# data[].attributes.headline
Write your teams How Might We statement below

# data[].attributes.subject
Write your teams How Might We statement below

# data[].attributes.headline
Choose one particular Instructional Area on the Progression Chart that your team wants to develop. Describe your starting place, next phase of Progression in that Instructional Area, and fill in what steps you will take to meet your “Next” goal.

# data[].attributes.subject
Choose one particular Instructional Area on the Progression Chart that your team wants to develop. Describe your starting place, next phase of Progression in that Instructional Area, and fill in what steps you will take to meet your “Next” goal.

# data[].attributes.body
Next to “New” type in the descri

# data[].attributes.attachment_link.description
Google Forms - create and analyze surveys, for free.

# data[].attributes.headline
Select three Gifs that represent your team's identity. Be prepared to share! 

# data[].attributes.subject
Select three Gifs that represent your team's identity. Be prepared to share! 

# data[].attributes.body
How might we foster intrinsic motivation through the learning environment?

# data[].attributes.body
Now: Experiment with allowing students some choice in time, path, and place.
New: "1. In station rotation put two different choices for students to choose. 2. Ensuring we conference often with every student and include input from student on needs."
Next: Teacher meets with students regularly to provide input and ensure that choice is appropriate based on student needs and interests.

# data[].attributes.headline
Each person will upload an artifact from their work today to the Padlet 

# data[].attributes.subject
Each person will upload an artifact from their work today to the Padlet 

# data[].attributes.body
Google Classroom resources tab: Goal setting could live here among other things that students need frequently.
*Also add goal-setting as a possible part of the playlist.
*Imagine a quadrant: 1. Goal 2. How to reach it. 4. Reflect on progress. 4. Etc.
How does this align with Big 6/Little 6?

# data[].attributes.attachment_link.title
ROSE JOHNSON | rose.johnson@tisd.org |.mp4

# data[].attributes.body
Triple Play
Dance it! Chance it!
Texas Two-Step
Just the Facts
Undercover Agents

# data[].attributes.body
Educator Supports - SEL resources
Building boards for Unit of Inquiry
Assigning video segments w/ short question response for Exit Ticket.
Mystery Science - Labs w/ ELAR extension.

# data[].attributes.attachment_link.description
Talk&Comment is a free app that lets you make and send voice notes in any app or site.

# data[].attributes.headline
Having the strength, courage, and positivity to help kids grow leaps and bounds!

# data[].attributes.subject
Having the strength, courage, and positivity to help kids grow leaps and bounds!

# data[].attributes.body
Hambrick/Jackson - Check for Understanding w/ Live Quiz - Exit Ticket application. Benchmark review week of March 7th. "How does this compare in terms of payoff to Socrative?"
Rivera - Nearpod and Check for Understanding. Controlling student screens and pace. Make sure students have demonstrated understanding and identify misunderstandings. Benchmark review week.

# data[].attributes.body
Magic number reinforces effort rather than correct answers. Based on math goal and the score they want to get, the magic number is the number of questions they need to get correct. Goal setting. It prompts students to consider what they need to do to reach their magic number.
We've noticed that students work slowly due to a lack of confidence. Using timers to have students become aware of timing and leverage their confidence.
Allocating energy toward the questions that they know they can get correct.
Pep talks. Instructional strategies. Connections with students. Humor with students to break down stress. Being animated.
Moving from over-scaffolding to equipping. Students will rely on over-scaffolding rather than start to rely on their own skills and knowledge to succeed.