# data[].attributes.body
https://goo.gl/jFjo1e

# data[].attributes.body
https://goo.gl/cu4Wrl

# data[].attributes.body
I SEE a lot of students engaged and enjoying the new technology they have at their fingertips. I  THINK they are getting better with accessing more resources (some appropriate and some inappropriate)  and applying it to what they are learning. I WONDER if we could have a file where we all drop our lessons in throughout the district to help us share our work.

# data[].attributes.body
I see both teachers and students embracing technology and using it in the classroom.
I think that technology use needs to be more rigorous, and there should be an accountability piece.
I wonder what our next steps are for improving teachers´ understanding of leveraging tech with rigor and providing support for implementing those lessons in the classrooms.

# data[].attributes.body
webqr.com

# data[].attributes.body
QR Code Generator
https://www.the-qrcode-generator.com/

# data[].attributes.body
I see students and teachers using technology more. I think students are great at using the computer and are enthusiastic to use it. However, I think they are too focused on wanting to use it to play games and get distracted by it instead of using it for education. I wonder how we can increase the rigor of student use and change their mindset on the use of technology for education.

# data[].attributes.body
I see students excited about learning. I think they can do more. I wonder how to get them to that point independently.

# data[].attributes.body
I see that students are using technology in the classroom more regularly.
I think that we are moving in the right direction with going 1:1 because these students are living in a more digital world.
I wonder how to leverage the technology to our youngest learners.

# data[].attributes.body
I see technology being used as another avenue for students to show their thinking. But I think that I still need help with leveraging technology to differentiate lessons. I wonder how to bring up the rigor in my classroom while using technology.

# data[].attributes.headline
C.Bowerman                                I see all of our students using technology on a daily basis.

# data[].attributes.subject
C.Bowerman                                I see all of our students using technology on a daily basis.

# data[].attributes.body
I think that we have made a lot of strides with using technology at our school.
I wonder how long it will take me to be able to effectively use rigor in my classroom.

# data[].attributes.body
I see students excited to use their chrome books. I think there needs to be a balance between digital and paper instruction. I wonder how I can increase rigor.

# data[].attributes.body
I see students expressing their excitement in using and learning the new technology.
I think some students need to have more ownership and desire to try and explore to complete tasks.
I wonder how to get all students to take on accountability and to ask and push the rigor.

# data[].attributes.headline
I see all teachers working hard to incorporate tech into their classrooms.

# data[].attributes.subject
I see all teachers working hard to incorporate tech into their classrooms.

# data[].attributes.body
I think  how will I ever learn ALL  I need to learn to help my students become 21st century learners. For example I use what I know and comfortable with

I wonder

# data[].attributes.body
I see my partner using a View Sonic and I think I could push my students learning further with the View Sonic as a learning tool. I wonder how could else I could use the View Sonic in the classroom.

# data[].attributes.body
I see teachers using tech to bring student's learning go beyond the classroom through google hangout (teacher account).  I think this is where we need to go to give students an authentic audience.  I wonder when district  will open google hangout for students.

# data[].attributes.body
I see students

# data[].attributes.body
I see students preferring to use Chromebooks for work.
I think they are becoming more confident users of technology.
I wonder about how they are using Chromebooks at home.

# data[].attributes.body
I see that all of my students have devices and it makes using tech far more accessible/easy to use. I think that kids are enjoying using the tech throughout the day and thus are enjoying their learning experiences. I wonder what else I can do to increase rigor/engagement/audience with tech WHILE keeping a balance with other skills that are just as important (fine motor cutting/painting/drawing). :)

# data[].attributes.headline
The student engagement in learning more through technology is fun yet a bit challenging to some students.  I see many students easily navigate through the lessons and wake up many more questions.  I wonder how long will it take for me to make more rigorous lessons. 

# data[].attributes.subject
The student engagement in learning more through technology is fun yet a bit challenging to some students.  I see many students easily navigate through the lessons and wake up many more questions.  I wonder how long will it take for me to make more rigorous lessons. 

# data[].attributes.body
Monica

# data[].attributes.body
I see students and teachers eager to use technology.

I think that it is inspiring.

I wonder how we can continue to increase rigor and move out of the SA of SAMR.

