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I'm thankful for my time reflecting on my own classroom and it's implementation of the priority practices. It really made me dig deep into my self reflections!

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Students would complete reflections and assess their performance for when we did stations. It helped me make adjustments (do we need more time, less time, etc.) for following weeks

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Often times the tools we discuss can be difficult to implement in certain subject and/or grade level (eg. the thinking hats... this concept is a lot for younger kids)

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I would like to see more ideas to work with early childhood students. I felt like a lot of the time it was difficult to translate to activities that are appropriate for the younger students.

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For future years, I would like to see more examples and techniques for the high school that are college prep. I would like to see the science classes focus on how ASU handles how science classes and labs are taught. I would like to see the same happen with the other core classes so that students can begin to get used to the rigor and expectations for that setting.

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The wording of the priority practices are detailed but concise - which is great for educators. However, if we want students to have ownership and agency, I believe they should have an understanding of what their classroom's and teacher's goals are.

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I always feel like we dabble on one thing or go over something briefly in a meeting, and then it's time to implement. I would like to be a little bit more deliberate and spend more time on one thing before changing gears

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I observed students taking full ownership of their learning during Mr. Arthur's ecosystem project presentations. Their pride radiated and classroom culture was evident in the way students enthusiastically supported one another.

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I enjoyed implementing working playlists for the students.  I like that it is organized and easy to follow by the students at anytime. 

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I enjoyed implementing working playlists for the students.  I like that it is organized and easy to follow by the students at anytime. 

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One thing I focused heavily on this year was building/finding ways for students to collaborate between each other in any situation.

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Having time to hear how others are using and implementing the priority practices within our population of students

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One thing I would like to see next year is maybe more of a focus on practices that are geared towards high school, because there were a few techniques, tools, or items that felt like they did not fit into the high school level, or that students thought were too "young" for them.

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I always enjoy hearing back from students. This year I got some great feedback from students on things such as the classroom layout and environment, to the different activities we did

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I would like to see more examples of culturally responsive curriculum in movement, project, and service-based learning.

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I enjoyed the priority practices that focused on student voice/choice and ownership. It was fun to see how each student would tap into an interest in a way that met with the standards. You could definitely see a difference in the work when they are excited.

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Having my next gen coordinator as a think-partner

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Having my next gen coordinator as a think-partner

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Having a set time where I can chat with my next gen coordinator was very helpful. I also knew she was one slack message away if I ever needed anything in between those meetings

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Most of the lab work that is done in chemistry is student centered. They have ownership and must work together to complete the tasks.