# data[].attributes.body
2. Holding students accountable through sharing with peers (Second grade activity)

3. The purpose of this activity is for students to participate and share in different ways, especially if speaking may not be their comfort zone, but letting them be creatively accountable or accountably creative to share something.

4. I would use it in all my lessons that give them that opportunity to do partner talking or any conversation/sharing strategies.

# data[].attributes.body
I love to use a Kegan strategy, Stand Up and Pair Up. Using this strategy not only keeps the students moving but also keeps them engaged. Students love interacting with their peers in discussions. I feel that they can learn the content as well as practice social skills through discussions.

# data[].attributes.headline
Addressing our Needs: Maslow in Action - Debora Vida

# data[].attributes.subject
Addressing our Needs: Maslow in Action - Debora Vida

# data[].attributes.body
I was surprised by this quote:

"We all need to feel validated and often lose sight of our strengths and talents because the brain is wired with a negative bias."

I even checked with Chat GPT and sure enough, yes, our brain is wired with a negative bias.

Therefore, I would like to begin each day with positive affirmations. The purpose of this would be to set goals, reflect, and to kickstart our day rich with possibilities and purpose. When students enter our rooms already defeated, it is hard for them to care and do well in school. I want to set them up to succeed and to believe in themselves.

"Maslow before Bloom"

# data[].attributes.body
Today, one of my students was disappointed with their reading score and got really sad. I offered some words of encouragement, but I could use some language to keep them going. After looking over the feedback sheet, I think one way is to acknowledge that learning can be hard, but it's worth it. Also, I could tell them that I appreciate their effort. There were definitely some phrases I could add to my repetoire. I also watched the Youtube video of Michael Jordan and his failures become his success. Kids need reminders to keep going even when it's tough.

# data[].attributes.body
1). Jessica Collette

2). High School Math

3). Formative assessments are used to check student understanding throughout the lesson. It should help guide instruction in the moment and it does not require us to wait until getting an assignment to determine if the students "got it" or not.

4). I tend to use the same formative assessments over and over such as ticket out the door, think-pair-share, and whiteboards. Using the list from the RPDP formative assessment strategies, it gives me more ideas to mix up the assessments that I would use. During instruction I would like to try having students summarize another student's answer, as it may help them see a different approach to the problem, but also summarizing the steps can help make sense of the process. A self-assessment at the beginning of a unit or lesson could be helpful to identify what prior knowledge the students are bringing in. I also like the idea of contemplate and question. I typically ask if they have questions, but I think it would open up more discussions for the students to formulate their own questions. It also encourages them to ask questions and think as they are going.

# data[].attributes.body
I chose one of the activities in the RPDP formative assessment strategies sheet. I would say the purpose is processing because it takes place in the MIDDLE of a lesson/activity. This can be used for any grades but I think grades 4 and 5 would benefit the most. It is called Commercial Break and it asks the student to stop and process what they have learned so far through these few prompts:

 I changed my attitude/opinion about...

 I became more aware of...

 I was surprised/shocked by...

 I related to...

This is great because I usually do this at the end, but its important to see what students think or know about the topic DURING the lesson.

# data[].attributes.body
Marcia Klink
middle school
Tips to Improve Group Work

I would use this resource in the classroom to troubleshoot any issues I am having with group work, before starting group work to ensure that I am setting up group work and avoid any possible issues, or even if group work is going well to reflect on how a teacher can make some improvements with group work.

# data[].attributes.body
I really enjoyed the refresher on the hierarchy of needs. I was thinking about how many of our students come to school tired and hungry. They are either food insecure or the family is not using local agencies for assistance. No one in this community should come to school hungry. I know when I am tired or hungry, I cannot focus on work, learning, etc. Some of our students come to school tired because they have too much screen time, may be homeless, domestic violence, raising younger siblings, dealing with parents struggling with addiction, etc....how do we fix this? Can't. just do the best we can to take care of the basic needs and work hard to teach them.

# data[].attributes.body
I love your post. Goes along with my belief's regarding if basic needs are not met, it's hard to learn anything else and the student comes to school already feeling defeated. I see this a lot at our school. Haven't figured out a solution but defiantly open to things that may help!