# data[].attributes.body
I see students working more independently and I am able to make my lessons more interactive and provide more immediate feedback. I think that it increases my students' engagement and allows them to make changes with the immediate feedback. I wonder how I keep my students more accountable for their own learning and finishing their assignments independently.

# data[].attributes.headline
I see students excited to use technology in the classroom. I think I need to learn how to integrate technology more with my students with special needs. I wonder what other special ed teachers do woth technology in their classrooms. 

# data[].attributes.subject
I see students excited to use technology in the classroom. I think I need to learn how to integrate technology more with my students with special needs. I wonder what other special ed teachers do woth technology in their classrooms. 

# data[].attributes.body
I see teachers and students using technology more regularly and being able to work independently. I think we still need help on how to integrate technology more and create new ways of doing lessons. I wonder how to increase rigor using technology effectively, but still being able to teach basic skills.

# data[].attributes.body
I see my students excited and engaged using their chromebooks and technology. I think my students are constantly looking for more opportunities to use technology each day. I wonder how much of that is educational versus recreational.

# data[].attributes.body
I see students using their devices for most assignments. I think technology is a great tool. I wonder what are the next steps of learning.
Krawiec

# data[].attributes.body
I see students engaged in their learning. Also, teachers using more apps and hyperdocs to meet students needs. I think that it is amazing to see students using technology. I wonder how to motivate students to work at home with technology like they do at school.

# data[].attributes.body
Digital Tools for Teachers

# data[].attributes.attachment_link.description
Providing opportunities and environments that will equip, inspire, and empower all learners to effectively use technology and become self-directed, goal oriented, and productive members of their communities.

# data[].attributes.body
Ask, "How can students discover what parts of speech are and teach it to someone else?"

# data[].attributes.body
She should help students to connect to why parts of speech are meaningful. What is interesting about them? If she thinks that parts of speech are boring, then the students will too.

# data[].attributes.body
How do you define rigor? What does that look like in a classroom? Maybe find some video clips or examples to help her better understand. Also, have a conversation about purpose when planning instruction. What is the purpose of teaching this lesson? Why do students need to know it? How can you help your students see the value in what you are teaching?

# data[].attributes.body
S

# data[].attributes.body
The teacher needs to be asked how she would teach parts of speech differently?

She also needs to relate parts of speech to be more relevant in order for students to care more about what they are learning.

# data[].attributes.body
The activities she planned for her students should be more thoughtful and meaningful. They need to connect to their real-life and the content.

# data[].attributes.body
What would you do differently?
How could the students take more ownership?

# data[].attributes.body
I would schedule a visit to a rigorous classroom.

# data[].attributes.headline
I would tell the teacher to have the kids do more of the the teaching and interacting. The lessons need to connect to something relevant to the students. Lessons should be interactive... maybe the kids could act out the parts of speech in groups to teach the other kids.

# data[].attributes.subject
I would tell the teacher to have the kids do more of the the teaching and interacting. The lessons need to connect to something relevant to the students. Lessons should be interactive... maybe the kids could act out the parts of speech in groups to teach the other kids.

# data[].attributes.headline
Find a way for the students to show what they know and how they can dive deeper into the research of the parts of speech.  Giving the students the accountability and let them create different ways to display what they know.  

# data[].attributes.subject
Find a way for the students to show what they know and how they can dive deeper into the research of the parts of speech.  Giving the students the accountability and let them create different ways to display what they know.  

# data[].attributes.body
Ask the teacher what rigor means. THen make connections to her activities. They could be "fun" activities but if they make connections with the activity and the learning goal and ask those higher level questions after the fun activity to tie it all to the objective.

# data[].attributes.body
https://goo.gl/cu4Wrl

# data[].attributes.headline
Thinglink- additional VTR resources https://goo.gl/Z8rMnm 

# data[].attributes.subject
Thinglink- additional VTR resources https://goo.gl/Z8rMnm 

# data[].attributes.attachment_link.title
Visible Thinking Routines by Jill Bromenschenkel

# data[].attributes.attachment_link.description
TOUCH this image to discover its story. Image tagging powered by ThingLink

# data[].attributes.headline
Task- Respond to the article using visible thinking routines- post on padlet

# data[].attributes.subject
Task- Respond to the article using visible thinking routines- post on padlet

# data[].attributes.body
https://goo.gl/nwqTjU

# data[].attributes.headline
The thinking routine that I would use is the connected extend challenge. They can connect what they already know about arthopods to what is in the article and then talk about what new ideas they learned and what they still do notunderstand can be discussed.

