# data[].attributes.body
In art class, I see many students excited to use their new skills (expressing enthusiasm!) with art mediums such as chalk pastels, oil pastels, paint sticks, tearing or cutting paper which are things we've been focusing on this past month. They are now using "purposeful initiative" to create mosaics and collage work from their own imagination.

# data[].attributes.body
The rubric itself pulls into other areas, questioning plays a huge role because how you use questions within the lesson will pull in the thinking and the problem-solving. How you present the content, your own knowledge of your students and your content also are important. All these parts are intertwined and help guide both the teacher and the students to that student ownership. Modeling obviously must happen so that kids know the criteria and expectations and from there students can move down a pathway of self-reflection and ownership of the lesson and how to use what they have learned to go deeper in their thinking and problem-solving!

# data[].attributes.body
Students are talking to eachother about different ways to solve a problem and why their alternative way is better or more efficient.

# data[].attributes.body
Teacher provides a learning activity or opportunity for students to engage in this type of learning. For example, I can read a short story or how students handled a situation and then I can ask students how they would have handled the same situation and why. This connects with the mindfulness lessons that I am currently teaching.

# data[].attributes.body
"When students are given a solution to a problem and asked to suggest methods to improve it or make it better." This connects with "Thinking," on he rubric, because we are asking students to "generate a variety of ideas and alternatives."

# data[].attributes.body
Students are able to analyze the specific musical components of a song and explain how it connects to learned rhythms and solfege. Students can then apply those concepts when learning a new piece of music. This connects to predicting outcomes, as they can predict how a song will sound by observing rhythms or solfege.

# data[].attributes.body
Score themselves

# data[].attributes.body
Student responses go beyond answering the question. They explain why. Adding a why explanation shows evidence of the students analyzing and evaluating the text, or task.

# data[].attributes.body
When teachers set expectations and model those expectations, students have a better idea on what it should look like and can have a better idea on what individual or even group work looks like. When the class had to write a paragraph with a partner, Chrissy and I modeled going through the process to help with the arguing throughout the class and when we let them go work with their partner, it went a lot smoother and the students were about the work a lot better with their partners. They were able to help each other more without being "mean."

# data[].attributes.body
Amanda

Having opportunities where students can think and problem solve with hands on activities gives language learners and struggling readers and writers a chance to shine as thinkers and problem solvers.

# data[].attributes.body
Problem Solving: "students are given relevant and irrelevant information". This is used heavily in math, I haven't seen a ton of it in reading. Math uses it in story problems, what's important? Are all the numbers important or are they telling you something that doesn't matter?

# data[].attributes.body
We have some curriculum that really creates opportunities for students to demonstrate their thinking. Both W&W and IReady have these pieces. We have to prioritize those Th/PS parts of the lessons to be sure the bulk of the time is utilizing those opportunities. We don't have to reinvent the wheel. We just need to intentionally plan our models and our time to make use of them.

# data[].attributes.body
I think the class has to be a safe space before students feel safe to express their thoughts and different ideas. If they know how to disagree with what someone says and know it's okay to do that, then more kids will think and problem solve on their own. This goes back to classroom norms, consistency, and expectations.

# data[].attributes.body
I liked the final part about the Link between these two. That problem solving cannot exist without the correct style/type of thinking.
That made me think that if one style of thinking isn't working, it's not the problem is impossible-but you need a different way of solving it. Made me brainstorm about creating a visual of the different types of thinking for kids to look at. Could they pick out what type of thinking they are doing for a certain task? When we wrote our compare and contrast essay, could they easily identify that, "I'm doing compare/contrast thinking!"
If they get stuck with something, could they name a different strategy to try?

# data[].attributes.body
Students are taking ownership of scoring themselves based on criteria. Also connects to assessment.

# data[].attributes.body
Students take initiative in independent or group work to develop a plan to solve a task or problem in more than one way. Students take charge - not just waiting for the teacher to tell them what to do. They have the freedom to explore in multiple ways but they are the ones leading

# data[].attributes.body
Students support responses with relevant justification and reasoning "using evidence from the text."

# data[].attributes.body
Even when we feel like we have to complete a set amount of work during the time, we have to give the students enough time to think about questions and work through problems. For me especially, I find myself rushing through the "simple" questions because the students should be able to get them when in reality those simple questions are the baseline for everything so I need to be more intentional on giving them time to think and really checking in to see if they are understanding.

# data[].attributes.body
Teachers have to model their thinking which ties in closely with PIC in how they're presenting the skills and content.

# data[].attributes.body
Thinking - Students explore and review a variety of of ideas, models, and solutions to problems. Are their multiple ways to solve this problem? Explain! How did you do it? What is another way you could solve it?

# data[].attributes.body
"allowing students to struggle productively and grapple with their learning" is especially important if you want independent thinkers who don't rely on others to answer for them. It's easy to step in and guide, or to rely on the students you know will respond well each time, but it does a disservice to students who always count on being rescued by the teacher or their peers.

# data[].attributes.body
Allowing students to struggle productively and grapple with their learning.  But also, provide scaffolds to those who need it.  This also connects to Teacher Knowledge of Students.  You have to know who needs the support and who can struggle productively.

# data[].attributes.body
Students are talking with their peers and/or teachers about the thinking strategies they are using to solve problems and why those strategies are beneficial. Example: this handout to plan for the FQT helps me organize my essay and allows me to check my work.

# data[].attributes.body
Modeling is teacher action that also connects to the rubric. When a teacher models, they are thinking out loud and sharing that process with students. The model can include a variety of types of thinking as well. A follow up teacher move could be calling on a student to model their thinking for the class (which connects to student being self motivated-wanting to model)

# data[].attributes.body
With the modeling expectations and thinking types, being intentional on planning out where your students might have a hard time or even if you want them to pick up a strategy to use can get them to do it. I modeled drawing a line when doing liquid volume during math and was very intentional on using it throughout doing group work and the students took it over into their individual work time with little to no reminders. (Even students who do not always fully listen/participate during group work.)

# data[].attributes.body
Analytical Thinking: the example is using comparing and contrasting through a venn diagram. In 3rd, we just compared and contrasted characters between two different texts. The kids had to pick similarities and differences between the characters and support it with evidence from the text. They were given sentence stems like "one similarity is" and "one difference is..." They had to complete this on their own and defend their answers with a partner.

# data[].attributes.body
Amanda

If teacher is not using the other areas of the rubric, thinking and ps can't happen. T needs to have good questions to guide thinking also wait time so students have opportunity to properly think and problem solve.

# data[].attributes.body
"Thinking is the process. Problem Solving is the product." Intentionally planning ways for students to engage in this process to product.

# data[].attributes.body
Having us looking for other rubric connections on a Padlet is a way of 1. Motivating students through engagement 2. Can be an insight / assessment of our understanding of the TLS (rubric). 3. This in itself is a way to collect student work and provide feedback.