# data[].attributes.body
Krissy Harmsma

Purpose: provide focus and grab attention

Article: 50 Real ways to re-engage learners in an era of distraction and boredom.

One strategy is to take students' interests into account when planning units. I could incorporate the skills into what the students like. For example, if the students like superheroes, I could design a super hero training camp, while still focusing on the skills I want them to master.

Another strategy is to use varying modes of presentation. I can use verbal, visual, and kinesthetic modes, rather than solely kinesthetic. I can use posters, labels, videos for visual learners. For more verbal learners I can try to make the activity reflect a story or theme. (secret agent dodging lasers, instead of "noodle tag.")

# data[].attributes.body
Amy Clune

This was a list of language frames to use to provide students feedback. It included frames for students needing a little push, those that easily succeed and all that are in the middle. I think these Growth Mindset language frames are great! As teachers we sometimes forget to provide feedback or we get stuck always saying the same thing over and over out of habit. This list is very useful. These frames can be a guide as we provide specific feedback to students.

# data[].attributes.headline
Strategies to Build Intrinsic Motivation

# data[].attributes.subject
Strategies to Build Intrinsic Motivation

# data[].attributes.body
I would like to try the Two Lines strategy in which the student stand in a line then choose to either move into the "Ready to Learn" line or the "Going to Misbehave" line. I think students want to show me they are ready to learn. There may be a few who choose the misbehave line to be noticed. I'd also like to try having students make a goal sheet at the beginning of lessons.

Even though the document states the strategies are for grades 6-12, there are several strategies listed in the Formative Assessment Strategies that I have used over the years. My favorites are K-W-L, Four Corners, Individual Whiteboards, and Numbered Heads. I'd like to implement Quick Writes and Quick Draws.

# data[].attributes.headline
Strategies to Build Intrinsic Motivation  

# data[].attributes.subject
Strategies to Build Intrinsic Motivation  

# data[].attributes.body
Meghan Fraser

The article entitled “Strategies to Build Intrinsic Motivation” examined research and made applicable suggestions to create an atmosphere that promotes autonomy, accountability and motivation. Interestingly, one critical component researchers found for building intrinsic motivation was cognitive dissonance, characterized by creating opposing thoughts. The article explains that the creation of cognitive dissonance is uncomfortable for the mind and thus creates self-persuasion.

While the article suggested several strategies for creating intrinsic motivation in this manner, one strategy I would like to employ in my classroom is inviting students to form two lines prior to the beginning of the day. One line for students who are “ready to learn” and one line for students who are “going to misbehave”. Once the students have made a selection, their selection forces them to examine their choices and exercise self-persuasion by not acting or behaving in a way that is contrary to their initial selection.

# data[].attributes.body
I read 50 Real Ways to Re-engage Learners. I like the strategy of using the Epic Fail Boards. However, I would just use it as a discussion rather than hanging them on the wall. This strategy helps by creating a safe learning environment where students see that mistakes are an important step in learning. One way I do this is by treating failure as a normal, expected part of learning. Then helping students revise those misconceptions.

The idea is that each week, students share their biggest failure, such as something that didn’t go as planned in academics, projects, or personal goals. As a class, we talk about what went wrong, what could be learned from the experience, and how to try again with new strategies.

# data[].attributes.body
Steven Rankin- The purpose is to provide information that will optimize the work and learning that comes out of group work. I already do group work on a common basis as my students are set up in Kagan groups. I assign tasks and responsibilities to different numbers in the groups right now. After reading this slide, I can see how I could make a few changes. These would include more independent reading time of instructions and discussions instead of me explaining it. I like the lists of replies that I should be using instead of spelling things out for students at times. Lastly, I think making sure that I have resources ready for students to use in lieu of coming to me as a resource.

# data[].attributes.body
I like the idea of having students sign a contract to hold them accountable. If you plan to use groups in your classroom, it is important to first train the students on how group work should look like, sound like and what those expectations are. I sometimes struggle with placing my students in groups. What I have found that works is to start the year off with rows, the quarter 2 switch to partner work and the last semester move to groups of 4. By semester 2 students have a pretty good idea of my classroom and student expectations and I find my groups are more successful. But... we can't just puts students in groups and expect them to know what to do.

