kaycee has her students working together in groups to share ideas, creating a closer learning community and promoting open communication. The gestures she also has her students do during class to agree or lend a hand to a student are another way that there is open communication in the class and each student is able to be heard, even if just in a small way such as a supporting snap.

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Kaycee took a class who had before been been less gifted readers and created a class full of engagement. During each activity the students had the expectation that anyone could be called on when the small group discussion was over. Then, while students were responding to the teachers questions, the rest of the class was lending their support to the student while showing Kaycee that they were actively engaged in the lesson. Kaycee gave the students hand symbols and sounds to use too quietly agree, lend support, be a friend to phone and more. Through the video you can see the energy both Kaycee and her students bring to the class, creating an expectation for engagement.

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Kaycee- made the class entertaining and fun by using snapping to congratulate and encourage students. She also used a very load and fast paced voice to always make sure students were paying attention. She used text based evidence to make sure students actually had to read the text to find the answer. She also used discussion to communicate with students to find out what they think about the book.

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Kaycee had many different expectations of her students. some of them were the expectation to participate in the class. With things such as snapping, expecting a response when called upon and expecting the students to read there parts when the assigned character spoke.

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Kaycee established many routines in her classroom that lead to positive behavior. One routine was having students snap their fingers if they agreed with an answer/statement their classmate had made. This is beneficial because it makes the student sharing feel reassured in their answer, and it also allowed Kaycee to see which students agreed so she could get an overall census of the class' thoughts.

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Kaycee was aware that when most the students entered her classroom they had not been taught how to be readers and look for details. Knowing this, she made sure to select texts that would still challenge the students and interest them, but would not confuse them or cause them to give up because it was too challenging.

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Kaycee used a variety of different strategies to get her students engaged.  She would ask a question and then give her students 30 seconds to discuss in their groups, she also asked a question and gave each group sticky notes to write down their ideas on before calling on groups to share their answers.  She was also very thoughtful in the texts she chose by making sure they were the right level for her students while still being challenging enough to keep them engaged.

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Kaycee set her expectations for her students by asking them a question and reminding them that she’ll call on anyone so that all students would be engaged and ready to answer if they get called on.  Students also showed that they agreed with other students' answers by snapping which helped to also get students to pay attention during the discussion and listen to their peers' answers.  You can also tell that she set an expectation for respect in her classroom with some of the students saying thank you after they got called on to answer questions she asked them.

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Kaycee always had the students looking back in the text for evidence to support their answers and help promote active learning.  She also allowed for many opportunities for students to discuss in groups and follow along with guided note sheets that they worked through together as a class.

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Kaycee used an exit ticket with material that is intended to lead into the lesson the next day. She used an exit ticket to assess where her students are at, what they understand, and what they do not understand. For the concepts they do not understand she will tailor her lesson to reteach the concepts that her students did not understand. If the students understood the text and the concepts to supplement it, Kaycee feels she can increase the difficulty of material.

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Kaycee established positive routines when it came to classroom behavior and expectations. When she would call on a student they would say thank you before preceding to answer the question. I think this shows the level of respect her students have for her and visa versa, and it creates an environment where getting called on becomes a reward or something positive rather than something negative or stressful.

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Kaycee set up her classroom very well allowing her students to show active participation with not only the material but other classmates. One practice she used was having her students snap when their peer answered a question which showed a positive relationship where the whole class is involved even when only one student is answering a question. Kaycee used a lot of small and large group discussion and when she posed a question, she would allow her students to briefly discuss in small groups before she called on someone. I think allowing her students to discuss in small groups first gives her students confidence when she calls on them individually because they were able to get the reassurance from their peers.

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I believe within Kaycee's classroom, the idea of expectations and encouragement are side by side. Through Kaycee's constant positive affirmations and language (student AND teacher snaps, "thank you" "Nice response") Kaycee forms an environment in which each student understands the relationship they should have with not only themselves and each other, but with their learning as well. This expectation is founded upon the high energy, positive environment that challenges students, forming high expectations. I also noticed how each student was accountable as she would state "I will call on any one of you", yet allowing students to confide with their small groups. Continously building off the idea of relationships.

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Through engagement, what stood out to me the most was the ability of Kaycee to be proactive and efficient in the way she handled student participation throughout the lesson. I think the continuous movement between different forms of response and analysis forced students to be fully engaged and have a sense of energy behind their learning. Some of this movement includes the switch of group discussion to whole class response to independent reflection. Her personal energy I believe added to the students overall engagement as well.

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I could tell that Kaycee had high expectations for all of her students. She expected each of them to participate when she had them work in groups or when she posed a question and asked them to hold up fingers. She asked students to back up their answers with evidence from the story. Additionally, she had expectations for how students would respond. When she called on students they would say "thank you" before answering. Peers would snap for each other as well when they answered questions. She held high academic expectations as well as expectations that everyone supports each other and shows kindness.

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In terms of differentiation, she was very aware of meeting her students' needs. She asked various comprehension questions and had a variety of activities (like discussions and games) to help her students learn. At times she would give hints or guide students along with their answers if they weren't correct. She also had students think back to a previous story they read to help them complete the activities for the current story. Kaycee also mentioned that she would record readings for students to listen to at home before they read it in class. This would be helpful for students who are learning English or those who struggle a bit with comprehension.

