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use talk structures and sentence frames on table tents to support discussion in groups

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We use sticks that have names on them so every student has to answer at some point without knowing who, so they all have to be ready.

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When a student is stuck or does the   I forgot thing, I don't let them off the hook. I may say, "Trust yourself, what are you thinking? Say what's in your head." From there, I would begin various questioning that fits the situation.

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Ask them a question or let them know you'll come back to them. No Opt Outs... all students have something to share.

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Having students write their answers to questions and then circling the classroom before calling on them seems to help add to participation.

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What do we do for students who REALLY don't get it without taking away all the learning?

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Call a friend or neighbor and then explain

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Call a friend or neighbor and then explain

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What do you notice or see? May help kids share and finding what they can do.

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What do you notice or see? May help kids share and finding what they can do.

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Give all kids a "pep" talk during times when it seems they cannot do something.  We cannot change kid so we can only change ourselves and the environment.

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Give all kids a "pep" talk during times when it seems they cannot do something.  We cannot change kid so we can only change ourselves and the environment.

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Not lowering expectations but changing our mindset about kids.   Giving kids different opportunities to show they "know"

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Not lowering expectations but changing our mindset about kids.   Giving kids different opportunities to show they "know"

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Instead of IDK, kids learn a menu of responses so that they know they would be called on. Always come back to the student that asked for help from a friend.

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Instead of IDK, kids learn a menu of responses so that they know they would be called on. Always come back to the student that asked for help from a friend.

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~Activity: What I wish my teacher knew
~Morning circle topic questions to get at students home and cultural backgrounds to gain knowledge of how to plug that into the learning
~Teach the Teacher Activity where students each teach the class a lesson of their choice...often they would choose something like art or cooking from their culture
~Tying in real world info from places my students connect with to understand phenomena

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Student's examples allow for access points and have a place to start working

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Ask students how science learning can help their family or neighborhood or school. Ask students for examples to connect to school learning. Don't assume they all have the same culture and background experiences.

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Many of my students are not living in "Main Stream" culture

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Many of my students are not living in "Main Stream" culture

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so bringing their experiences in is a must. Makes the experience richer.

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plan lessons around the interest of a student or group of student

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Find at your house . ..
Ask your parent. .  relatives .  . grandparent

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create lessons around their interests and/or communities

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be careful not to make assumption about what a group of students is interested in or what their experiences may be

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Taking the time to really get to know kids.  Creating a safe space.  

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Taking the time to really get to know kids.  Creating a safe space.  

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is going to college!!!

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Feedback surveys
Fist to 5 on comfort with a topic

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~Exit tickets
~Teacher report card...same time I would do theirs...a check list and short answers
~community circle prompts for verbal feedback
~thumb ratings
~mailbox notes
~What stuck with you board for sticky notes
white boards with "got it" "almost" "please help" with sticky notes

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I surveyed students at the end of each unit

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I would put a piece of paper on the wall and the kids had to put an x about where they were at as the left the room (smiley face, mid face, frowney
face)

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Voting

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Exit tickets

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Are we asking kids if they understood the instruction or did they feel comfortable with how it was presented? Are we asking if there was something they would have liked to explore further?

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Are we asking kids if they understood the instruction or did they feel comfortable with how it was presented? Are we asking if there was something they would have liked to explore further?

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Google survey at the beginning of the year asked how each student best learned

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to my own instruction to meet needs of all kids

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Does this make teachers feel vulnerable and would teachers feel like they could do this?  

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Does this make teachers feel vulnerable and would teachers feel like they could do this?  

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we've also been conducting focus groups with students of color

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This goes hand in hand with 14...ask higher order questions and then use probing and clarifying techniques to help them get their thinking out.
Wonder questions...how, when, why, where, who, what if...
Structures like think-pair-share helps with this.
Sentence frames/menu

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Have students write first and try to give individual feedback immediately

Providing scaffolding, sentence frames, examples, pairing them with peers so struggle together

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this makes me think about Zaretta Hammond's claim that we keep students in a state of dependency by only thinking they can handle remedial or low-level tasks … then they stay there forever.
even if students are lacking some skills, that doesn't mean they can't think more deeply

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To include appropriate opportunities to relearn and revisit so that students can build foundation knowledge before the higher level questions.

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Students can't think and grow if we do all of the thinking and growing for them

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On the document it says "Poses higher order questions and uses a random method for calling on students" - Think you should be more deliberate and make sure that a kiddo who struggles has the right answer before you call on them. You should have writing, pair share etc before calling on them and have evidence that they understand the question.

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Making an effort to change mindset again.  Giving students think time, give them an opportunity to draw or prewrite, give kids opportunities to share with a partner and come up with answers and wonderings together.  

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Making an effort to change mindset again.  Giving students think time, give them an opportunity to draw or prewrite, give kids opportunities to share with a partner and come up with answers and wonderings together.  

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Teachers should be exhausted from planning. Students should be exhausted from doing.

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Deep thinking does not require rote skills.  Kids all have ideas and we need to honor that.  Kids process differently.  We cannot continually ability group.  Kids get pulled from the very things that will show their ability to problem solve and use their creativity.

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Deep thinking does not require rote skills.  Kids all have ideas and we need to honor that.  Kids process differently.  We cannot continually ability group.  Kids get pulled from the very things that will show their ability to problem solve and use their creativity.

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give kids lots of time to talk and listen and grapple with hiher-level questions before asking them to share publicly