# data[].attributes.headline
50 Real Ways To Re-Engage Learners In An Era of Distraction and Boredom

# data[].attributes.subject
50 Real Ways To Re-Engage Learners In An Era of Distraction and Boredom

# data[].attributes.body
Name - Steven Buford

Purpose - Student engagement and purposeful learning in today's era.

How you would use it in your classroom? - The strategies proposed in the article are familiar best-practices that teachers use to differentiate instruction, boost student-led engagement, collaboration, and formative assessment. I have used most of these strategies in some form or another throughout the years, but the integration of AI is an area I will focus more on developing and implementing during lesson planning.

# data[].attributes.headline
19 Big and Small Classroom Management Strategies

# data[].attributes.subject
19 Big and Small Classroom Management Strategies

# data[].attributes.body
Name of Strategy
Positive Phone Calls and Notes Home

Purpose
Build family connections and motivate students by highlighting positive behavior and effort.

How I’d Use It
After PE class, I’d send a note through Class Dojo or a quick call home when a student shows great sportsmanship or effort. A simple checklist would ensure every child is recognized, boosting motivation and home-school partnership.

# data[].attributes.body
Stacey Leavitt

I read Strategies to Build Intrinsic Motivation by DAVID PALANK. Finding ways to build intrinsic motivation is very interesting to me. The suggestion of Remind by Asking is intriguing to me. I tend to ask student what they are doing or why they are doing something (they shouldn't be doing) rather than asking them what they SHOULD be doing. I also liked the idea of publicly sharing goals. I am going to be more careful with my wording when redirecting students and start having them write a monthly goal for themselves that they will share with the class. Then at the end of the month we can see who accomplished their goals.

# data[].attributes.body
Lisa Erickson

12th grade Math

I chose the Growth Mindset Feedback Tool. I love the talking about Growth Mindset with students, and this tool will provide me with many statements/phrases/sentence starters to express the to students what Growth Mindset entails. An example from the tool that a teacher might say is "You might be struggling, but you are making progress. I can see your growth." I like that it is a positive way of thinking about learning and that it includes everyone at every entry level.

# data[].attributes.body
I read the article on strategies to build intrinsic motivation. I really liked the idea of having students pick a line. One line is I am ready to learn. The other line is I am going to misbehave. I think this will help them set a goal for the class. These lines could be changed to "I am going to give my best ability in class" and " I am going to do as little as possible in class today". I also liked the question of asking on a scale of 1-10 how ready are you to do a task? You follow up and ask why they didn't choose a lower number. I think both of these strategies would be interesting to try to see if they create internal motivation to keep doing their best in class.

# data[].attributes.body
Hello everyone! My name is Summaya Khan, and I teach 3rd grade. The activity I’ve chosen comes from the cooperative learning strategies—it's called the Inside-Outside Circle. The main goal of this activity is to keep students engaged by encouraging them to partner with several different classmates and actively participate in discussions.

I plan to use this strategy during our ELA block. After reading a text, I can ask a variety of comprehension questions. Students will rotate through the inside-outside circle format, discussing their responses with different peers. This not only makes learning more interactive and fun, but also allows every student the opportunity to share their thinking.

An added benefit is that students will get to interact with classmates outside of their usual friend groups, helping build a stronger classroom community.

# data[].attributes.body
I choose this article because classroom management is always a challenge, even to the most senior teachers. It is good to have reminders that often it is the littel things that make the most impact. I particularly liked (and think is very effective) that curriculum matters. Students would much rather take a bad grade than do work that is too hard or a major challenge. I know I hacve students that always have to go to the bathroom during a writing assignment. Having accommodations in place helps with behavior. Finding things to appreciate, making positive contact home, and forgiving are all easy ways to show students that you are looking for the positives and not only seeing the misbehavior.

# data[].attributes.body
I found the Maslow’s Hierarchy of Needs article to be a fantastic read! Not only was it a great explanation of each tier of the pyramid and how it looks in the classroom, but I loved the way it reminded me that it matters to meet my OWN needs while teaching, as well! As teachers, we often focus so much of our energy on the students, it changed my perspective to include myself, too. I will use the suggestions offered to meet my kindergarten students’ needs in the classroom for each of the areas. Fabulous!

