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English-- Debate, Socratic Seminar (would be cool to add the PBL component to Socratic Seminar), German-- Planning a virtual vacation.

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Students can use technologies such as Adobe Spark Video to create fabulous projects that reflect their deep learning and collaboration.

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I will implement more hands-on real world situation that can be used across all curriculum

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I will structure in a way to incorporate choice to tasks such as practitioner and producer related to real life engaging problems

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Integrating different content areas, using student choice, and challenging them to work collaboratively (if they choose), using real-world situations or design projects.

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Hands on

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It is important to have materials to physically manipulate in order to express ideas for a design. At the high school level, there is a disconnect for students in using hands-on materials (scissors, glue, pipe cleaners, etc.). I would have supplies out regularly for students to design an area of the zoo (currently being renovated) for different exhibits.

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Create stunning social graphics - in seconds.

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After each unit, incorporating a project based or performance task to expand on student learning and allow them use their creativity to support their knowledge and understanding of the material!

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I look forward to implementing the problem based learning activities!

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I will be more hands on with my students work. Allowing them to show there work by using everyday craft materials. I am so excited!!

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I think that problem based activities can be implemented across the curriculum in many subject areas. Particularly, in science, but I think it can be integrated. I see it being really helpful as my school enters as a STEAM school.

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Having students lead inquiry in groups to :

Observe

Wonder

Investigate

Conclude

Students grapple with more complex situations that deal with real world predictable and unpredictable problems that they design soultions for. This is where students have to analyze, synthesize, and evaluate.

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I will brainstorm ideas with the class on how to get started -- especially with project-based learning. “What would be your preferred first step in this process?” and ask students to share with the class and/or their group.

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As a science teacher performance base task are perfect! The many concepts we learn about from erosion to cells, can be presented using various performance tasks such as designing models or images to represent their learning.

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By being intentional about roles (all equally important, and hyper focused) it enables students to all be important contributors to the work

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I will increase student collaboration in the classroom by planning ahead and making sure I’m taking advantage of every opportunity their is to collaborate.

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My partner, Sharilyn and I found such excitement in collaborating to create a side table for IKEA

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Provide learning options. The students are given the materials and research to create and present their own learning.

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I like the practitioner option to use pictures to be able to communicate learnings. I really appreciate the prompt - it doesn’t just reflect the learning it requires analysis. I also like that in the producer role there are tools to help students learn how to outline or write the editorial - it’s guided and that makes their product more authentic with less anxiety and focus on the how-to. I am still unclear on how the terms practitioner and producer are relevant (seems they are both producing something?). Was this something that is just for the activity to make it easier to distinguish roles?

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I like the practitioner option to use pictures to be able to communicate learnings. I really appreciate the prompt - it doesn’t just reflect the learning it requires analysis. I also like that in the producer role there are tools to help students learn how to outline or write the editorial - it’s guided and that makes their product more authentic with less anxiety and focus on the how-to. I am still unclear on how the terms practitioner and producer are relevant (seems they are both producing something?). Was this something that is just for the activity to make it easier to distinguish roles?

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I like the choice for the students of using technology to create the Adobe Spark or using materialsto create a habitat.

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At the high school level, we wish we had better furniture that provides students with data/electronic charging stations, space to collaborate, and an individualized area during formative assessments. Ultimately, a station of 6 students that include two stations of 3 students per station.  Also, we wish we had that capability to stand and work or sit and work.  This would allow a more individualized modification for each student.

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We are practicioner’s.This is an effective way to help students make practical application! Enjoy.

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I loved how this particular activity required students to put their research into action in a meaningful way. I could definitely use this in my high school biology class (with changes in topic of course) to help students find meaning in abstract scientific concepts. This activity can help them make it more meaningful and not so much about vocab and memorization of ideas.

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I will use the visual aspect with words (Practitioner) to support students who can explain their visual choices, and with limits on how many words to use to describe their activities!

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We use Quad D learning in our professional learning designs with adult PD opportunities. We map the adult learning activities along the two learning continuums (knowledge taxonomy +application taxonomy). Adults apply learning to authentic school scenarios where they plan next steps as a school to tackle varying problems of practice.

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In my classroom I focus on application. Which is really essential for first graders. I always look for opportunities for students to apply what they’ve learned to the real world.

