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Students work with the teacher (freedom within fences) to come up with how they want to be assessed at the end of a learning arc. Teachers only have to grade one assignment and use the one-on-one check ins as opportunities to work with students on their independent assignments

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Scavenger Hunt App that could be used as a lesson tool for independent learning

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Created a written lecture guide for students to read about the structure and substructure of Persuasive Speaking. Images were implemented to provide learning support to both verbal and visual learners.

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Students summarize and explain their learning for a unit or a concept in a 2 minute video. This can be used to create a bank of resources that other students can utilize.

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For our last unit assessment of the year, we decided to do a group quiz. The difference was that we had the students discuss the quiz with their classmates for about 10 minutes without pens/pencils. They were able to use vocabulary learned from the unit to discuss the best way to go about to solve the problems on the quiz. After the 10 minutes, students made their way back into the classroom to complete their quiz to submit.

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Students edit a sample FRQ to move it from a score of a 2 to a 4. Look for clear language and full process, not just wrong calculations.

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Provided a recorded video lecture to teach structure and substructure of a persuasive speech to cover content in an alternative way for students who do not do well with written instruction. Video supported aural and visual learners.

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Students were divided into groups of 4 and each student was given one minute to pitch their topic and their three main subpoints. Students in the group would take notes on what they heard and then share their understanding of the student's topic and one question they had about the topic. Students were responsible for writing down the questions and then responding to them in a written reflection. This also connects to speaking and listening.

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To encourage more focused discussion, give Ss time to think and write individually, before they speak in small group on a topic. The group can then summarize and share with class or exchange "ambassadors" among groups to share thoughts/info.

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Have questions/prompts in paper bags. Students meet in a group of 3-4 and the first person pulls a question and has 1:30 to respond. Then each person in the group has 1:00 to summarize what they heard the person say.

This can be adjusted to focus on community building, problem solving, reflection, test prep, etc. You can also adjust the protocol to limit timing or amount that someone can talk.

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Students submitted a rough draft of their research papers and had to have it peer reviewed by three different students. Students graded the paper based on the provided rubric, has to mark up a printed copy of the paper for errors and suggested edits, and then give written and verbal feedback: 1. What was the most memorable part of the paper? 2. What did you learn from the paper? 3. What is one question you had after reading the paper? 4. What is one change you think the student should make to the paper?

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Students worked in groups of 2-3 to match vocabulary words with definitions, examples, and scenarios. The academic language for statistics is so specific and similar that students really had to discuss their understanding of the works and their assumptions about the the situations described.

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This is a great strategy that could easily be incorporated into a Blended Classroom. You could have the kiddos come to the session having watched the video and written their six word story. Then, the kids can share their SWS using a protocol. Then the kids can combine their SWS to create a gist of the video. You could even have them delete one word and turn it into a 5 word story.

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Here is the Graphic Organizer for the Six Word Story

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Here is the Graphic Organizer for the Six Word Story

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Discovery Ed is available on ClassLink! Search "SOS" which is Spotlight on Strategies. They even have an SOS channel you can add to your quicklist

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Writing a summary of a text, defining a term, solve a problem.

1 - On your own write your response/definition/solution

2 - Together with a partner, you have to combine your responses and come up with 1 agreed response.

4 - In a group of 4, you have to work together to come up with an agreed upon response.

All - The class needs to come up with an agreed upon response/solution.

See more here

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Reading and annotating the text using Kami. This helps prepare them for the reading passages on online STAAR.

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Posters with headings (such as FRQ or Unit topics/vocab) can be placed on tables or around room for review or pre-assessment. Individuals or pairs can move around topics with a timer recalling any info related to topic or guided with headings like (cause, effect, solutions, etc)

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Students read through sample FRQ responses and the grading rubrics. Students "grade" the FRQs and then class/group discusses the grades given both by students then by College Board.

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Have Ss watch a short video on mute once and discuss before listening to the video with audio.

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Pear Deck will make any slide on Google slides interactive. This can be done as a group or created as an asynchronous task for the students. We all have Pear Deck premium as a district. More training to come on this.

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Rather than a choice board, create a choice pyramid.

The top row is 1 task all students have to complete.

The second row has 2 tasks and they have to choose 1.

The third row has 3 options and they have to choose 1.

Choice Pyramid Example