# data[].attributes.headline
I will have students share what they learned with a partner and then answer any questions they may have in the large group setting.

# data[].attributes.subject
I will have students share what they learned with a partner and then answer any questions they may have in the large group setting.

# data[].attributes.body
I teach lower elementary. I have found that when introducing a new concept, if I can relate it to something in their lives, they are more apt to see why they need to learn it and are more interested. Example - We were learning how to count many objects. So I had them think about how many legos they had at their house. I then asked how they would count those legos if they had to. They were interested right away because they knew they had hundreds maybe even thousands of legos and couldn't imagine counting them all! I had them hooked and a lot of my students took over the lesson from there with their ideas on how we could count them.

# data[].attributes.headline
Student's exit ticket in the lower elementary is used at the end of the day when getting ready to dismiss as we recall information that we were engaged in during the day.  The students can share anything that was studied throughout the day.   Sometimes I use this at the beginning of the day also to recall from the day before.  

# data[].attributes.subject
Student's exit ticket in the lower elementary is used at the end of the day when getting ready to dismiss as we recall information that we were engaged in during the day.  The students can share anything that was studied throughout the day.   Sometimes I use this at the beginning of the day also to recall from the day before.  

# data[].attributes.body
To reflect on learning I use exit tickets or perceptual data to estimate if my students are on track with our learning goal.

# data[].attributes.headline
Students Elaborating on New Knowledge & Reflection 

# data[].attributes.subject
Students Elaborating on New Knowledge & Reflection 

# data[].attributes.body
I have students work on a reflection log after lessons to reflect on the lesson objective and what they found most beneficial. Students are asked to reflect on what new information they learned and how it relates to prior knowledge. They are also asked to reflect on their mindset during a lesson and how it impacted their learning.

# data[].attributes.body
I like to have students create visual representations (diagrams, find pictures, create drawings) to show and deepen their understanding of vocabulary. This helps cement their understanding and give them something to connect their learning to.

# data[].attributes.body
One thing I am still working on is getting students to honestly reflect on their own learning. I have made progress with writing units by having students score themselves using a rubric as well as answer questions based on what they improved on and areas they still need to work on.

# data[].attributes.body
To reflect on learning, I like to utilize exit tickets. Often times I will then have students partner up and share what they wrote on their exit tickets, and then I will call on students to share to the class a few of the key points. There are times where I take it a step farther and work on active listening skills by calling on a student and having them share what their partner said with the class.

# data[].attributes.body
To reflect on learning I use a graphic organizer which is set up as a scale so they can not only utilize it when completing a task, but they can review it throughout the process and reflect on it at the end. They circle where they feel they are at and then I mark where I feel they are at when I grade so they can see if they are on track. It also helps me get a feel on how they think they are doing or understand the task.

# data[].attributes.body
12

# data[].attributes.body
I use PearDeck when presenting my math lesson. At the end of the presentation there is a section called Take Aways. In this section the students reflect on the lesson and what they have learned. It is a great tool that I use to gauge where my students are and where they think they are in the learning process.

# data[].attributes.headline
Working with Element 11 - Elaborating on New Information....the question I have is regarding how to effectively monitor progress.  

# data[].attributes.subject
Working with Element 11 - Elaborating on New Information....the question I have is regarding how to effectively monitor progress.  

# data[].attributes.body
I set up centers and have the students complete tasks that allow the students to review the new information in a student-centered way. I also set have them complete activities in which they have to apply the knowledge. This has worked well so far.

# data[].attributes.body
Students completed a "What I Know" before and after a chapter to reflect on their learning.

# data[].attributes.headline
Introduction of new material. I like to ask the student or have them demonstrate what the feel is the correct way to to complete this task.

# data[].attributes.subject
Introduction of new material. I like to ask the student or have them demonstrate what the feel is the correct way to to complete this task.

# data[].attributes.body
Interactive notebooks for science has been a great way for students to be more active in science and has helped with chunking the material

# data[].attributes.body
Posting "A learning goal in review" along with "Today's new learning goal" has helped students realize that the new content is not really all that new and that they already know information that can help them understand their new information.

# data[].attributes.body
When taking notes in upper elementary, I usually write on the board the most important things or things that could be on the test. That way the kids start to understand what type of info is relevant instead of making them figure that out themselves.

# data[].attributes.body
I am a lower elem teacher, so students are able to record and represent new knowledge by drawing pictures and sharing with partners that they understand the new material.