# data[].attributes.headline
Isabel Nava - 19 big and small classroom management strategies

# data[].attributes.subject
Isabel Nava - 19 big and small classroom management strategies

# data[].attributes.body
Overall, this piece offered some valuable ideas and twists on practices that many teachers probably already employ. The biggest takeaways are setting a routine and incorporating tone shifts, such as humor.

The 6 big strategies are

1. to give 1 clear, do-able direction, wait for 100% compliance, and then layer the next step

2. Keep consequences minimal

3. Match curriculum to ability to minimize misbehavior

4. Rehearse transitions

5. anticipate problems and be creative

6. Positive communication home

The little things are:

1. Reward good behavior

2. Never punish the whole class

3. Build anticipation to hook students

4. Shift the mood with humor, music, etc.

5. Look for positives

6. Show enthusiasm, be extra

7. Name the good - say out loud what you enjoy about the class

8. Hold boundaries - don't look for students to meet your emotional needs?

9. Offer forgiveness and fresh starts

10. Give choices

11. Set public behavior goals

12. Establish routines - predictability reduces chaos

13. Acknowledge reality - if things are ,off say it and reset focus

# data[].attributes.headline
Strategies to Build Intrinsic Motivation 

# data[].attributes.subject
Strategies to Build Intrinsic Motivation 

# data[].attributes.body
Shelley Ives

10th Grade/World History

Build Motivation

This article discusses how extrinsic motivation to do tasks quickly lose their effectiveness because students are not choosing to do something on their own. However, it also offers ways for teachers to allow students to choose to do task on their own. We know when a person does something of their own intrinsic reason they are more likely to still with a task. One way offered by this article s asking students what they are to be doing rather than telling them. By changing this it allows students to keep their autonomy of choice. I think this would work well with high school students because they do like to have choices.

# data[].attributes.body
Marine Baldzhyan

4th Grade

General Ed

I always struggle with giving students group work because it's hard to get all group members engaged and on task. After reading though the Tips to Improve Group Work, the one tip that stood out to me was common approach tip #4, which is to read all directions and step to the group. Instead, the tip was to tweak it and give TIME to the group members to read directions and repeat it to peers. I think giving them the time is the key. Usually, when I see a group struggling, my first instinct is to start helping them. For example, I had my students today working in groups to answerer a writing prompt. As soon as I saw that the groups were struggling I started to guide them and direct them to the answers. After reading Tips to Improve Group Work, I realized I did not give them enough time to read the prompt and think about the questions being asked. So the Tips to Improve Group Work will definitely help with my group work!

# data[].attributes.body
I chose Save the Last word from Collaboration. Save the last word is where 3 students, label the students A,B, & C. They get together and discuss a passage and pick out 3 quotes that stuck with them and write them on a note card and a few words on why they picked those quotes on the back. Student A will share the quote and B and C will discuss why it stuck with them. I liked this method because everyone is working together and they all are participating. Each of my groups will use a different part of a a Informational text, so it's kind of like a jigs saw as well, because students can learn the different parts of the informational piece without reading the whole thing.

# data[].attributes.body
My name is Rebecca Witalka. I am a K-5 librarian. I chose Carousel Brainstorming from the Collaborative Cooperative Learning Strategies. The purpose of this activity is to utilize collaborative work to engage and promote reflection. It can really be used for a lot of reasons and is easy to adapt. For this strategy, students work in groups to move around the room and answer or respond to prompts written on paper posted around the room. They move with their group from paper to paper, and one person is assigned the role of note taker. I would use this in my classroom to gage a groups background knowledge and to help guide research projects by generating questions that the group might have. This activity would get the students moving and give them all an opportunity to interact and share their opinions/thoughts. It would be easy to set up and would be a great artifact of learning that can be revisited.

