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The reminder to continue to refer to DOK levels when developing my student instruction is important. I want to make sure my assignments and questions have structure and clarity.

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Create Rigor in different levels of understanding

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The difference between ineffective and effective instruction helps put what we should strive for in a very clear light

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I want to learn more about how to use higher DOK level questions in a math classroom.

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The teachers insights and perspectives stuck with me as they are useful insights to apply when working with sped students

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More consistent gauging of understanding

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Use DOK levels 3 and 4 instead of 1 and 2

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I’m planning to continue to create consistent and clear content and practices in my classroom. Clarity and repetition help my students to succeed.

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Using this as an opportunity to rethink overall teaching practices and start fresh this year.

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Is my position as a para, what stuck with me was how necessary it is to match rigor with the teachers. When I work with students it’s vitally important to maintain a similar level to what they have use in the classroom.

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I think it is important to consider how you group students. This can greatly affect their learning. Some pairings could be ELs with English speakers, or high and low students. You can also consider if it is beneficial to have students work with their friends.

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One specific strategy that stuck out to me was rigor. I apply rigor in PE in the form of challenges. There are challenges during Mile Club days, the warm up, and sports units.

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Remembering to keep the student’s social emotional wellness and diversity in mind.

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Error analysis days, collaborative tasks, before assessment days

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How will your observations look? Timing/Length/Frequency.. etc.

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Something i’d love to go more in depth on is how to focus on different subgroups without making those groups seem “separate” or “other”

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I realized that connecting the culture and language of students into their learning and classwork is important.

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I’m printing out the DOK levels to remind myself to intentionally use them during instruction.

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I would like to know how we should engage with students who do not want to learn.

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I’m planning on employing the DOK wheel as I work with my caseload of students.

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The DOK wheel seems exceedingly helpful to help frame questions in adequately rigorous ways.

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Empowering students to be proud of their culture and language and have students empower and encourage others to do the same.

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Have the DOK wheel/chart next to me too guide instructions.