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In my classroom, students often participate in collaborative activities where they are to engage in discourse using thought-provoking discussion prompts. Students create discussion prompts for discussion activities. Students are required to create DOK level 3 discussion questions, and student leaders facilitate discussions.

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I sometimes use escape rooms in my classroom. They have to work together and independently to work through them. I also use gallery walks where they discuss pictures and they collaborate as to what vocabulary word the pictures represent.

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I am moving into a new grade level, but am excited to use screencasting to differentiate my instruction to give repetition to my struggling students; while challenging my higher students with researching and creating projects they are interested in.

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Asking open ended questions.. for deeper level thinking

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I currently use the active learning cycle which fosters a student centered learning environment. This allows students to set goals, decide how they would like to acquire the learning and have choice for how they would like to demonstrate their learning.

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I use SeeSaw in my Kindergarten classroom to provide students an open ended platform to demonstrate their learning, as well as provide them with reflection time.

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Our students are currently working in their reading, writing and speaking skills. Students are writing and record their answers using flipgrid. Others students are able to reply to other students' responses. We are also implementing personalized learning for all students.

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Collaborate to solve multi step real world problems

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Collaborate to solve multi step real world problems

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We use gallery walks with real world math word problems (usually multi step) where S are expected to collaborate and work together to solve.

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Hypothesis based learning - to set things up…Problem based learning (we are only scratching the surface on this...must do way more PBL)

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Hypothesis based learning - to set things up…Problem based learning (we are only scratching the surface on this...must do way more PBL)

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We work hard to integrate accountable talk with students and even faculty. We also make sure we have an intervention time built into the master schedule. This time allows us to either provide remediation or enrichment based on student needs. 

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We work hard to integrate accountable talk with students and even faculty. We also make sure we have an intervention time built into the master schedule. This time allows us to either provide remediation or enrichment based on student needs. 

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I currently use an Inquiry Cycle Action Plan with new teachers so that they can use a standards-based lesson, select focal students, and implement interventions to support the learning of that focal group. This cycle asks the new teacher to reflect upon their practice and make shifts and adaptations (including new teaching strategies) to meet the needs of the focal students and all students in their classroom. 

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I currently use an Inquiry Cycle Action Plan with new teachers so that they can use a standards-based lesson, select focal students, and implement interventions to support the learning of that focal group. This cycle asks the new teacher to reflect upon their practice and make shifts and adaptations (including new teaching strategies) to meet the needs of the focal students and all students in their classroom. 

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Introduction of a new topic and movement to mastery of the assignment....while checking for understanding along the way.

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Students in my classroom use Seesaw to record and explain their learning on a regular basis. 

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Students in my classroom use Seesaw to record and explain their learning on a regular basis. 

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I am comfortable with providing rigor in the classroom. Students are able to build on their learning and create new ideas, synthesize learnings. We include debates in class, dissonant learning (demonstrate this learning using popsicle sticks). There is some research and justifying happening but I’d love to make these more effective. 

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I am comfortable with providing rigor in the classroom. Students are able to build on their learning and create new ideas, synthesize learnings. We include debates in class, dissonant learning (demonstrate this learning using popsicle sticks). There is some research and justifying happening but I’d love to make these more effective. 

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Project based activities with lots of choice. Flipped classroom. 

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Project based activities with lots of choice. Flipped classroom. 

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I use Bloom's Taxonomy for my assignments so students can note where we're going with assignments. This is similar to the terminology used for the rigor terms used for the graph.

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Problem Based Learning
STEAM Activities
Multimedia Presentations
Bloom's Tax
Diff. Instruction
Lesson Plans area aligned to rigor

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Role plays
Collaborative learning and discussion

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Students engage in Interactive labs both online and hands-on

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Our schools are currently using the revised taxonomy table to align their objectives, tasks and assessments. Principals are using the taxonomy table as a tool to categories and coach teachers.

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I used the countdown system with my student. I took a Get Better Faster class to help with time management, classroom management and think outside the box. By doing this I was able to take control of my classroom early in the year. I was also able to build a better relationship with my students. I also had my students raise their hand if they got it, raise your hand if you so so got it and raise your hands if you just didn't get it.

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*Simulations
*PBL - reconstruction projects
*Stem Activities with historical background
*Student-made multimedia presentations, Hyperdocs, student-centered Nearpods