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Academic --> Collaboration

"I can work collaboratively and productively with peers to share ideas and further our collective understanding."

If I have a quiet class I will often use table white boards and have the students collaborate and put questions or answers on their whiteboards so I can visibly see their work. This seems to intimidate them less as they know they will erase what they have and they won't "mess up" their notes.

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"I challenge prejudice and engage in courageous conversations"

Part Two

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"I challenge prejudice and engage in courageous conversations."

(Part One) This handout was a way to enter a conversation about how we talk about immigration and immigrants. We paired this handout with instructions on connotation and denotation. This activity is a way to challenge prejudice and dehumanizing language.

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In response to the indicator "I can work collaboratively and productively with peers to share ideas and further our collective understanding", I use groups of three or four for seating arrangements in my classroom and regularly (about once per unit of study) change where and whom students are seated with in order to foster an environment of collaboration.

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"I can work collaboratively and productively with peers to share ideas and further our collective understanding."

Four corner strategy used during Creek Ecology unit in Biology, students have to create an arguement for what the quality of the water in the creek is and based on four categories, students moved to 4 different corners of the room and with that group combined all of their ideas of why they chose that category. As a group they create an argument for their choice. Sometimes groups end up being too big, so I will create sub groups of the same category to work together to create arguments. Once all groups have created their arguments they will share their ideas with the rest of the class. I have had other groups analyze these arguments to give feedback and I have given students opportunities to switch their claim after hearing other arguments.

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This technique stimulates student learning through movement and discussion, and it can also be used as a formative assessment. Students are presented with a controversial statement or are asked a question. In each of the four corners of the classroom, an opinion or response is posted.

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This is broadly in response to the intersection of "Classroom" and "Personal Responsibility/Accountability."

At the beginning of the year, I use this slideshow to walk students through the structure and content of an appropriate email. I've found that it results in more proactive email habits and better tone.

I also do this in connection with a "Post First Unit Check-in" where I then have students send me an email using the content of this slideshow to guide them in structuring it. They write me an email that reflects on their growth through the unit, one area for them to improve, one goal for themselves in the coming unit, and any additional information they feel I should know about them.

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Behavioral Matrix / Community&Respect: "I challenge prejudice and engage in courageous conversations."

I created this class activity for an award that focused on "Transcending Boundaries and Finding Common Ground," and it aligns with this behavioral matrix by encouraging students to engage in courageous conversations by putting themselves in others' shoes. This handout prompts students to answer questions such as "What barriers does someone with your syndrome face in their day-to-day life?" and "How can we support someone with your syndrome to overcome those barriers?" This helps students engage in these conversations with their peers in a respectful manner.

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Garrett and I used this article to help our students reflect on their strengths & areas for growth when it comes to working in a team and creating a collaborative culture. Students read it and sent an email identifying their strength, supporting it with an experience, and setting a growth goal for the year. (We also used this to teach email etiquette).

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The Culture Code | 10 Minute Book Summary | Runn

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This book summary of “The Culture Code: The Secrets of Highly Successful Groups” dives into the key takeaways from Daniel Coyle’s research on outstanding teams.

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Academic --> Ownership -->

"I can use my resources to problem-solve before asking my teacher for help."

This is a resource I give to my AP pre-calc students to give them something to refer back to when they don't know were to start/how to continue in their verifying. Since this skill follows no distinct pattern or "sequential steps to follow" like some skills in math, so students often struggle for where to start. We relate this to solving a puzzle where people have different strategies (edges first, group by color etc), but the strategy we pick depends on the end picture.

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To encourage positive environments and collaboration among students, every Tuesday we (Rebekah, Garrett, and me) do a "Teamwork Tuesday" set induction. These activities take anywhere from 5-10 minutes at the beginning of class. It helps them practice working collaboratively in a positive and low-stakes environment and get them ready for the class.

