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I noticed supplementary materials with questions to guide student to student discussions and writing responses

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I noticed the teacher pulling students' life experiences and culture to make connections during a discussion and video.

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I noticed clearly defined guidelines to guide students in building their own civilizations in small collaborative groups

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I noticed teachers asking questions about how, why, and what do you think about...? Students responded with personal connections and sometimes more questions.

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I was amazed by the resources provided to help students assess themselves and monitor progress with the "Create a Community" project.

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I noticed intentional questioning that guided students' thinking about content. This supported both reflection and anticipation of next steps.

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The use of physical arrangement of the room was certainly conducive to student learning and the activity at hand.

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I noticed that students in core had multiple entry points for engaging in a project that required both individual and group work. Students had built-in support such as sentence starters depending upon their individual needs. This allowed the project to be accessed by every student.

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I was thoroughly impressed with the quality of student talk in the 8th grade math class. Students were confident in using very advanced language.

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I saw students responding to teacher questions with models, study notes, and idea drafts that explained their thinking

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I noticed class schedules/organization posted on the board to support students with managing their own time while working on a project. A student even referred to it when questioned about how the group was working together to meet the deadline.

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Clear engagement strategies were present in the 6th grade core class that allowed students to work independently and collaboratively in a purposeful and equitable way.

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I noticed a social studies teacher making multiple connections to past learning and student experiences. Students were able to build upon a personalized core of knowledge to engage in some very complex learning (i.e., how does the California aqueduct relate to the Great Northern Migration?).

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I heard several students helping each other to deepen their understanding with small group talks about previous research and study questions.

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I noticed the teacher guided learners through a process of "answering their own question" by intentionally scaffolding questions that met students where they were at.

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The pedagogical content knowledge of the teacher in 8th grade math was very impressive. The energy and passion for the content has clearly transferred to their students.

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I noticed questions that helped students to revisit the main ideas

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I noticed ownership of learning as students applied learning of governmental, cultural, and economic systems to create their own complex society. Students were able to explain what made their own societies unique as they displayed complex maps and personalized essays.

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Clear systems and routines were present in 6th grade core class
that allowed groups to work at their own pace.

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I noticed that students could not wait to ask questions or answer questions in math class because they knew that they would be publicly appreciated for doing so. This created a highly motivating environment and a family atmosphere.

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I heard several encouragements to student efforts:
"Nice job!"
"Great questions from incredible thinkers!"
"Awesome suggestions!

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I noticed students creating culminating projects that were clearly designed to give them the opportunity to revisit/demonstrate understanding of concepts from various units throughout the school year.

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Students collaborated together on a shared Powerpoint presentation with each one contributing different content and ideas