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I noticed that Kaycee used a variety of methods in her classroom. She had her students engage in small group discussions, used a game, and had students take turns reading parts of the story. I could tell that Kaycee made an effort to get all of her students involved, and she called on many different students to share out. She worked to pick a story that would be at the right level for her students but still be engaging for them.

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I thought she made her expectations very clear. She had specific questions that would come up multiple times so she knew all of the students fully understood. The students would also snap when they agreed with a persons answer which I thought was a cool way to show that they are paying attention.

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One way she kept students engaged was switching up how she delivered the instruction. She incorporated a game and also used a think, pair, share method of learning. I think this helped keep the students engaged because it wasn't too repetitive.

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During the lesson she would ask her class questions and have them discuss in groups. After discussing she would call on someone to share what they talked about. I like this strategy because everyone needs to participate since she calls on random students, but also it takes pressure off of individuals because it was a group discussion.

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One major active learning strategy used was the ability for students to discuss the answers of a question as a group. She also prompted students to take notes on the handout/text to help them comprehend the text.

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There were many expectations as a class that were consistent in the video. There were many expectations as a classroom as well as academically. In the class students would often say "thank you," they would snap to show other students they liked their answer and they were always prepared to be called on. Academically the teacher made it clear she wanted the students to use evidence from the text to answer all of her questions, she gave group discussion time and allowed the students to help each other answer questions without it seeming like the student was wrong.

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In this class the teacher was very thoughtful on choosing texts that would engage her students both interest wise and academically that would help push them. She also used many forms of instruction and almost always allowed the questions she asked to be answered in their groups first. Something I would not have thought about was to give the students who are struggling with reading a copy of me reading the text so they could become familiar with it before we dove into it as a class, this allowed her to create a more cohesive classroom.

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Something that was done well in this classroom was multiple ways to deliver instruction. She asked questions and Incorporated that into the classroom game . She also had the students discuss in small groups which was a form of "think-pair-share". I think Kaycee did a great job of meeting the needs of all her learners by providing many different ways for them to interact.

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Something that I noticed was that she had high but reasonable expectations for her students. She pushed them to answer with evidence and back up what they thought with evidence from the text. She also mentioned that she selected material from common core that she knew her students could manage, yet still pushed them to reach beyond what they thought they could do.

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Her expectations were very clear. She wanted the students to infer what the text was telling the reader. She had specific questions that could easily be found in the text that made the students analyse the information given to them.

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Something that I noticed that worked in this classroom were the established routines that were evident. She had her students respond with "thank you" when they were called on. She also had the students snapping for their peers responses in a show of support. Embedded in her routines were her transitions. I think this is something that she did incredibly well and it was obvious that her class knew her routine and moved seamlessly with her throughout the transitions.

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The teacher would use a mix of raising hands and calling on students depending on their participation. She also had a good mix of group work and lecturing which I felt added a good flow to the class that help contribute to making sure the content was engaging

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The teacher wanted to make sure that every student in the room was fully understanding the content that they were reading. She made sure that the story, the characters, and the characteristics that make up a story (things like protagonist, antagonist, etc.) made sense to every student.

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The students in this class were very active in their learning. They were constantly looking back to the text, finding their answer, and finding points to discuss with their peers. After they would discuss with their peers, they would share aloud with their teacher and join as a whole class discussion.

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I noticed she used the exit tickets to see where her students were at so she knew before the next class if she was going to need to spend more time on teaching that subject or if they were ready to step up to the harder reading.

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She utilized exit tickets to test their formative assessment of the ideas expressed in class.

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The teacher would ask questions relating to the text, then instruct that they look back to the text to find the answer and share with their peers around them. This way every student was looking back in the text and felt obligated to share with the 2 or 3 students in their group, even if they didn't feel comfortable sharing with the whole class.

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The teacher informs the students of the things they are doing right, along with pushing the students comprehension skills. She uses notes which helps to drive home learning objectives.

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The teacher used different reading methods to challenge the individuals comprehension. She also used an auditory form of text for the ELA students, which I thought was pretty cool.

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She used transitions to transfer from one topic to the next, which I though was awesome because it kept the ideas flowing while she changed areas of interest among the lesson.

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I really liked this idea. The students would share there responses and the other students would snap for them. This keeps the other students engaged while not being too distracting and giving reassurance to their peers.

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The  teacher utilized questions to keep the students engaged in active learning. Along with 30 secs to a few minute group discussions to allow the students to work cooperatively.

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She did many things to differentiate her lesson. She played the game, had group readings, teacher and student readings, comprehend questions, individual work if they grasped the lesson well enough, class and individual examples and asked questions throughout the text.

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If a student messed up or didn't give her the answer she wanted she would call them out and ask another student for the answer or give them a second chance to fix their mistake. While doing this she also gave them appraisal and compliments during the lesson and while they were walking out the door.

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At the beginning of her lesson and during she would propose a question to the groups and give them time to discuss. She would then call on a random student and after that student was sharing the other students would present snaps if they agreed with what the student was saying.

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She used this concept of text based evidence to check the student's comprehension of the text. The students would have to find where in the text it confirmed the answer to the teacher's questions.