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I learned several fast, effective ways for formative assessment that I want to share with the faculty.

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I truly want to figure out a way to use this in my classroom. It engages communication, collaboration, creativity, and critical thinking all in one little case. Escape room for the classroom. I also think it might be a good team building activity for the staff to do.

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Understanding MAP more and how to group students using Learning Continuum.

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Student voice is key to engaging them in the classroom. Teacher need to listen and honor their voices.

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I learned how to make student work show up so that I can see it in Google Classroom.
How to use technology in Literacy instruction effectively.
readworks.org, quizlet,
readtheory.org, flocabulary
News ELA, nearpod
Epicbooks, educreations, turtle diary, readingbear.com (for low readers--free)

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Students can do much more than we realize sometimes. I learned that if you expect it, it will most likely happen. Stay positive and put expectations in place, train your students, be consistent, build rapport, and let them know you care! They will move mountains for you.

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I learned about using Kami with Google Classroom, which allows students to "complete" PDF activities online. My kids are so much more excited about doing these activities using Kami - just by simply adding the technology component. Giving them the choice of fonts and colors just excited them!

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Procedures are still a key component to personalized learning, just as it was before. Having a choice in pace, place, path, and person does not supersede having a management plan.

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Getting those conversations started with students about taking ownership in setting their goals. Have them take more control over their learning in ways to achieve those goals.

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How can I incorporate Google classroom into my PE class

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One take away was how to use Kami with pdf documents with my students.

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Student Agency and Competency Based Learning

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Student Agency and Competency Based Learning

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One take-away I would like to really work on is student guiding the questions. Students should be the ones creating the DOK 3 and 4 questions with guidance to own their learning. This allows students to understand where they are, where they are going, and how they will get there.

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Google Classroom Basics and Google Classroom and Beyond

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Google Classroom Basics and Google Classroom and Beyond

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One take-away is how to post assignments in Google Classroom using Kami. I also learned how to create groups in Google Classroom, so I can push differentiated assignments through Google Classroom.

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One take-away I would like to implement from this session is to get my students to understand where they are and what they need to get too by the end of the lesson or standard.

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One take-away I would like to implement is getting my students to understand where they are, where they are going, and how they will get there.

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One thing I want to take away is how to have my students with Autism take ownership and agency of their learning process. By using pictures, based off academic learning goals that I want to focus on, to spark conversation and interest. This lets students with Autism have a concrete way to take ownership of their learning and make learning authentic.

There are picture cues in the Lucy Calkins writing to help students with the writing process and a checklist so to speak to guide them.