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Read the situation at the top of your assigned column. Write a scenario that describes what that particular situation and level of 4 A's looks like, sounds like, and feels like. 

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Read the situation at the top of your assigned column. Write a scenario that describes what that particular situation and level of 4 A's looks like, sounds like, and feels like. 

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Describe how an at-home learning opportunity could be transformed during the ADOPT phase.

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Describe how an at-home learning opportunity could be transformed during the ADOPT phase.

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Describe how a station rotation learning opportunity could be transformed during the ACCELERATE phase.

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Describe how a station rotation learning opportunity could be transformed during the ACCELERATE phase.

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Describe how a face-to-face learning opportunity could be transformed during the ADVOCATE phase.

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Describe how a face-to-face learning opportunity could be transformed during the ADVOCATE phase.

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Describe how the playlist model learning opportunity could be transformed during the ADAPT phase.

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Describe how the playlist model learning opportunity could be transformed during the ADAPT phase.

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Describe how the playlist model learning opportunity could be transformed during the ADVOCATE phase.

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Describe how the playlist model learning opportunity could be transformed during the ADVOCATE phase.

# data[].attributes.headline
Describe how an at-home learning opportunity could be transformed during the ACCELERATE phase. 

# data[].attributes.subject
Describe how an at-home learning opportunity could be transformed during the ACCELERATE phase. 

# data[].attributes.headline
Describe how a face-to-face learning opportunity could be transformed during the ADAPT phase.

# data[].attributes.subject
Describe how a face-to-face learning opportunity could be transformed during the ADAPT phase.

# data[].attributes.headline
Describe how a station rotation learning opportunity could be transformed during the ADOPT phase.

# data[].attributes.subject
Describe how a station rotation learning opportunity could be transformed during the ADOPT phase.

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Water Cycle Investigation Playlist

LEARNING OBJECTIVES:

- Understand the water cycle processes

- Analyze how environmental factors affect the water cycle

- Create an evidence-based presentation of findings

📌 Select an investigation question

- Choose from question bank or create your own question.

📌 Research the question (select at least 2 methods)

- Read articles from the digital library (links provided)

- Watch the video series on water cycles

- Analyze the interactive simulation models

- Conduct a mini-experiment with provided materials

📌 TEACHER CHECK-IN #1

- Schedule a 5-minute conference to discuss your question and research plan

- Get feedback and customized resources for your specific question

📌 Organize your findings

📌 Prepare your presentation

- Choose your presentation format (digital slideshow, video, poster, poem, etc.)

📌 TEACHER CHECK-IN #2

- Share your draft and receive feedback

- Revise based on teacher guidance

📌 Finalize and present

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The Station Rotation Model: Prioritize Differentiation, Student Agency & 4Cs of 21st-Century Learning - Dr. Catlin Tucker

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I have a soft spot for the station rotation model. It was one of the first models, along with the flipped classroom, that I could employ in my low-tech classroom. In the early days of my transition to blended learning, I had one Chromebook, which I received after writing a Donor's Choose project.

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The Art of Self-Pacing: How to Build Playlists that Keep Students on Track - Dr. Catlin Tucker

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The playlist, or individual rotation model, is a highly effective blended learning model that empowers students to take ownership of their learning by giving them control over the pace and path of their learning. This model presents a sequence of carefully curated learning activities tailored to each student's unique needs and abilities, allowing them to [...]

# data[].attributes.attachment_link.title
The Art of Self-Pacing: How to Build Playlists that Keep Students on Track - Dr. Catlin Tucker

# data[].attributes.attachment_link.description
The playlist, or individual rotation model, is a highly effective blended learning model that empowers students to take ownership of their learning by giving them control over the pace and path of their learning. This model presents a sequence of carefully curated learning activities tailored to each student's unique needs and abilities, allowing them to [...]

# data[].attributes.attachment_link.title
The Station Rotation Model: Prioritize Differentiation, Student Agency & 4Cs of 21st-Century Learning - Dr. Catlin Tucker

# data[].attributes.attachment_link.description
I have a soft spot for the station rotation model. It was one of the first models, along with the flipped classroom, that I could employ in my low-tech classroom. In the early days of my transition to blended learning, I had one Chromebook, which I received after writing a Donor's Choose project.

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Mrs. Frizzle’s 2nd grade class is studying animal adaptations. In this activity, the class is focusing on factual information about a wild animal of their choice. Students work in collaboration with a partner to research external animal parts that allow animals to survive in the wild. Each partnership is given the task of completing a digital fact slide outlining their information to make a classroom Zoo Book.

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Human Impacts on the Environment

LEARNING OBJECTIVES:

- Understand/research human impact on the environment.

- Analyze what they could do in their own community to mitigate it.

- Create a presentation on the environmental impact and the measures taken/could be taken in their community to mitigate it.

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Ownership of Learning - Instructor picks a song for a student to practice and learn. They will post their practice strategies on a Padlet for other students to see.

Conceptual Understanding - Students use musical strategies such as repetition, chunking, tempo variety, metronome use to practice their song.

Tool Use - Students use an online metronome, online tuner, practice or backing tracks to improve their ability to play the song. By posting their practice strategies on Padlet, students can give each other new ideas on ways to practice, especially in more challenging musical passages.

Instructional Focus - The final product is a performance of the song. By using a variety of practice strategies, students will be able to play the song.

# data[].attributes.body
Ownership of Learning - Instructor picks a song for a student to practice and learn. They will post their practice strategies on a Padlet for other students to see.

Conceptual Understanding - Students use musical strategies such as repetition, chunking, tempo variety, metronome use to practice their song.

Tool Use - Students use an online metronome, online tuner, practice or backing tracks to improve their ability to play the song. By posting their practice strategies on Padlet, students can give each other new ideas on ways to practice, especially in more challenging musical passages.

Instructional Focus - The final product is a performance of the song. By using a variety of practice strategies, students will be able to play the song.

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SPED 6th-8th Weekly Vocab Practice

Learning objective: Students will be able to match their 10 vocab words with an image and definition.

Students are given a choice between available online platforms: Google Doc, Flippity, or Quizlet.

Students will independently locate images that represent their vocab words as well as create definitions in their own words.

Formative assessment will be teacher reviewing student work, assessing appropriate pairing of word, definition, and image.

Sumamtive assessment: Students contribute sentences they have made with their vocabulary words to a class padlet.