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I could use the fakebook page in my classroom. The students were engaged and the teacher was helping students as needed one on one. Different learning styles were addressed.

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complete it independently or with a partner to have some support.
rubric posted and in a file they could go to,
Different sites for students to use , examplars,
technology and notebook
There was rigor for some,, With individual work, it could be as complex as they created it.

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I will definitely be using Kahoot in my classroom. The students were very engaged and it was a great way to review certain skills. Also really liked the differentiation that was allowed by using NewsELA and will also be using it.

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Loved the idea of using a fake facebook template to research people. Students were all engaged with both technology and pencil/paper research.

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Posted rules in the classroom.
Timer in front of the class. Differentiation with two types of classes videos and notes, google classroom, and google slides were all used.
Total immersion of technology and total silence.

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students creating a presentation to show learning students said they liked the class they were motivated said they liked moving at their own pace student use of tech was awesome

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All students were engaged and using technology. Work was assigned through Google Classroom. Students were creating a fake Facebook page about a historical figure in one class. The other class was going on a virtual field trip to Rome then were to create a brochure.

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1. I love the idea of putting links online for the students to go to and take notes on at their own pace.

2. Technology was used to raise student engagement.

3. technology was used and the students were given a time limit to research the content given to them.

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I appreciated the use of questions and then answering with a search engine.

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I appreciated the use of questions and then answering with a search engine.

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Students with involved with creating or answering.
Student learning was very focused so, from the stand point of learning , it was intense.
J

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The use of Google classroom allowed for differentiation and collaboration among students in both classes that we visited. Students were engaged in the activity and were on task even when the teacher wasn't standing behind them.

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I was able to go into a classroom where the teacher has 2 different google classrooms based on the learning styles, test scores, etc. of students. One google classroom is more creative based where students are presented information and create / learn with what they are given. This was for the higher students who usually receive 4s on their EOCs. The 2nd google classroom was setup for more direct instruction. These students have seen an increase in their test scores and the teacher's overall avg. for this group went up 10 points. This is his first semester using it and likes it so far. This is a good was to differentiate with so many different levels of learning in our classrooms. I also observed a timer displayed, which keeps students on task. Both classrooms I was able to complete a learning walk were using google classroom and completing different assignments that involved watching different videos, creating a google slide, etc.

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In one of the classrooms the teacher showed a wonderful use of differentiation. It was great how the teacher knew the students would process through the assignment at their own rate based on their own learning style. He clearly had established guidelines and relationship early on to be functioning at such a high level now. I saw ZERO off task.

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1.Use models to reflect your content area. 2.Use different tech resources to keep students engaged. 3. Was both. Teacher was able to determine who got it . Review what was  missed. 4. I saw tech in all classes for a few minutes. Student who did not pay for tech, was still able to use.

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1.Use models to reflect your content area. 2.Use different tech resources to keep students engaged. 3. Was both. Teacher was able to determine who got it . Review what was  missed. 4. I saw tech in all classes for a few minutes. Student who did not pay for tech, was still able to use.

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Monica

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1. fakebook  template--or any template in slides for students to edit.
2.  Applied technology that students can relate to their real life.
Technology was incorporated with curriculum.
3.Assignments required students to evaluate as well as apply knowledge.

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Victoria
1-Borrow students making their own flashcards in Quizlet
2-Student collaboration and sharing of work samples
3-Student activities were enhanced by using technology to make more complex and show student understanding
4-Technology allowed students to begin assignments with tch/group and complete as individual assignment

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It was awesome to see how the students interacted with technology.
The written as well as the technology helped the students to comprehend.
The learning was rigorous in that it allowed the students to input responses and thereby gain immediate feedback. They had assigned tasks as Bell Ringers, then were able to see if their understanding was as that of the class and instructor. I like how the teacher gave encouragement with the visual data/completion of the lesson.
I am going to have my students to give a reflection.
I also use some of what I saw this morning.

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The Fridge wall to have awesome work posted. The use of technology in the class was amazing. Google classroom and Kahoot were used to raise student engagement. Most of the work was done using technology.

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I can use the rubric creator, teams, and modeling how to use a tool.
The learning was rigorous because they had to locate the information and apply it to the learning. Technology was blended into the learning where the students had to watch, write, and use the device.