# data[].attributes.subject
The thinking routine that I would use is the connected extend challenge. They can connect what they already know about arthopods to what is in the article and then talk about what new ideas they learned and what they still do notunderstand can be discussed.

# data[].attributes.body
I would use think, puzzle, explore, because I want to elicit student thinking and invite them to think more deeply about the topic. My students tend to answer questions at only a surface level, so this routine will press them to go further in their thinking--by forcing them to express more.

# data[].attributes.headline
The visible thinking routine that I would most likely use in my classroom is See-Think-Wonder.  I think this routine will help foster that higher level thinking that I am constantly encouraging my students to use.  

# data[].attributes.subject
The visible thinking routine that I would most likely use in my classroom is See-Think-Wonder.  I think this routine will help foster that higher level thinking that I am constantly encouraging my students to use.  

# data[].attributes.headline
My students are learnimg how to express their opinions in their writing. The topic of dicussion is "Do you think Animals should be in Zoo?"  I would use the  Compass Point to start the dicusssion. EWNM-0

# data[].attributes.subject
My students are learnimg how to express their opinions in their writing. The topic of dicussion is "Do you think Animals should be in Zoo?"  I would use the  Compass Point to start the dicusssion. EWNM-0

# data[].attributes.body
I would use this VTR because I can connect the article to either my own students' lives, something we've read in class or something they have seen (ex. movie, news).  I would have the extend the learning and decide what new ideas came to mind.  Finally, I would ask what is still challenging them.  I would use this routine because connecting it to something is already a strategy that we've used in class.

# data[].attributes.headline
I would use see, think, wonder so that my students can tell me what they see (visuals help a lot) and broaden their thinking with what they think and what they might wonder about.  This would make them have their own ideas and thoughts to see what their viewpoints may be. 

# data[].attributes.subject
I would use see, think, wonder so that my students can tell me what they see (visuals help a lot) and broaden their thinking with what they think and what they might wonder about.  This would make them have their own ideas and thoughts to see what their viewpoints may be. 

# data[].attributes.headline
I would use the think, puzzle, and explore.  It would give us an opportunity to see what we know and where do we want to go.  The students can have a voice in what we are going to learn about.

# data[].attributes.subject
I would use the think, puzzle, and explore.  It would give us an opportunity to see what we know and where do we want to go.  The students can have a voice in what we are going to learn about.

# data[].attributes.body
I would the connect-extend-challenge during my literature circle groups. As they work within their leveled reading groups, students can engage in academic discussions on how the text they are reading connects to their experiences, other texts, or information in the media. They can engage in conversations about author's message and more.

# data[].attributes.headline
I like the think, wonder and challenge for K...they have SO MUCH curiosity and I feel this brings it out.  I also like the "I used to think ____ and now I know _____.  This would even be great to share on SeeSaw for both parents to hear and peers.

# data[].attributes.subject
I like the think, wonder and challenge for K...they have SO MUCH curiosity and I feel this brings it out.  I also like the "I used to think ____ and now I know _____.  This would even be great to share on SeeSaw for both parents to hear and peers.

# data[].attributes.headline
I would use the Think Puzzle Explore coupled with What Makes You Say That so students respond and justify their response.  In the article, first graders did it!  Powerful tool!

# data[].attributes.subject
I would use the Think Puzzle Explore coupled with What Makes You Say That so students respond and justify their response.  In the article, first graders did it!  Powerful tool!

# data[].attributes.attachment_link.description
Popplet is the best app for sharing visual ideas.

# data[].attributes.body
I would use see, think, wonder to see what students are thinking and pique their interest in the class about given topics. Using think and wonder, students can direct their learning so they are more motivated to answer their own questions.

# data[].attributes.body
I would use connect, extend, challenge to help enhance RESPECT science. Respect science utilizes a science content storyline and this strategy can connect science ideas together from the previous lessons. It would help the students follow the storyline.

# data[].attributes.body
I feel like the connect- extend- challenge would be most beneficial for my upper grade students. They often tend to question relevancy so this visable thinking routine can help my students relate to what they are learning. They can also have the opportunity to give new ideas and clarify what they would like to be clarified.

