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-technology
-collaboration
-have students use each other

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Ask students to respond on Canvas to discussion questions, especially if there is little to no discussion face-to-face.

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Allow options to deliver or show what you learn. It is alright to seat down from your desk and speak.

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Collaboration is key - it comes down to - by all for all.
While it may be challenging for some subject areas, think about the variety of resources that are available and what will best support students in your classroom.

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Teacher sees strengths and weaknesses is each student and is able to use flexible learning opportunities to maximize learning.

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* teacher collaboration
* CPT time being used
* instructions posted in multiple forms. (pictures,  words, etc. )
*

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* collaboration between teachers and staff.
* up to date materials accessible.
* making resources relevant to our learning.
* varying materials to help with different learning styles.
*

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Admin. would see: people, tech, tools, etc. available to staff and students in the classroom and beyond. 

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Admin. would see: people, tech, tools, etc. available to staff and students in the classroom and beyond. 

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Students would be engaged because their needs are being met through those resources.

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*student engagement.
*students doing multiple types of related activities.
*posted learning goals.

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Physical environment is flexible.
Flexibility as a teacher to understand the background of each individual learner and how to assess students by experiences teachers design.

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Take advantage of all staff, materials, technology, programs, PD, collaboration, to wrap-around and provide the best learning opportunities. 

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Take advantage of all staff, materials, technology, programs, PD, collaboration, to wrap-around and provide the best learning opportunities. 

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Seeking out options & other professionals in your building to meet the needs of all students with a variety of options

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Finding a balance. What is going to maximize time and learning. You can't just use the resources just to use them. There needs to be a purpose and it has to be the right thing for the students.

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Administration would see: Students showing their learning in different ways. Students learning in different configurations as well as at different layers of learning to extend, etc. 

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Administration would see: Students showing their learning in different ways. Students learning in different configurations as well as at different layers of learning to extend, etc. 

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Small groups (Stations), Flexible Seating, Student Choice with optional activities that achieve the same goal / standard. 

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Small groups (Stations), Flexible Seating, Student Choice with optional activities that achieve the same goal / standard. 

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You can tell by body language, tone, if the students look engaged or if they are scared. Do the teachers know personal things about the students or connect to things they like or enjoy?

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Varied experiences make a flexible learning environment. 

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Varied experiences make a flexible learning environment. 

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Teachers developing relationships with each student in their class.

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Making resources and areas available to all students because often there are students who are not special education students in classrooms that could use or need those supports or flexible areas too

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Making resources and areas available to all students because often there are students who are not special education students in classrooms that could use or need those supports or flexible areas too

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Admin. would see different instructional approaches. 

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Admin. would see different instructional approaches. 

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Keeping this in mind as we plan, to build effective experiences that meet the needs of all of the children. 

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Keeping this in mind as we plan, to build effective experiences that meet the needs of all of the children. 

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An administrator would see something similar to kids playing at recess with a variety of options: different options, different groupings, etc.

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*understanding learning styles of all your students.
*using resources (i.e. previous teachers, learner passports, etc.) to build a background on students.
*using different assessment strategies to help students show their knowledge.
*plan with barriers in mind.

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A teacher that made you feel special and that you had unique talents and gifts

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A teacher that made you feel special and that you had unique talents and gifts

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An administrator might see a variety of activities going on in a classroom and not just all kids doing the same activity or doing the same worksheet.

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An administrator might see a variety of activities going on in a classroom and not just all kids doing the same activity or doing the same worksheet.

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Observing a variety of: seating options; online resources, digital, hands-on, color options; flexible groupings

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An administrator would see all staff in the classroom working together and with all students (OT, PT, speech, para professionals, etc.) not just the teacher standing in front teaching. 

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An administrator would see all staff in the classroom working together and with all students (OT, PT, speech, para professionals, etc.) not just the teacher standing in front teaching. 

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* using more resources than an overhead projector
* community resources
* hands on resources
* changing locations for learning

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Students engaging in meaningful learning opportunities. This can be done through having options and access to their learning.

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-collaboration with other staff
-reaching out to admin
-communication improved
-self reflection
-asking other professionals what they use and how
-ask students what they need

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Sharing resources with other teachers. Visuals made for special education students are useful for all students. Guided notes for all students. Using Canvas/classroom management tool.

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All students have access to all resources: Chromebooks, books, visuals, pencil/paper, audio...

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Teachers and staff as additional resources

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Teachers and staff as additional resources

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A good educator will use the strengths of other teachers and staff to collaborate and improve the learning experience for students.

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* creating relationships with students
* thinking about the words you use with students (they make a big impact); practicing this on a regular basis
* being mindful of how you ask students to share their work (know your students in this regard)

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Take time to get to know our students, building relationships in a variety of ways (interests, connecting outside of the class, etc.).

