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SHARE YOUR REFLECTIONS ON THE STRATEGY YOU TRIED OUT!

1. What strategy did you use?

2. How did it go? / What standard/skill/content was it used for?

3. BONUS!--> Likes/dislikes, picture attachments or links to student examples, gif reactions, next steps, audio recap from a student, screencast, etc. (Check out the padlet response options!)

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1. What strategy did you use?
Give One-Get One

2. How did it go? / What standard/skill/content was it used for?

8th grade students are designing virtual gliders using the Engineering Design Process and their knowledge of the principles of motion and flight.

They each shared one tip to help improve glider performance.

Great converstatons!

Insightful

Respectful

Correct use of academic vocabulary

Applied the tips they got from their peers to improve their own glider designs

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1. What strategy did you use?
-Give one Get one

2. How did it go? / What standard/skill/content was it used for?
-I used this in my 7th grade classroom. We did an overview of the American revolution and what they could recall about the unit. Students had to go around the room, and gather other information from other students. They could not repeat the same information as other students when gathering information.

3. BONUS!--> Likes/dislikes, picture attachments or links to student examples, gif reactions, next steps, audio recap from a student, etc. (Check out the padlet response options!)
-My students loved this activity. It gave them an opportunity to learn from each other as well :)

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1. Concentric Circle Discussion with 6th grade

2. It went really well. After playing Wall Soccer the kids grouped up in 2 circles. The inside circle of students told the outside circle which fitness component the first activity we did was associated with. The outside circle said whether or not they agreed and why. Then after the outter circle rotated, the circles switched roles of what they were to answer. This was done for every exercise we did in class. This was done at the end of class, the last 5 minutes.

3. I really liked how the students had a chance to talk to one another and how they got new "random" partners to discuss with. I also liked how they talked with just a partner and not a larger group, I felt like everyone got a chance to participate this way.

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I have not yet graded the exit quizzes but engagement was off the charts! My screencastify gives more detail:)

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1. What strategy did you use?
Give One, Get One

2. How did it go? / What standard/skill/content was it used for?

We used it for brainstorming ideas for a writing project. The each had to brainstorm 2 things they could include in their letter ahead of time. They then had to share one of those two things with a partner to "give one" and vice versa. We rotated it so each kid had to give/get an idea from a total of 4 other partners. Students were engaged and on task! Everyone was respectful and the kids were excited to try something different. We'll use it again for future brainstorming sessions.

3. BONUS!--> Likes/dislikes, picture attachments or links to student examples, gif reactions, next steps, audio recap from a student, etc. (Check out the padlet response options!)

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1. Give one-Get one

2. We used it in Language Arts for a writing project the students are working on right now.  They are writing letters to a person/people of their choice and explaining why they are thankful.  So many times students struggle to think outside the box and can only think of monetary items to be thankful for - "I'm thankful they buy me this, buy me this, buy me this...."  This activity helped them think of different ways to be thankful.  Maybe theirs wasn't identical to their partner, but they were all able to adapt it to their experiences.

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Seper/Bunger "Rally Table"  Team Writing

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Seper/Bunger "Rally Table"  Team Writing

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1.  What strategy did you use?
Rally Table ~ Team Writing
2. How did it go? We broke the students into groups of 4-5 students and used it for a writing activity working on adding voice. The students did one sentence after given a story starter, passed to the left, and that person added to their story. After each sentence, the students would pass to the left. It was somewhat difficult doing as a whole group due to differences in writing speed. The students did enjoy working with other students in small groups. After a few rotations, groups started working at their own pace. Handwriting and spelling is factor for students to read others handwriting. In a non covid year, we could just pass chromebooks around so they could type in place on writing on a hard copy.

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1. What strategy did you see?
Gallery Walk

2. How did it go?/What standard/skill/content was it used for?

We used the gallery walk idea in our Language Arts classroom. Essentially, the students walked around the classroom in a rotation with their groups. At each center there was a image that students looked at and had to describe using imagery. This helped prepare students for writing their narrative essays. Overall we felt that it was a great activity and students learned a lot from each other.

