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🥰using vocabulary word banks.  I use CFU after 5min, then every 10-15 with verbal and demonstrate student cues.

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🥰using vocabulary word banks.  I use CFU after 5min, then every 10-15 with verbal and demonstrate student cues.

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Exit Ticket

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Whiteboard Activity- Students show answers at the same time with answers to questions

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Pose/Pause/Pounce/Bounce - Pose a question, pause to let them think, pounce as in call on a student, and bounce as in ask another student to build upon their classmate's response.

Exit Ticket - Questions are beneficial at the end to assess whether or not the students are able to showcase proficiency in their understanding.

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Chunking, and breaking down basic skills, rules, and roles into manageable parts for students to dig deeper into their own depth of knowledge.

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Creating Tiktok (Tutorial) Videos

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Quickwrite

Whip Around using Flippity - Read a filled-in sentence frame to randomly selected partners that will then be used in writing

Paragraph writing prompt - rough and final draft

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Whiteboard,

Pair share,

Modeling

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cold call after students had time to write a response to the question

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cold call after students had time to write a response to the question

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Include a warmup question that covers the material from the previous day.

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cold call students to answer questions based on either previous knowledge or current content.

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Small Group pair-share class discussion question response

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Small Group pair-share class discussion question response

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Making posters of verb conjugation.

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Students practiced using the correct conjugation of irregular verbs in sentences in Spanish

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Using Pear Deck True/False and Free Response Questions

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Do Now (warm-up)- Students answer a question or prompt based on the previous days lesson

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Using weekly Kahoot seems to be highly beneficial, since I incorporate all lessons we've covered during the week. And an intrinsic sense of competition impels my kids to assimilate lesson's rules/concepts much more efficiently. 

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Using weekly Kahoot seems to be highly beneficial, since I incorporate all lessons we've covered during the week. And an intrinsic sense of competition impels my kids to assimilate lesson's rules/concepts much more efficiently. 

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CFU Week 3

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Vocabulary review game

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I also implemented SpongeWords Sheet. Each week I give my 3 students who are new to Russian language 20 Russian words to learn. And then test them on those 20 words in practice assignments and quizzes. 

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I also implemented SpongeWords Sheet. Each week I give my 3 students who are new to Russian language 20 Russian words to learn. And then test them on those 20 words in practice assignments and quizzes. 

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Quick group collaboration review cellular transport

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Choi 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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Choi 25-26 SLP Cycle 1 Week 2: Instructions & Data Collection

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Week 1

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week2

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week 3

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Mortensen - 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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Mortensen 25-26 SLP Cycle 1 Week 2 Data Collection

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Kahoot seemed to work well with engagement. My major issue is that some students do not take time to read the questions and answer as soon as they are able.

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(Leonardo Melyan) 25-26 Learning Cycle 1

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25-26 SLP Cycle 1 Week 1_ Instructions & Data Collection (1) (1)

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file:///C:/Users/Mary.Billings/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/L6CR222S/Billings%20copy%20of%20Reflection%2025-26%20SLP%20Cycle%201%20Week%201_%209_15%20to%209_19%20_.pdf

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file:///C:/Users/Mary.Billings/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/L6CR222S/Billings%20Copy%20of%2025-26%20SLP%20Cycle%201%20Week%202_%20Instructions%20%20Data%20Collection.%20Sept%2022%20-26.pdf

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Protasovitskaya 25-26 SLP Cycle 1 Week 1_ Instructions & Data Collection (4)

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Protasovitskaya 25-26 SLP Cycle 1 Week 2_ Instructions & Data Collection

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Protasovitskaya 25-26 SLP Learning Cycle 1_ Collecting Data, Reflection, Next Steps

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Choi 25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps

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More review, cfu, and follow up questions for better retention.

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Mortensen - 25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps

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Peer Explanations = pairing up students to compare and contrast.

Open-ended Questions = avoiding yes or no questions.

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CFU

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Small group pair share

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IM3 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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IM3 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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John Tadeo IM3 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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 IM3 - 25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps

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 IM3 - 25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps

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IM2 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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IM2 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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IM2 - 25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps

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IM2 - 25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps

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John Tadeo IM2 25-26 SLP Cycle 1 Week 2: Instructions & Data Collection

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John Tadeo IM2 25-26 SLP Cycle 1 Week 2: Instructions & Data Collection

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John Tadeo IM3 25-26 SLP Cycle 1 Week 2: Instructions & Data Collection

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John Tadeo IM3 25-26 SLP Cycle 1 Week 2: Instructions & Data Collection

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SLP Cycle 1 - Week 2

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Passage 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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Passage 25-26 SLP Cycle 1 Week 2: Instructions & Data Collection

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Students used whiteboards to identify intervals (the distance between two pitches). This gave me a quick glance to see who understood the concept of intervals and if the students were able to identify the motion of up or down and the specifics of a minor second versus major seconds. This supported week 2's activity: exit tickets.

Using this strategy also allowed me quickly see who understood the concept. If I saw students who appeared to not understand, I paused and explained without calling them out individually. I corrected errors in real time and we continued practicing. By the end, 70% of students were able to identify the intervals correctly.

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I utilized TeachersPayTeachers and found exit tickets that focused on piano intervals. I was reteaching this strategy and as students were turning in their exit tickets, I would have a mini-conference with each one to re-explain the concept and allow them to make corrections. Not all students made the correct adjustments, the class average on this was 66%.

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I used a different page from the TeachersPayTeachers resource I posted in CFU Week 2. Weeks 1 and 2, I pre-taught and re-taught the concept of minor and major second intervals (the distance between two pitches that are a step apart). For week 3, I wanted to check for understanding with minimal re-teaching of the concept. We reviewed the concept with whiteboards and my only comments were "some people got that one right" and "more people got that right." I did not explain or make corrections though. The class average was 84%.

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Learning Cycle 1 - Week 3

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Billings25-26  SLP Learning Cycle 1 Collecting, Reflection, next steps

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Billings25-26  SLP Learning Cycle 1 Collecting, Reflection, next steps

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Learning Cycle 1 Collecting Data, Reflection, Next Steps. 

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Learning Cycle 1 Collecting Data, Reflection, Next Steps. 

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Learning Cycle 1 Collecting Data, Reflection, Next Steps.

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Gutierrez- 25-26 SLP Cycle 1 Week 1: Instructions & Data Collection

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25-26 SLP Cycle 1 Week 2: Instructions & Data Collection Rubin

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25-26 SLP Learning Cycle 1: Collecting Data, Reflection, Next Steps Rubin

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SLP Learning Cycle 1 Next steps and Data