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Differentiation was supported in one class, because access to Google Classroom gave them access to catch up work for students who were absent, a choice of ways to record what was being taught.  One particular digital worksheet a "murder report" on the assasination of Julius Ceasar allowed them to organise their information on the subject without really being awayre of it, and then it's there, digitally for them to use when going from a lower blooms to a higher blooms.
IN another classroom, using Kahoot to gamify a math review had the students total engagement.  Some worked in groups, some alone, but they all were trying to get to that number one spot.

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Students were using multiple resources to do research on polynomials and then create a presentation. They could work in pairs or by themselves.  The students were actively engaged, asking each other questions and using the websites provided to find answers to help with their slide presentation. I like the multi-step part of this 'project' and also being able to see the rubric on the screen  to keep the students accountable.  Technology was heavily used because they needed it throughout the whole project. They were multi-tabbing, doing research and creating a presentation at the same time. It was rigorous because they researched,  created, and were going to have to present as well.

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I thought the history teacher did a great job of using students different learning styles.  She had verbal lecture, google documents with web links,  phones, and paper copies.

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The x/y axsis on the board to divide up agenda for blocks.
Kahoot, chrome books, competition
Had to solve problems in journals in certain amount of time and answer using kahoot
Review/Substitution

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I observed a World History class completing a 3-day research project. The students were required to complete research for homework on a certain person and create a profile already designed by the teacher (Fakebook). The students seemed to be very engaged! I could use this for a novel we read together in class.

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I observed a World History class completing a 3-day research project. The students were required to complete research for homework on a certain person and create a profile already designed by the teacher (Fakebook). The students seemed to be very engaged! I could use this for a novel we read together in class.

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Kahoot looked like a fun and engaging way to review.
News ELA

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1) Rubric on screen while students are creating their presentations. Digital shortcuts posted in the room at all times.
2) Google Classroom, Google Slides, Google Docs, creating presentations about math, creating research papers.
3) Rigor in research, rigor in creating your own presentation about polynomials.
-Technology was used in several ways throughout both lessons.
In the math classroom students were blended learning, moving from tech to paper and back,

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1. Using Google Classroom for presentations and as an assessment tool.
2. Kahoot, Google search engine, videos
3. Students were collaborating together to solve and answer the questions on Kahoot. Students were given a choice when researching to answer questions.  In the second classroom, technology was used for presentation, assessment, and research.  Students were asked to use images to define characters and actions.

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Teacher created a Zunal lesson.  Class was differentiated as some students worked in collaborative pairs to create a google slides presentation in math, while others were working on a scripted step by step lesson using technology.  All were learning the same content, but in different ways.

Students were all on task.  Teacher was free to assist as needed.

Assignments were submitted through Google Classroom.

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1.  In one of the classes that we visited the children were completing a Kahoot as a means of reviewing what they learned on yesterday.  The was a student guiding  as the class moved throughout the Kahoot.  The teacher walked around and monitored and directed the students.
2.  One of the teachers stored her lesson in Google Classroom the students could access the Powerpoint and view their instruction at their own pace.  Students were able to work on missed assignments and were not distracting the lesson for today.
3. In order to play the Kahoot students had to use computers to log into the game. Students who did not have their Chromebooks shared computers with another classmates.

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1. First of all, I appreciated the positive environment that one of the teachers we visited cultivated, from the way she spoke to her students to the posters she hung on the wall. It was a safe environment for students to succeed, fail, and succeed post failure. Additionally, this teacher used technology for a bell ringer activity at the beginning of class that allowed her to aggregate data from all students to see who was understanding the lesson and who was not.  I thought that, in addition to a random student name generator, her method would be  extremely useful to review concepts and assess student understanding.
2.  Both classes we visited incorporated technology, though in different ways.  In both classes, the majority of students were actively engaged, on the assignment they were supposed to be and participating.  Kahoot, the random name generator, a daily Newsela assignment were all incorporated to raise student engagement.
3. Students were asked to individually complete assignments/quizzes/etc. before coming back together as a group. Thereby self-paced, self-dependent. This approach allows a baseline of understanding to be established, followed by a review of concepts and more opportunities to succeed or learn from previous mistakes.

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Fakebook offered a variety opportunities for students to learn content as well challenge them

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The teacher we observed had his class broken into two different classes based on their learning styles. One was direct instruction - writing notes, etc. and the other was create - watching videos, creating work based on knowledge. Students were working in Google Classroom, using Google Slides for notes, and answering questions in a Google Doc. I really like how he separated the class based on learning styles and, in a way, ability level. I also liked how his students are required to review their Schoolnet tests and figure out why they got an answer incorrect and proving (with research) why the correct answer was correct.