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In order to help students maintain organization of their course materials, I provide guided notes which are hole punched with the expectation (set at the beginning of the course) that they will be regularly accessing, writing in, updating, and studying from a binder or notebook instead of/in addition to a course text. For Freshmen, this also serves to help them learn what notes are important to write down, how to organize their mathematical thoughts, and example questions to use the skills we are learning about. This particular skill also benefits the executive functioning of students with specific 504 plans and/or potential neuro-divergence (ADHD or Autism).

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"I support my community."

Every day, I start class by asking students to share what they did the day before, what they're doing that day, or what they're doing tomorrow/this weekend. What I've found is that students will often take the opportunity to share about their game, competition, performance, etc. This gives me an opportunity to a) hear what they care about, b) decide if I'm able to go support them, and c) encourage other students to be in attendance and support each other.

This definitely isn't unique to me, but doing it with consistency has, I think, been a benefit to my classroom community.

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Sentence starters to aid in collaboration. (I didn't use these this year, but have in previous years).

"I can actively participate in class discussions, activities, and group work to deepen my understanding."

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Academic Matrix: I can use feedback from teachers and peers to revise my work and improve my understanding & I can learn from mistakes and see challenges as opportunities for growth.

With my junior and senior AP Lang students I spend a lot of time emphasizing that it is important to be able to identify aspects of their writing and others' writing. With their summative reflections after timed writings, they have to be able engage in the peer review process and identify aspects of their writing. These reflections allow them to highlight where they want to make revisions with their writing and how to continue strengthening their writing.

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Academic Matrix: "I can lead and support peer-to-peer learning by teaching others when appropriate."

To prepare for their summatives, I have my freshman biology students participate in peer-review activities to help themselves and their peers. An example of this peer-review activity is printing out students' CERs anonymously and having each group evaluate and grade a different CER on their whiteboards. In addition to providing feedback and a grade, they must make revisions and essentially rewrite the claim, evidence, or reasoning being evaluated. Then, the groups will move around to each table and grade a different CER, adding to any feedback that the previous group provided. Finally, we wrap up with a class vote on which CER was the best, what made it the best, and create a key together based on everyone's contributions during this activity.

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In response to "I can work collaboratively and productively with peers to share ideas and further our collective understanding" and "I can lead and support peer-to-peer learning by teaching others when appropriate," I utilized modeling to build students' understanding of how to set-up and conduct a titration. Before I modeled the titration set-up and mathematical routines, I used both videos and readings to build the students' vocabulary and identification of laboratory glassware and equipment. Students then performed multiple titrations in the laboratory. Because of the size of my classes, I brought in a peer chemistry tutor from the U-Link to assist in providing immediate feedback to students. Furthermore, I had students within their groups explain how to conduct a titration and complete the mathematical routines to other group members. Students worked in small, collaborative groups with each other throughout the multi-day learning activities.

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15_Introduction to Titration Setup and Calculations

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"I can stay open-minded and respond positively to others' ideas." AND "I can learn from those with opinions other than mine."

While learning reader response literary criticism, students were placed into book clubs where they had the opportunity to share their opinions, connections, questions, etc. with others. They took notes using this document. On their summative assessment, they used these book club discussions to review their choice text.

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The Freshman Program collaborated to identify some areas on the behavioral matrix we felt like were deficits for specifically our freshmen students. This connects broadly to the behavioral matrix, attempting to tie several pieces together. While there's definitely some overlap with the academic and socio-emotional matrices as we didn't have those at the time of creating this resource, we felt that giving students some prioritization strategies allowed us to target teaching to behaviors like taking initiative, time management, and school spirit/support.

In terms of executing this, English took Monday, Biology took Wednesday, and World Studies took Friday. This is meant to be a low-stakes tier 1 intervention that allows students to build good habits.

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Academic Matrix: "I can work collaboratively and productively with peers to share ideas and further our collective understanding."

With my anatomy and physiology students, I used this jigsaw activity to promote collaboration and show them that they can collectively build their understanding of specific content together. The way the Jigsaw is organized helps them productively share ideas with their Jigsaw group to further their understanding. Additionally, I have them fill out a Google slide with specific terms and information they learned from this activity, which they will then share with the class.