3. Bonus!

We attached a picture of one of our gallery walk stations.

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1. I used the gallery walk for my Mesopotamia unit. Students worked in groups and researched different tools on Mesopotamia.
2. It went well! Students took initiate and took charge of their learning. They also had to rely on each other to learn about the different tools. Once they completed their research, students had to create a google draw based on what they found. Once they were finished, I printed out the pictures and placed them around the room. Students then had to complete their graphic organizer and look at other student's work.
3. I would like to try this again. I think in the future I would like to spend more time on this project. I have considered adding a screencastify assignment to this as well? Not sure :)

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                              Sticky Note Padlet

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                              Sticky Note Padlet

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1. What strategy did you use? Sticky note discussion on a padlet

2. How did it go? / What standard/skill/content was it used for? Narrative writing/brainstorming topics - students posted a sticky note on the padlet with the topic for their science fiction narrative.  They were able to read everyone's ideas, rate the idea with 1-5 stars, and post a comment on other students' sticky note.  It was great to see everyone's ideas on one board. I was able to offer immediate feedback and offer suggestions on how to improve their story ideas.

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1. RALLY TABLE Voice Writing

2. How did it go? / What standard/skill/content was it used for?
We used this strategy while teaching the students to add voice into their writing. We put students in groups of at 4 and gave them a story starter. We started by giving the 2 minutes to add 1-2 sentences with VOICE to their story. When time was up we had them pass their papers to the right and add to the next story. We did this 4 times until their story came back to them. Students were able to add to their story 1 more time, read it and then we shared. In the next class, we just gave an overall time limit and let them work at their own pace. It took students a wide range of time to complete their writing and come up with ideas. It seemed to work better throughout the day when giving them more freedom within their groups. The students really enjoyed this activity and had never done it before.

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1. Gallery Walk
2. We did a gallery walk to introduce our Artist Study project.  For the Artist Study, students will be doing a biography on an artist of their choice and creating a piece of artwork based on that artist. For the gallery walk, students chose a different piece of art for each question on their worksheet.  The questions were all subjective and led to students viewing and interpreting art based on their own experiences.  For example:
What information do you wish you knew about this?
What don't you like about the piece?

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1. What strategy did you use? Gallery Walk

2. How did it go? / What standard/skill/content was it used for? I put poster paper around the room labeled with character, setting, sensory details, conflict, and examples from novel.  They got in groups and walked from poster to poster adding how they could add science fiction elements to each part of a story.  Each group used a different color marker - they could not repeat any ideas that were already listed from a prior group. Then I went over each poster and added my thoughts and ideas. It really helped the class add ideas into their own stories!

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1. What strategy did you use?
Picture Notes

2. How did it go? What standards/skills/content was it used for?
Students seperated a blank sheet of paper into 8 sections. During our read aloud each day students complete one of the sections on the sheet. They draw images that explain the main idea, make connections, etc.

3. Bonus!--> Likes/Dislikes, picture attachments or links to student exmaples, gif reactions, next steps, audio recap from a student, etc. (Check out the padlet response options!)
Picture shown above!

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1. What strategy did you use?
-We used hexagonal thinking for our Ancient Egypt unit.

2. How did it go? / What standard/skill/content was it used for?
-I did this virtually. Students took terms that we used throughout the unit and connected them to each other. For example, 'Nile river' and 'Giver of life' students would pair/connect words and then created an explanation as to how they connected.

3. BONUS!--> Likes/dislikes, picture attachments or links to student examples, gif reactions, next steps, audio recap from a student, screencast, etc. (Check out the padlet response options!)
-I think this was a great challenge for students. Students needed to make connections and think deeply about why they connected certain words together. Next time I would like to start with fewer words. I did have to guide them for a bit, but once they got the hang of it, they were rolling right through it. I am going to try this again.