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1&2 I really liked her use of data and assessment to help her review and drive her instruction in the lesson.
3 The 2nd class seemed to have a lot of supporting materials in classroom which probably contained the rigor/complexity but they weren't at that point of the lesson when we visited

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1) Facebook template to use for biographical research
2) Note taking was done by students watching a video at their own pace, allowing students to pause and replay as needed
3) Both classrooms were having to create a product after conducting research.

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KL  Google classroom activities assigned with research links and video clips.    Create a product that can later be published and shared.  Research or using previous research to create final products.  100% technology involvement.

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KL  Google classroom activities assigned with research links and video clips.    Create a product that can later be published and shared.  Research or using previous research to create final products.  100% technology involvement.

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Hartley - I observed a class where the teacher was using several learning styles for her students.  Lecture, videos, google classroom.  She did this because some of the students didn't have devices to answer the questions. I would do this just to make sure I was reaching all of the learning styles in my classroom.

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Hartley - I observed a class where the teacher was using several learning styles for her students.  Lecture, videos, google classroom.  She did this because some of the students didn't have devices to answer the questions. I would do this just to make sure I was reaching all of the learning styles in my classroom.

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One classroom was using Kahoot for a review.  Partners held each other accountable and kept everyone engaged.

Student learning was rigorous in that they were all being held accountable for knowing and using the material.

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Students were using multiple resources in a history class to conduct research.  The teacher had lecture notes and various website links for the students to access in Google Classroom.  The student learning was rigourous as they were pulling information and applying it to a report.

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1.  Students can take their notes from class lessons and create a google slideshow.  I can create a slideshow with information students need to gain and they are responsible for taking notes on the subject.
2.  Using Google Classroom and Google Slides to create and gain information.  Students are able to choose their source of information, whether it be teacher resources or resources on the internet.
3.  Students were able to CREATE their own learning product using the source of their choice, which was rigorous.  Technology was involved in the classes I  visited 100%.

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I really liked the google "facebook" template used for a biography lesson. I hope to get a copy of that template.

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Digital Hall pass
Students were on a virtual field trip and then created a digital brochure.  Technology was used entirely.

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1) Kahoot was being used as a vocabulary review in one of the classrooms before a test. I would love to do this. The Kahoot classroom also had a data board.
2) NewsELA, Kahoot
3) Students work was differentiated in the NewsELA classroom. In the Kahoot classroom students were very engaged and had to have clearly studied the vocabulary words.

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1. After just writing biographies in my classroom, I could have my students do the assignment I saw! The APUSH kids were creating FakeBook profiles for a person.
2. Students were very engaged creating the FakeBook profiles and watching the video/taking notes in the other class. More engagement seemed to be happening creating the FakeBook.
3. Technology was definitely being used in both classrooms. The activities were rigorous and complex in that they each had multiple steps to do in order to complete the assignments.

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I would like to use quizlet for students to make flashcards.  In the classroom we were in students were uploading their flashcards into google classroom.  Students were engaged in the process of uploading and sharing while we were in there.  The students were actively helping each other but were also on task.  The next class was a math 3 class and they were engaged in a presentation they were creating.

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1. First classroom was math, teacher had made a google slide that had rubric and questions. Students had to create their own slides with the questions that are asked and submit to the teacher. Teacher said that he will pick 2-3 to share with the entire class.
2. Teacher was teaching real life needed skill to students on how to set up an outline using google docs for a research paper. We got to see different levels of knowledge, how some students got frustrated, but the teacher remained calm and encouraging.

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"The Fridge" Students can hang work on the wall that they want to brag about.
"Kahoot" Talk more and interact with discussion throughout Kahoot after they answer each question.
Most students were engaged unless they didn't have a device.

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I enjoyed the Kahoot game. I would like to use this for review. I liked that some of the students were able to use their BYOD to access their google classroom. Students worked in groups and had to work together to solve problems. Technology was used in each classroom in every activity. There was a paper alternative for students that did not have access at home.

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-I liked how the students had a template to add their information. They did not have to worry about anything but the content.
-I like the website the band teacher was using. The kids created the scales they were learning. This would be great for all the music teachers.
-Students were learning and creating. They were having to think outside the box. Both classes were using technology for what they were doing.