# data[].attributes.headline
Kat Zimmerman, 2nd Grade, Social Studies

# data[].attributes.subject
Kat Zimmerman, 2nd Grade, Social Studies

# data[].attributes.body
2.  What kinds of games do children around the world play?  How are they alike?  How are they different?
3. We're looking at maps and reading books from countries around the world like Mexico, the Ph. , Italy, the U.S. and Ethiopia.  Then, we are learning and playing games.
4. Our final 2 sessions focus on fairness and creating our own games to share with their class.

# data[].attributes.headline
Analysis from Multiple Perspectives (CTD)

# data[].attributes.subject
Analysis from Multiple Perspectives (CTD)

# data[].attributes.body
Sheldon Reynolds, Principal, CTD & LEAD/Shepard work

1.  My staff and the leaders that I support will  be working with implementing change ideas from strategic planning.

2. Using the DRAAW C+ framework as a means to determine the infrastructure to support the transition of staff towards new instructional shifts.

ex, of this work in application
https://docs.google.com/presentation/d/1TTbr8GeCVAeFLfCPCsH9zy8G5qgPLcROVRZouNFdAfQ/edit#slide=id.gf6c5d990ed_0_41

# data[].attributes.body
1. Julie Keys/8 ELA
2. Students are studying A Raisin In the Sun. This specific lesson is a final project. We will look at the varied reactions that would exist to the Youngers moving from an urban area (Chicago) into a predominantly white suburban area.
3. After reading the play, students will look at the perspectives of either Mama, Walter, Ruth,  as well as Mr. Linder, and their white neighbor, one month after the move. Students will write and share journal entries for each of these characters that express the impact of the move on the character and their feelings about the Youngers in this suburban neighborhood.

Questions to be explored include

- What types of interactions has the character had with the neighbors?
- How has life changed for the better?
- How has life changed for the worse?
- What does the character wish could have been done differently?

Student presentations will then lead to a discussion of the impacts of perspective and how these perspectives help create racism and discrimination. In addition, students can identify parallels to their own era and determine exactly how far our society has come in addressing racism and discrimination.

# data[].attributes.body
1. Jessica Plate/ 4th grade/ Visual Art
2. The big question students will investigate will be determined by the class using the Design Thinking protocol. Students will interview their community to empathize and define a problem.
3. The information I will reveal is the Design thinking protocol (Empathize, Define, Ideate, Prototype, Test, repeat?) and how to use a computer design program for 3D printing. Students will be conducting the research and I will facilitate and question as needed.
4. Final product: Students will design/test a prototype that will solve the initial problem the community identified using a design program and 3d printer.

# data[].attributes.headline
Investigation and Discovery - give students the space to make connects and own their learning

# data[].attributes.subject
Investigation and Discovery - give students the space to make connects and own their learning

# data[].attributes.body
Robin Bresnahan, K-5 Gifted and Talented:
I loved the example Colin made about giving student a bunch of rocks and having them organize and draw conclusions, supporting them with hints and questions along the way.  I've been thinking about how to do this with the my little friends. Here is one idea I came up with:
Give my Kinder and 1st grade groups multiples of 5s to 50, 10s to 100, 3s to 30 and let them organize and classify.
With older students I'd like to give them fractions to organize. Upon further investigation, some fractions will become irrational numbers when divided and others will not. This will lead us into a discussion about how their are more irrational numbers than rational.
I would also love to use the DRAAW+C structure at later time.

# data[].attributes.body
1. 5th SPED (GT)
2. What Is Multiple Intelligence Theory?
(8 Great Smarts)
3. Students will each take the MI survey (with help reading if necessary). I will read selections from the Book 8 Great Smarts & show demo videos.  https://www.youtube.com/watch?v=s2EdujrM0vA Then, we'll read short student descriptions and find evidence for each student's MI profile in the text descriptions. Turn & talk/discuss using language frame/ script: "The student in this description is ___smart because____"
"___ Smart describes a person who___"
"I'm also __smart because I prefer to ___ rather than___"
Students will review and tweak their initial survey. Students will guess their classmates' MI profiles and give evidence based on what they have noticed about each classmate.
4. Graph MI profiles. Extend: What skills or tools could a Word Smart student use to thrive in Math?  What could be a fun Body Smart activity for a Nature Smart kiddo?
What is my best guess for my teacher's MI profile based on what I've seen? Extend: What are some issues with/ limitations of this theory?

# data[].attributes.attachment_link.title
8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

# data[].attributes.headline
 Janet Draper - Reading Class, grade 6 (range of reading skills) - end of unit class activity on Figurative Language:

# data[].attributes.subject
 Janet Draper - Reading Class, grade 6 (range of reading skills) - end of unit class activity on Figurative Language:

# data[].attributes.body
Students read, view, listen to "Eleven" by Sandra Cisneros. (In this story, a teacher insists on giving a student an old red sweater. The student insists it's not her sweater.) Students re-group to argue Pro or Con for the two main characters' points of view.  Students consider figurative language and the whole text. Students draft DRAAW+C Pro teacher & Con teacher points of view. Students partner in pro & con pairs to argue on behalf of their character's actions using their DRAAW+C.

A shared inquiry/Socratic Seminar could incorporate short stories such as "The Parsley Garden" and expand arguments using the DRAAW+C structure too!

# data[].attributes.body
2. Growth Mindset versus Fixed Mindset
3. What is the difference between a growth mindset and a fixed mindset?
4. Revealing and researching with discussion
5. Student drawings of a clown that is successful and a clown experiencing failure with a discussion around what success versus failure looks like, which clown would have which mindset, and what internal dialogue would lead to either.

# data[].attributes.headline
EXAMPLE: Analysis from Multiple Perspectives 

# data[].attributes.subject
EXAMPLE: Analysis from Multiple Perspectives 

# data[].attributes.body
1.  7th Grade Social Studies
2. Why is voter turn-out so low?
3. Students can look at how different groups think about voting.  How to veterans feel about voting?  What about young people?  What about someone who is very busy with work or kids?  Why might that person not make the effort to get the the poles?

# data[].attributes.body
Share your:
1. Name/Grade/Subject Level
2.  What will your students be studying?
3.  How can learners look at that topic or issue from multiple perspectives?

# data[].attributes.body
1. 3rd Grade ELA
2. Irregular verb tense
3.  Students tend to try to always follow the pattern of adding -ed to make a verb past tense, even when the verb is irregular.
4.  I will have the students write multiple choice questions and think about how they can try to trick Joe.

# data[].attributes.body
Share your:
1. Grade/Subject Level
2. What will you be teaching?
3. What is the biggest mistake students make when learning about that topic?
4.  How can you have them analyze this mistake?

# data[].attributes.body
1. 5th Grade Science
2. Should plastic straws be banned?
3.  I will be revealing information from a scholastic article I have about the impact of plastic straws.
4.  Students will write a letter to our local city council to make a recommendation about a policy they should create for our town.

# data[].attributes.body
Share your:
1. NameGrade/Subject Level
2. What is the big question your students will be investigating?
3.  Will you be revealing information or will your students be researching?
4.  What will the final product be?