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1. What strategy did you use?
Think-Pair-Share: Silent Discussions

2. How did it go? What standard/skills/content was it used for? Students held a silent discussion while interpreting a poem. Students were asked to independently read the poem and being writing down their interpretation of it. Once students had jotted down their thoughts and ideas they began reading their groups notes too. They then questioned and prompted one anothers thoughts through writing. Side Note: There is no verbal communication throughout this process. We then get together as a class and discuss everyones interpretations and see if we can fully interpret the meaning of the poem as a whole. It's difficult for students communicate with one another through writing, but once they got the hang of it they were able to really have fun with it and analyze each others thoughts.

3. Bonus! We added a picture.

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Samples of how some of the one-pagers turned out!

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1. What strategy did you use?
Sticky Note Storm (Discussion).

2. How did it go? What standard/skill/content was it used for?
We used the Sticky Note Discussion to help students better understand the different types of figurative language. Each day, the students have a different type of figurative language assigned to them. The students have a few minutes to write down as many examples as they can. Prior to sharing it out to the class, the students discuss within their groups whether or not their sentence fits the figurative language category for the day.

3. We have really enjoyed using this strategy. It is a quick way to review figurative language that is very impactful to the students. We have noticed a lot of improvement in their understanding.
The picture we included was from when they wrote down words for onomatopoeia.

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1. What strategy did you use?
Pear Deck
2. How did it go? / What standard/skill/content was it used for?
The pear deck went great! Students were able to find the slope of a line from a graph and two points. It was nice for students to have a bigger picture of a graph and be able to trace along the line on their chromebook screens. Students were also able to see their peers responses and we were able to have a discussion about common errors students were making. If multiple students got a question wrong, we had a discussion by using the wrong answers and trying to find out the right solution.
3. BONUS!--> Like- Students liked to be able to see other student responses. Dislikes- If students finished early, they like starting drawing/doodling on their screen.
I used this with my double accelerated class. It is nice to use as a whole group activity but I think next time I might try student paced instead of instructor paced.

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1.  We used Pear Deck
2.  It went well.  Used in math when reviewing Inequalities for review.  It gives the class a visual and they can see if they are correct or not without everyone knowing.
3. I like it. It has been used in the LA class I am in as well several times.

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1. Pear Deck
2. 6th Grade math students were using an instructor-lead pear deck to answer questions about inequalities. The question would read something like 'At most 12 people can ride on the bus' and students would have to drag their 'dot' on their screen to the correctly written inequality. It was used for the scale of Inequalities.
3. The students really liked it - it was a good way to get them engaged in the content. This was part of our first lesson of this topic, and it was something different than just taking notes or playing blooket to review it. It went well and we were happy with how engaged everyone was!

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1. We did the sticky note discussion.
2. We were introducing a math project about planning a trip to Ireland, so we had them write on a sticky note anything that they already knew about Ireland. If they didn't know anything, we told them to look up a quick fact and write it down. Most kids were surprised to find out some of the facts that they did - like how Halloween originated in Ireland! It was used for the skill of decimal operations and it was more of a 'fun' project rather than an entirely content-based one, but the kids loved it. We really liked opening the lesson with the sticky notes - it gave us a starting point.

3. We really enjoyed using this strategy. It was surprising to us to see how many students didn't know anything about Ireland - and they were all very engaged when putting their sticky notes up at the front. The picture included was one of the class' sticky notes.

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1. What strategy did you use?
Think Pair Share

2. How did it go? / What standard/skill/content was it used for?
I used this in my 6th grade accelerated class when we were learning about percentages last week. We talked about how we use percentages in real life - and then I gave them a few real-world problems to try on their own (think), review with a peer (pair), and then we talked about the answers altogether (share). We also tried this in our co-taught class with unit rates - because that is another standard that allows for a lot of real-world problems. The students liked working together and checking their answers with each other - it made a lot of them more confident about how they did their math and they learned from each other!