# data[].attributes.headline
Ways to connect outside of classroom walls

# data[].attributes.subject
Ways to connect outside of classroom walls

# data[].attributes.body
https://www.one-tab.com/page/kvuAh-OsRpClrXx03SYFHQ

# data[].attributes.body
I used to think that it would be difficult to use visible thinking skills but now I see how easy it is to ask a question such as, "What makes you say that?"

# data[].attributes.body
I used to think that adding rigor was a daunting task, but now I have an entry point to use with my class.

# data[].attributes.body
I used to think that rigor was just making the work harder, but now I think that rigor is more about thoughtful work, high level questioning, and academic discussions.

# data[].attributes.body
I used to think
but now I

# data[].attributes.body
I used to think that my students needed to be challenge academically. Now I know new tools to add rigor to my lessons.

# data[].attributes.body
I used to think rigor was giving students more challenging work but now I understand that rigor is expanding students thinking.

# data[].attributes.body
I used to think that adding technology would boost rigor, but now I know that it is all about using technology in a meaningful way

# data[].attributes.body
I used to think that it would be difficult to apply rigor in my RSP classroom but now I know that I can use the higher level questions to have my students think more in depth.

# data[].attributes.body
I used to think that implementing more rigor would be intimidating, but not I know that I can begin by just changing my questioning.

# data[].attributes.body
I used to think that rigor was about making things harder for my students (which I didn't like because I have many students who struggle), but now I understand that rigor is about increasing the amount of student thinking by using questioning structures.

# data[].attributes.headline
I use to think rigor was making things harder but now I know its higher level thinking

# data[].attributes.subject
I use to think rigor was making things harder but now I know its higher level thinking

# data[].attributes.body
I will incorporate some of the visual thinking routines learned today. 3rd grade is planning on working together.

# data[].attributes.body
I will ask my students, "what makes you say that?"

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
I will use the What makes you say that in my RSP room as well as the See, Think, Wonder routine for the comprehension

# data[].attributes.body
I used to think that rigor was making the work harder, but now I know that rigor involves higher level questioning, academic discussion, and thoughtful work.

# data[].attributes.body
I used to think rigor was hard to figure out and design but now I realize strategies that I can use to help

# data[].attributes.body
As a 4th grade team with both schools, we decided that we will read an article and hold a debate on zoos. We will utilize Google hangouts, padlet, and flipgrid to collaborate across schools. We will use the compass points.

# data[].attributes.headline
I use to think that Rigor was daunting to teach but now I know by just adding a few  sentence frames

# data[].attributes.subject
I use to think that Rigor was daunting to teach but now I know by just adding a few  sentence frames

# data[].attributes.body
We are extending our audience to kiddos in K at Armstrong. We will

# data[].attributes.body
I will be asking, "What makes you say that?" And having students reflect on their learning by saying, "I used to think.. but now I..."

I will also be connecting with kiddos from LaVerne.

# data[].attributes.body
I will apply the See, Think, Wonder and what makes you think that? to my groups.

# data[].attributes.body
I used to think that adding rigor

# data[].attributes.body
I plan on using I used to think _____ but now I ______ as a way of seeing what my students learned and see how I can encourage them to depend their thinking.

# data[].attributes.headline
I used to think that increasing rigor in kindergarten would be very difficult

# data[].attributes.subject
I used to think that increasing rigor in kindergarten would be very difficult

# data[].attributes.headline
I used to think that increasing rigor in kindergarten would be very difficult, but now I know several strategi

# data[].attributes.subject
I used to think that increasing rigor in kindergarten would be very difficult, but now I know several strategi

# data[].attributes.headline
Monica-I will apply "What makes you say that?" when students give response. 

# data[].attributes.subject
Monica-I will apply "What makes you say that?" when students give response. 

# data[].attributes.body
We will use "See, Think, Wonder"

# data[].attributes.headline
I used to think that using technology with the class would be easy but now I know it's not. We need to include rigor with our assignments. 

# data[].attributes.subject
I used to think that using technology with the class would be easy but now I know it's not. We need to include rigor with our assignments. 

# data[].attributes.headline
I used to think that using technology with the class would be easy but now I know it's not. We need to include rigor with our assignments. 

# data[].attributes.subject
I used to think that using technology with the class would be easy but now I know it's not. We need to include rigor with our assignments. 

# data[].attributes.body
Morano