# data[].attributes.body
My name is Rebecca Witalka. I am a K-5 librarian. I chose Community Connections from the 50 Real Ways to Re-Engage Learners article. The purpose of this strategy is to grab attention and make learning relevant. For this activity, they would be writing, creating or presenting for the community. The community could be the school. This is all about creating a meaningful audience for students to present to. I would use this in research projects. Instead of having students present to their class, I would partner them up with another grade level and have that grade level come and listen to their presentation. For example, 2nd graders would present to Kindergarten. It would benefit so many more students!

# data[].attributes.body
I read the article on Maslow's Hierarchy of Needs. It was a wonderful reminder that we need to make sure our student's basic needs are met first. We can't expect them to focus on learning if they stressed about issues at home. I know that many of those issues, such as taking care of younger siblings, parents fighting, parents working swings or graveyard shifts, etc..., are completely out of our control. But the stress that those situations cause our students is definitely something that we can help with. It was a reminder to me to make sure to take the time to really talk to the students and find out what or why they feeling and acting the way they do. We really need to take the time to get to know our students.

# data[].attributes.headline
Cooperative Learning: Establish Group Agreements

# data[].attributes.subject
Cooperative Learning: Establish Group Agreements

# data[].attributes.body
I always use cooperative learning activities and one of the resources that stood out to me that I want to do in my class is "establishing group agreements". I am teaching my class to be accountable and this activity matches the goal. I would use the establishing group agreements when we start the Science group experiement project next week. I will let my students talk to their groupmates that I had assigned and they will establish rules and/or agreements for their group as a guideline for them to work together. I agree that "Accountability is an important factor in group working agreements."

# data[].attributes.body
Rosemary Ojumah Onyekonye

Collaborative teaching methods help students retain more knowledge and stay motivated. This approach also cultivates important interpersonal abilities, such as leadership and empathy, which are valuable for academic projects and future careers. This collaborative approach also builds self-esteem and social skills, particularly for students with Individualized Education Programs (IEPs), and can introduce cooperative learning strategies like Jigsaw, where students become experts on specific topics and then share their knowledge with their peers. According to the article, this can help to introduce different strategies of learning such as Jigsaw learning, which I frequently foster student collaboration in my classroom through structured activities like Think-Pair-Share and group projects. To ensure all students, including non-verbal learners, contribute meaningfully, I assign specific roles within each group. Technology is also integrated to support shared work. Designing tasks that require students to work together to solve problems or create products fosters communication and critical thinking, preparing them for future challenges.

# data[].attributes.body
I mostly use this in class to have the kids moving and see their gestures when going to what they think is the correct answer. The purpose of this activity is to formatively assess students' initial understanding of the topic, or understanding of the past topic which served as a review.

# data[].attributes.body
In our school, we use the Kagan Structure and Kagan strategies, and I like it because they help minimize behavior problems by keeping all students actively engaged in learning tasks. They also create a supportive environment that encourages shy students to participate, build confidence, and develop stronger communication skills with their peers.

I would use Kagan strategies in my classroom to promote active engagement and collaboration among students. For example, I could incorporate Think-Pair-Share at the start of a lesson to activate prior knowledge and get every student thinking and speaking right away. This structure ensures that all students are involved instead of just a few raising their hands. I could also use Round Robin or Rally Robin during group work to give each student a chance to contribute ideas, which keeps students focused and minimizes off-task behavior. These cooperative learning structures build accountability and make learning more interactive, which helps maintain attention and creates a positive classroom climate.

Additionally, I would use Kagan strategies to build students’ communication skills and confidence. Shy or reluctant students often become more comfortable sharing their ideas in smaller groups before speaking to the whole class. Strategies like Numbered Heads Together encourage students to support one another and ensure that everyone understands the content, which promotes both metacognition and processing. After group discussions, I could include time for students to reflect on what they learned and set goals for their next steps. By embedding these structures regularly, students would develop collaboration skills, stay engaged, and take greater ownership of their learning.

# data[].attributes.body
4th grade

An important part of intrinsic motivation is the students learn to make goals, track, make adjustments, and know they are in charge of their successes. Data binders are a great tool for students to do this in. Teachers should motivate and remind students of the steps, provide time to track and reflect, and encourage them. The more students practice this and see success from their hard work, the more students will take ownership of their learning and have intrinsic motivation.