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Put the "harder" extension problems at the beginning of an assignment rather than the end.

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Jewelry students practice several techniques and then they design a project that utilizes those techniques. They are then required to fill out an order form for materials and calculate the total cost of their project in order to begin. After they complete their project, students complete a written self reflection on the process, and as a class we critique  the final pieces verbally, digitally and/or orally based on the use of technique, idea, purpose, and overall success of piece.

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Working with the cameras.
I do a hands on lesson where the kids learn how to use slow shutter speeds with the DSLR. Students are given a project to use this new skill in their own way.
Students then reflect on their work on their own and with small 3 people groups

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One of the activities in drawing involves critique of the artwork.  Students must choose a drawing to describe, analyze, interpret and evaluate the work.  Then we share as a group our opinions, understanding of communication or message, techniques and design choices, and more...

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One of the activities in drawing involves critique of the artwork.  Students must choose a drawing to describe, analyze, interpret and evaluate the work.  Then we share as a group our opinions, understanding of communication or message, techniques and design choices, and more...

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Kids are building a website to inform about ecological problems. They will create PSA's and other supporting materials to prompt an audience towards action.

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To push kids to see that they can think about everything as a text, we analyze music, art, photographs, and deconstruct it as we would a written piece of text. We deconstruct to understand how it was put together, and, looking at the pieces, work to establish meaning.

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Having kids analyze and apply concepts to other real world examples. Using population data to apply DTM and Population Pyramids to level of development and education.

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Students begin by reading informative, non-fiction texts to understand multiple perspectives on a controversial, or current issue. Then students form their own opinions based a whole class discussion, opposing views, and their learned experiences.

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Students use previous knowledge to analyze a video, then write several paragraphs worth of text to describe the mental and emotional health states of the characters in the video.

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Students use previous knowledge to analyze a video, then write several paragraphs worth of text to describe the mental and emotional health states of the characters in the video.

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I like to "chunk" cognitively complex tasks. I offer exemplars and flow charts on the key sections of the task. I also offer opportunities to improve final projects that reflect additional students learning.

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I like to "chunk" cognitively complex tasks. I offer exemplars and flow charts on the key sections of the task. I also offer opportunities to improve final projects that reflect additional students learning.

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Students have been given a nonfiction article and reading and annotating it on their own. They are given specific things to annotate. Then they write a paragraph about what they read. Then students are given discussion time and finally come back to their writing.

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Having students look at a graph and then tell the story of that graph

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Culinary Nutrition, Food Science 2 students get opportunities to learn concepts, terminology and techniques and then get the opportunities to demonstrate those in hands on lab formats

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Culinary Nutrition, Food Science 2 students get opportunities to learn concepts, terminology and techniques and then get the opportunities to demonstrate those in hands on lab formats

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In order to promote critical thinking, I want to give my students many opportunities to encounter and solve problems. Then, the growth occurs when we remove the "training wheels" in that process.

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Having kids analyze data and discover trends

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Predicting where/how the technology we have today can be used or modified to create the tech of tomorrow.

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Once homework is done and discussed, choose 1-2 problems and write an extended response or write the solution as a proof. This is a chance to practice a new skill as well as communication skills and formalization of math skills.

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Students in Ceramics and 3D Design work throughout the semester on developing strong critiquing skills. This starts with looking at "professional" artwork and using the describe, analyze, interpret and evaluate process when looking at and forming an opinion about art. This process is reviewed as a group and individually, verbally and in writing. These skills then transfer to their reading of their peer's art and in assessing the clarity of intent and general success in their own artwork as well.

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having students answer questions by applying learned concepts about new situations

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Alternative assessment
Functional Academics
Future oriented because what happens when the "grown ups" are not there
How can we be sure they are "successful" adults

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Students read a science content related text, diagrams, charts, graphs, and use information to answer comprehension questions. Similar to what they will see on PSAT / SAT

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Asking students to examine primary source documents to discuss their credibility and, ultimately, their value as evidence about historical events or trends.

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Reading/Writing/Thinking
Having students read literary text, writing reflections, and thinking about what the authors message/point is.

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Students work in groups under the POGIL method to acquire the initial knowledge of a concept, rather than taking notes.

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Students work in groups under the POGIL method to acquire the initial knowledge of a concept, rather than taking notes.

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Having students find relevant current information about specific topics and concepts. Creating their own data and analyzing it!

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Looking for answers to real world problems through the lens of what we learn in science.

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The Complexity of the Synthesis of Language Acquisition

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The Complexity of the Synthesis of Language Acquisition

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When learning a new language, most every part of the process is complex and rigorous. Learning new vocabulary, syntactic forms, expressions, idioms, etc, requires complex intellectual processes. It requires students to make connections between their native language and the new language being learned. This constant dualistic thinking is rigorous. The hope for the teacher of any language acquisition class is to have the students attain a level of proficiency that will allow the instructor to begin to inject higher order questions in Blooms taxonomy. For example, once a ELL student can read and write

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Working in Collaborative groups
Thinking Creatively
Communicating Effectively
Thinking Critically

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students are studying various levels in relationships. For the love unit I have students bring in the lyrics to two of their favorite songs about love, 1 positive and 1 negative. They then complete a 7 step critical analysis of the lyrics to the songs they are listening to and when they have finished their analysis they then write a short essay reviewing what they learned and have a group sharing of information.