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"I can use rubrics as tools to guide my work and make informed decisions about assignments."

In addition to a traditional rubric, students had this tool to individually and collaboratively review their summative before submitting it.

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You can access all three matrices here!

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When looking at the community column of the behavioral matrix we wanted to make our Sophomore Writing classes welcoming. To help our students create an environment that is comfortable for them to share their ideas and participate in the writing process, we had our Sophomore Writing students share out what their most important values are. Our students decided that trust, encouragement, inclusion, and mindfulness were the most important. Then we broke it down into what goes into those categories. We would often go back to those values when students need reminders of what it meant to be a Sophomore Writing student.

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Social Emotional Matrix: Self Awareness: I can adjust my mental framework to reflect on my performance and progress to identify strengths and areas for improvement.

Here is a reflection document I have freshmen use to identify their strengths and weaknesses with CER writing. It allows students to look at feedback and reflect upon strengths/weakness and consider how to improve.

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Social-Emotional Matrix: Self Awareness: I can adjust my mental framework to reflect on my performance and progress to identify strengths and areas for improvement.

I have students fill out reflection documents. This one is a document for the Engineering Design Process. Where they reflect as a group, then other groups move around and brainstorm ideas as well. Together they identify strengths and weaknesses with the model and brainstorm improvements.

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Social Emotional Matrix: Self Awareness: I can stay prepared and prioritize tasks effectively to meet deadlines.

Here is a PP I use with a large engineering project where students create a water filtration device. The PP (slides 3-4) provides a timeline for what each student should be doing each day. Therefore, it models prioritizing tasks for each day.

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Social Emotional Matrix: Relationships: I can participate and collaborate in effective ways while working with others.

Sometimes it is difficult to get student to participate in group learning, I use roles frequently to help students collaborate. It gives each student ownership over the learning because they have a specific job or task.

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Center for the Professional Education of Teachers

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Break away from the “I did all the work, and they did nothing” refrain.

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Social Emotional Matrix: Self Awareness: I approach activities with a growth mindset.

With freshmen I spend time talking about resilience, growth mindset, knowing vs learning, and I have students brainstorm strategies they can use when they are struggling to learn. See PP

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This is a short article that Garrett and I used in AP Seminar class, to help orient our students around the importance of taking risks/risking failure in academic spaces. (I can learn from mistakes and see challenges as opportunities for growth.)

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To help build our students' use of academic self-analysis/reflection ("I can use rubrics as tools to guide my work and make informed decisions about assignments"), Garrett and I structured an early self-analysis activity where students broke down the EOCA rubric and compared their own work to a variety of example essays. This activity laid the groundwork that allowed our students to use writing samples to make their own decisions about structure and organization throughout the year, rather than relying on the teacher to provide those outlines/make those decisions for them.

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In response to the same indicator about Artificial Intelligence, Garrett and I structured an activity that combined course content (we needed to introduce the AP Sem lenses to our students) with a lesson about the ethics of AI. Students used their budding research skills to research AI through a variety of lenses, uncovering some of the economic, environmental, social, and philosophical issues with casually using AI. This took the issue out of just the classroom, and helped them think about the larger implications of just typing something into ChatGPT. Here are some examples of the students' work. (They were supposed to use pictures only, so they could practice presenting to the class as well).

https://docs.google.com/presentation/d/1L2rtTAz-NZy9q00SGnKbeLYvB6-iAUkncnmKZWljiH4/edit?usp=sharing

https://docs.google.com/presentation/d/1u8jGSWim_RmiWAlQP3v4kDQlACHN9XCdwxGDmy1HIrs/edit?usp=drive_link

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In response to the indicator "I can use technology responsibly and adapt to new tools, including AI, while following ethical guidelines," Garrett, Abby, and I collaborated on an activity to help our students grapple with what would be considered acceptable/unacceptable use, as well as brainstorm ways around of falling into the trap of overusing AI. Attached is the presentation/activity that we put together.