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n taught it. and I had to throw my whole lesson out because their prior knowledge was so extensive about this topic it was astounding. I WAS SOOOO PROUD OF MY LITTLE EARTH SAVERS T_T

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Students were given "clues" as evidence to diagnose a health issue.

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A teaching moment was when the students were able to explain photosynthesis in great detail before I even taught it. and I had to throw my whole lesson out because their prior knowledge was so extensive about this topic it was astounding. I WAS SOOOO PROUD OF MY LITTLE EARTH SAVERS T_T

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Students were building on each others answers using evidence their classmates provided in their work and having a natural discussion in the chat as to who was correct/incorrect.

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Students were building on each others answers using evidence their classmates provided in their work and having a natural discussion in the chat as to who was correct/incorrect.

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some volunteered to put themselves out there and perform an improvised "scat" conversation/call &response.

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My students were very excited to see and discuss how NYC played an instrumental role in the development of jazz and other influential artistic/intellectual movements.

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Students were able to connect a series of historical documents using the correct thinking skills and language, and were able to explain their logic. (also much sooner than I had expected)

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Students were able to connect a series of historical documents using the correct thinking skills and language, and were able to explain their logic. (also much sooner than I had expected)

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Students debated if "justice was served" at the Nuremberg Trials. Most heated and passionate debate I have ever seen in a classroom. 

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Students debated if "justice was served" at the Nuremberg Trials. Most heated and passionate debate I have ever seen in a classroom. 

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Simulation based activities - hypothetical situations based in history (proposing a piece of legislation to solve an issue, industrial rev job interviews)

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Simulation based activities - hypothetical situations based in history (proposing a piece of legislation to solve an issue, industrial rev job interviews)

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Scenarios were kept simple enough that students were able to effectively participate with minimal context and the motivating technique didn't require pre-reading other than the activity itself.

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Students in my anatomy class wrote stories about their worst nightmares using anatomical terms.

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Students are more invested in the characters

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The kids seem to like discussions about power and the psychological aspects of it. So when we discuss anything in that regard they're often highly engaged. 

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The kids seem to like discussions about power and the psychological aspects of it. So when we discuss anything in that regard they're often highly engaged. 

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When referencing a Supreme Court Case, students began to debate ethics on Miranda v. Arizona.

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we did an activity and every single one of the 30+ students were actively engaged in the task. Students were asked to rank 15 items in order of importance for survival if they were in a moon.

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we did an activity and every single one of the 30+ students were actively engaged in the task. Students were asked to rank 15 items in order of importance for survival if they were in a moon.

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Started with a short clip and asked students just to respond based on the information provided.  They looked at it with a much more critical math lens then I initially thought

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We were building a 3D topo map of Denver and the kids worked lunch times, after school. They really liked the tactile and the visual of their city. Made them think differently

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I taught excerpts of The New Jim Crow this year and was shocked at how many students chose that as their favorite text of the year. They also remember major concepts although that was the most difficult text we read.

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Students designed concepts and produced pieces depicting the realities of police brutality and were extremely passionate about combatting this injustice through their artwork

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Using audio recordings to tell their story. ENL 

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Using audio recordings to tell their story. ENL 

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Students were given the choice of a picture, they explores story line options, and writing supports. After writing, the students recorded themselves telling their story. Students used vocabulary, writing supports and were assessed narrative writing.

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Connecting math to things students are familiar with (that they may not think are related to math) Comparing functions to vending machines. Students were more open to give their opinions/participates because  snacks/vending machines were familiar to them

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Students were engaged in investigating where earthquakes took place based on seismological data. Surprising because it was an exceptionally challenging task, but they were pretty much all participating and using each other as resources

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Students were engaged with each other on things they could do to reduce stress during home learning. A lot of good ideas that students found helpful for each other.

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ELA 10 worked on a utopia project this year, where they created their own utopian societies based on utopian lit we had read. Students that were otherwise disengaged created beautiful and engaging projects, and were extremely excited to unmute and share with classmates. I think this happened because they were happy to have a project where they got to be creative and do something out of the ordinary on a topic that they are interested in.

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We were covering morals in greek mythology and my class started an in depth conversation about morals of the past and how they connect to morals of today. They had a high level discussion and used strong critical thinking analysis skills. I think it happened because our students want an outlet to discuss the world around them.

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Properly scaffolded, strong exemplars, enough time to create and work with a group

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I asked students to write a letter to Jimmy describing a mistake he had made when explaining how electricity flows through a circuit.  Many students wrote dissertations, getting very excited to add a little flavor to the letter, but also included a tremendous amount of detail in their own explanations, and picked apart every aspect of Jimmy's flawed argument. I was very surprised by the level of engagement.

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I started class with a short video and asked students to come up with possible Algebra 2 questions of their own to "investigate." We wrote down options and settled on one as a class.  They were extremely engaged and creative. The video was just of a cup of coffee cooling with a thermometer next to it. The topic I led them towards was Newton's Law of Cooling.