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1. More student work up. More creation activities. Put up word wall that I have but haven't put up.
2. Various online activities (edpuzzle, vocabulary.com, videos with sketchnotes, tweentribune)
3.

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1. Lighting - like the way it changes the "Aura" of the room.  Student work on walls.
2. Competitive Assignments - students want to best themselves as well as their neighbors.  Students were able to share with each other and wanted to share.
3. Students were creating, reading, talking, writing and more. Technology was used in both instances.

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1.vocabulary.com, learning stations in Amber's room, word wall, display student learning, low lighting with lamp
2.vocabulary.com, edpuzzle, knowledge of student learning, student conversations
3.Students used several websites: tweentribune, vocabulary.com. Students were all engaged.

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The postive  quotes on the wall and the way data walls are used
The two minute drill, and small groups.
Students appeared that they were engaged and

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1.

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1. Put the objectives & goals in the 1st person on the board
2.knowledge of what they were doing & where they were going.
3.Students were engaged and none seemed to be off task or bored. they were in sall g

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1.

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1. after you've finished...
2. teacher proximity
3. There were both, appropriate rigor for the levels of students, the differentiation added to the complexity. Technology was used as a resource for learning.

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1.The use of posted notes to combine ideas.
The bullet points of what they should have learned from the lesson.
2. Leading questions, small groups.
3.All the kids were on task and could easily tell us what they were learning. Tech worked with pencil and paper

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2 minute drills
Standards Mastered for the day
GRIT
Data Wall with extra criteria
Student Choices
"I'm done....now what"
inviting lighting

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1. The teachers that were observed both had great classroom management techniques. They kept students engaged by having adequate work for them to do in the time frame allotted.
2. Students were using chromebook as well as paper and pencil. Directions and guidance were posted to keep students on track.
3. Rigor was appropriate for the group. There were lots of opportunities for differentiation depending on the group.
4. Technology was available for students to use to the degree they were comfortable

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1. Student Choice, Self Differentiation, extension activities
2. Chromebooks,  google classroom, timer, word cloud, daily schedules
3. Both rooms utilized higher level thinking skills and differentiation. The cups played on several senses and could lead to a higher level discussion.
Technology was used in both classrooms to guide and support student learning. It also allowed student to move quickly between activities without hesitation.

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1. Menitmeter, Student choice.
2. Differentiation , being able to listen to music while doing their work.
Moving around the classroom.
3.In the 1st classroom we went into the teacher had cups and one was full of air which would lead to high order question.

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1. The intense planning used by Lisa Scott, have differentiated options that allow individual learning and creative ways to demonstrate learning. Cup Activity from Mr. Gaither, makes information more physical and memorable for students.
2. Lots of options and differentiated lesson plans. Recap, Quizlet, Padlet, Seesaw.
3. Technology was very involved in Lisa Scott's class, lesson wouldn't have been possible without it. Not just enhancement, it created a lesson that wouldn't have been possible without it. Lessons were rigorous because they required students to take charge of their own learning, and decide how they wanted to demonstrate their learning. Also, they didn't stop at just giving information to the students, the lessons forced students to imagine themselves in the situations they were studying, and reach their own conclusions. This required deeper thinking than just repeating information.

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1. Kinesthetic representations of lesson concepts (cups from European exploration lesson), differentiation of technology tasks
2. EdPuzzle, Seesaw, Quizlet
3. Each student was held accountable for their own learning while still being engaged with peers through Seesaw videos, differentiated tasks, and real-world/hands-on elements