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1. Escape Room
2. We have used Escape Rooms to review concepts and whole standards.  Students work in groups to break codes in 5 different rooms.  Our escape rooms have been standard focused as well as concept focused: Figurative Language, Non Fiction, Thanksgiving (parts of speech review).
3. The students really enjoy the escape rooms. We have found that it is very beneficial for students to have a paper copy so that they can write down their answers as well as take notes while trying to break the code.

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1: Gallery Walk

2: It went well.  We used it to learn business functions.

3: I would have students create posters rather than Google Slides.

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1. Stations
2. We use stations for review, work completion, and to assess on a standard.  We set up 6 rotations and students have 12-15 minutes at each station.  Some stations have review games while others have standard assignments to complete.
3. Student really like station day. We use to do this monthly, now that we have more freedom to group students and move around we will add it into our plans more.

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1. We used Picture Notes (Doodle Pages)
2. We use picture notes during read aloud.  This allows students to draw while they are listening but also focus on strategies at the same time.  We divide our paper into 4 sections and put 1 focus skill in each box.  Students can write or draw anything related to the story while they are listening.
3. This is going well. We realized students needed something to do while listening to the story, so picture notes are a great way to support their needs while learning at the same time.

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1. Escape Room

2. This was used to end the unit on Ancient Greece. During the unit students did  study about Greek Gods and Goddesses.

3. Students did enjoyed this activity. There was a lot reading in the stories which made it a little hard for some students. Putting them with a partner made it easier for students who needed extra help.

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Escape Greek Mythology Adventure - Google Slides (1)

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                              Lisa Jewell

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                              Lisa Jewell

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1. What strategy did you use? Chunking/Paraphrasing

2. How did it go? / What standard/skill/content was it used for? RL 8.3 Story Elements/Novel Flygirl

The novel we were reading had some really long chapters so I divided the chapters into chunks. After every 3 pages the students had to write a few sentences, in their own words, summarizing a main event from those pages.  The skill was to see how plot events moved the story forward.

3. The students found the chunking was very useful in helping them to pay attention and focus on events. It kept everyone on track. They were better able to participate in discussions and complete their study guides.

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1. What strategy did you use?
Rubric
2. How did it go? / What standard/skill/content was it used for?
We love using rubrics. We used this particular rubric for grading narrative essays. It takes a very complex thing to grade, breaks it down, and makes it much easier to grade for us. It's also SO MUCH easier for parents and students to understand where they did really well and where they may have gone wrong. We've also used rubrics heavily for proficiency based grading since so many of our assessments have multiple standards. We'll be using it again in a few weeks for their argument writing piece.

We are also EXTREMELY excited to have Canvas coming back. They have a really good rubric maker built in to Canvas.
3. BONUS!--> Likes/dislikes, picture attachments or links to student examples, gif reactions, next steps, audio recap from a student, screencast, etc. (Check out the padlet response options!)

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1. What strategy did you use?
Rubric
2. How did it go? / What standard/skill/content was it used for?

They are used in my classroom when we are working on projects. Rubrics are great for the students to see what is expected of them. Rubrics give students a checklist of what they need to complete. It makes it easier for the students  and the parents to understand what they need to master  a
scale.

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1. Rubrics

2. I used rubrics in my accelerated class for our mathematician project. It wasn't exactly for a standard, but a supplemental project that we are doing at the end of the year. Students had to research a famous mathematician and do a project on them, including a picture, birthday/death date, why they are famous, interesting facts, etc. After all students completed the project, I gave them each a rubric to fill out about someone else's project (they presented in groups of two) and they graded them based on a rubric. I also filled the rubric out after I collected each project. It was cool to see them engaged with grading each other's and the rubric definitely made it easier for them to define what was done well and what wasn't!