# data[].attributes.body
When doing partner work I try to mix up who their partner is or sometimes do small groups.

# data[].attributes.body
I like to put my kids in groups. Sometimes I pick their partners (strategically), other times I let them choose their own partner. it depends on the task they are working on.

# data[].attributes.body
When chunking information by doing a review activity make sure that every student has a job or responsibility to maintain engagement.

# data[].attributes.body
Using interactive whiteboards to increase student engagement.

# data[].attributes.body
Write number line on the board and erase the numbers counting down when the last number is erased it is time to answer.

# data[].attributes.headline
One strategy that I have found that is working well in my classroom is using academic games to help students with the knowledge being taught.  I have used quizlet and the kids love this to practice and review knowledge.  

# data[].attributes.subject
One strategy that I have found that is working well in my classroom is using academic games to help students with the knowledge being taught.  I have used quizlet and the kids love this to practice and review knowledge.  

# data[].attributes.body
For grouping, each student has a playing card that they were given at the beginning of the year. Then I have them get in groups related to number, color, or suit.

# data[].attributes.body
One strategy that I use that works well in chunking  is to use a variety of strategies to break the lesson into chunks (ie. presentation, technology, game, practice, exit)

# data[].attributes.body
One strategy that I have used that has worked well with my students is using fun visuals (pictures from internet, video clips) to help students relate to vocabulary words that will be introduced as part of the lesson.

# data[].attributes.body
A strategy that has worked really well for me is to provide students with a study guide and/or graphic organizer for smaller lesson components, rather than just one for each whole lesson.

# data[].attributes.body
In grouping students together I make sure to mix things up. Sometimes I purposely mix stronger students with those that struggle looking for them to peer coach, while other times I may randomly put them in groups. Still other times I will put groups together based on their skill. This allows me to put a para with my students who really struggle so I know that they are working on understanding the information instead of taking a backseat to the students who want to be the leaders. This allows me to float between the other groups to check in with what they are doing and struggling with.

# data[].attributes.body
One strategy I feel I do really well is schedules and routines.

# data[].attributes.body
I use organizing students (El 7) with the other elements on a regular basis, so when chunking, there is always an opportunity for groups to discuss, think of examples, evaluate ideas, engage in friendly controversy, etc. When previewing, I always include the highlighting of the critical concepts as well as having students review and rehearse previous content.

# data[].attributes.body
When doing partner work, my students get with their "cross town" partner. This is a quick way to get them together to work on an activity. I also have them work with their "elbow partner", which is the student sitting beside them.

# data[].attributes.body
One strategy that has worked well with previewing is also combining it with our previously used Reflection goal. We used reflection journals to assist in helping me understand what is or is not being retained by students each day. I also use those journals to develop ideas for what I need to focus my previewing on for following lessons.

# data[].attributes.body
One strategy of chunking that I use that works really well is to think of the class as a game with 4 quarters.  I have an intro, two activities, then an exit activity.  This has helped me  find the critical information for presentation.

# data[].attributes.body
1) one strategy that I use in directing students to relevant information is to provide 3 or 4 guided questions with key terms or people for each learning group in the room to with a page number in the text. After some collaboration time, the group is responsible for leading the discussion.

# data[].attributes.body
One strategy that works really well for previewing is before every new grammar topic (I teach Spanish), we look at some jokes in Spanish that contain the topic we are discussing. The students work with their partners to translate and then we discuss what they think is coming or what they noticed.

# data[].attributes.body
Pear Deck is a presentation tool that allows you to control student devices.  Through Pear Deck, teachers are also able to chunk content by inserting interactive and reflective slides that students must complete.  This serves as a quick check for understanding.

# data[].attributes.body
Coggle.it:  Free-Flowing Web Creation Tool

# data[].attributes.body
http://maureenmcohen.blogspot.com/2013/10/4-2-1-free-write-common-core-strategy.html

# data[].attributes.headline
Kagan Strategies for Organizing Students-Element 7

# data[].attributes.subject
Kagan Strategies for Organizing Students-Element 7

# data[].attributes.body
https://docs.google.com/presentation/d/1Ieyhd5LC1llcgLGezPj2kmuXP2rEgjZhzCdSlHU8HM4/edit?usp=sharing

# data[].attributes.headline
Free Graphic Organizer Templates-Element 12

# data[].attributes.subject
Free Graphic Organizer Templates-Element 12

# data[].attributes.body
http://freeology.com/graphicorgs