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*using small groups to help students work to their personal abilities.
*using students as teachers for other students, where appropriate.
*using flexible seating arrangements to encourage student engagement.

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-personal relationships being built
-reaching out to students
-motivating ALL students
-reflect on what worked and didn't work
-finding what motivates individuals
-determining what will help students be successful

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Students will be working on assignment options based on their current developmental level.

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* non-leveled small groups to create specialized learning experiences
* getting out of the classroom (specially designed experiences for a variety of learners)
* planning ways to connect with students (not just sitting and taking notes all hour!).

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Flexible learning opportunities are not big "events" but provide a variety of learning experiences regularly.

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Help guide choices based on understanding them as a whole. Providing opportunities for choice. Extension/reteaching activities and programs catering to learning levels. Creating relationships.

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They would see all students engaged in dynamic learning experiences.

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An administrator would see a variety of opportunities to show what they learn, and how they can represent it.

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An administrator would see a variety of opportunities to show what they learn, and how they can represent it.

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A high school Honors English class that allowed us to choose how we knew a topic (Greek Mythology) by picking a way to show it (drawing, writing, music, etc.)

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A high school Honors English class that allowed us to choose how we knew a topic (Greek Mythology) by picking a way to show it (drawing, writing, music, etc.)

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A teacher that I had that knew of a hearing loss and was very accommodating. 

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A teacher that I had that knew of a hearing loss and was very accommodating. 

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children take an active part in process

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Teacher provides time for students to reflect and collaborate with others.

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Opportunities for extra help. Providing for movement. Offer different learning choices (individual, group, small instruction).

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Prepared, love coming to work and it shows, flexible learning environments and choices

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Teacher provides multipe resources to help learn.

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Using outdated materials, books, maps, packets, etc. does not facilitate learning as successfully as dynamic learning experiences.

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Finding the strengths of your learners (through building relationships and making connections) and then creating an opportunity for them to express their knowledge

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Finding the strengths of your learners (through building relationships and making connections) and then creating an opportunity for them to express their knowledge

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For students who struggle with hearing, be aware of your body position and facial expressions.  Students may read lips so make sure you are facing them. Offer visuals and models. 

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For students who struggle with hearing, be aware of your body position and facial expressions.  Students may read lips so make sure you are facing them. Offer visuals and models. 

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Bad teachers seemed unprepared or inflexible

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Bad teachers seemed unprepared or inflexible

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-making connections outside the box, created enthusiasm
-remember how a teacher made you feel
established sense of learning community

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Engaging lessons that were outside of the box (different environments, sense of humor, enthusiasm

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Teacher used various means of presenting curriculum and kept it fun and humorous. Used more than one 'text" to help learners.

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Classroom environments are flexible to meet different learning needs of all students (small groups, seating needs, etc.).

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-looking at individual needs
-be flexible within our classroom environment so that students can grow
-provide options for learning and assessing
-students working toward individual goals

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A teacher who was very animated and fun, and instructed individually 

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A teacher who was very animated and fun, and instructed individually 

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Tecaher took time to understand the needs of students and taught to those needs.

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Establishing a relationship with a student and getting to know them also involves them getting to know you- this allows for trust and positive communication. 

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Establishing a relationship with a student and getting to know them also involves them getting to know you- this allows for trust and positive communication. 

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Vanessa shared an experience  where she made a keepsake book (it included illustrations) to demonstrate what she knew about parts of a flower.  She still has it to this day!  

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Vanessa shared an experience  where she made a keepsake book (it included illustrations) to demonstrate what she knew about parts of a flower.  She still has it to this day!  

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Needs of the students should be met based not only on their needs but also their strengths and abilities. Groups should be created appropriately- not too hard to turn students off or to allow students to slack off.

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~I had a photography prof who only taught ONE way, and was not a good educator (he was a great artist, but not great at teaching)

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~I had a photography prof who only taught ONE way, and was not a good educator (he was a great artist, but not great at teaching)

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Teacher used humor and related current events, trends to curriculum.

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Teacher

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Teacher took the time to get to know students.

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~use hands-on experiences and not just worksheets

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~use hands-on experiences and not just worksheets

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Alexa had a teacher who was cranky, never really smiled and did not design to individuals. 

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Alexa had a teacher who was cranky, never really smiled and did not design to individuals. 

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Her LA teacher offered hands-on experiences with lots of options for projects. He displayed there work, and made you want to go to the room because you felt like you were a part of that classroom. He also always greeted us every morning as we walked into the room.

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~engaging, fun lessons that made you interested in a subject matter that you normally were not interested in.