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Teach model and reinforce routines

Look - This looks like modeling the correct routines.

sound - This sounds like repeating yourself and providing corrective feedback.

feel - This feels like a positive learning space.

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Utilize quick, informal checks for understanding as part of daily instruction

Random daily entrance and or exit tickets

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"Teach, model, and reinforce routines and expectations" -- this looks like call-and-response warm-ups, greeting students at the door, daily student check-ins, breathing/timing exercises, and the like.

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PS 4 - Utilize quick, informal checks for understanding as part of daily instruction.

Asking students to give thumbs up or thumbs down to verify understanding of the content.

Looks like students verification of understanding or asking for clarification.

Feels like students can safely & quickly respond without judgement.

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Anticipate possible barriers

Anything that might get in the way of teaching a student? Example, if that student can't have peanuts and your doing a cooking session I guess you have to cook something separate for that one student that can't have peanuts.

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Let's get on the same page about bottlenecks to accessing quality instructional materials.

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PS1

Will work on providing specific instructions for students with language and disability barriers, by placing in specific groups to ensure a learning goals are achieved. Example: use Cadet translators to translate curriculum material.

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Ensure classroom arrangement, displays, and materials are accessible to meet students' needs and learning goals (PS5).

This will look like: Colorful posters in the classroom with images of various foods, knife cuts, animal cuts, and more. Knife cut rulers in the kitchen, along with labels on equipment to help with equipment identification. Paper materials are in model binder and in file folders in classroom. Duplicated in digital format on Schoology. Tables are round which allows for students to work in groups when in classroom. Students have choice as to where to sit and where to work while in the kitchen lab.

Students can talk with peers in the kitchen and can work in teams if desired.

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In the classroom: 5:1 ratio of positive versus corrective feedback

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Provide frequent opportunities for student interaction, including partner, small group and class discussions.

Looks Like:

-Centered based learning

-various activities located around the room (at different tables)

-allowing for different modalities and choice

-Students move from center to center participating in different activities

Sounds Like:

-Student interaction

-Multiple conversations at the same time dependent on task

Feels Like:

-active and engaging

-movement

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Provide frequent opportunities for student interaction...(PS3)

looks like: students working in small groups, sharing their work and receiving feedback

sound like: on-topic conversation about design decisions

feels like: rewarding, engaged, positive, community

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I plan to work with utilize quick, informal checks for understanding as part of daily instruction( PS4).

This is important for my english learners to ensure they understand the lesson.

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(PS 1) Students will create individual WRS (Workplace Readiness Skills) Vocabulary resource guide utilizing Google apps to record the definition, a visual, and/or develop a scenario to understand each WRS term.

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PS1 -Teach model and reinforce routine.

What does it look like

On time, prepared, phone put away.

Sounds like

Students quiet and ready.

Feels like

A good classroom.

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4. Art is a visual language that expresses knowledge, experience and feeling. Students learn more than skill they learn how to communicate in a personal visual language which becomes more sophisticated and compelling.

1. We are always modeling routines and expectations but it is not always intentional. We need to be aware of what routines are being conveyed as acceptable

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Identify and explicitly teach essential concepts, vocabulary, symbols, and language structures to ensure access for all learners, with intentional scaffolds for multilingual learners and students with disabilities. (PS1)

I will post notes/presentation in Schoology (and for most units, make a concise handout of the key concepts/terms covered and print out a copy for each student) and emphasize that new concepts/terms have certain vocabulary that we need to learn - just like in any other class - in order to understand what we are talking about and so we have a common language. This understanding will help in solving programming challenges.

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Teach, model, and reinforce routines. Our students have one month to get ready for jobsites so we have to hit the ground running.

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1. (PS 3) Provide frequent opportunities for student interaction, including partner, small group, and class discussions, with intentional supports to ensure full participation by all students including multilingual learners.

2. Students work in small peer groups to help each other through their prescribed daily workout. Students peer coach each other to improve techniques, and encourage each other when performing lifts with good enthusiasm and technique. Looks like: students peer teaching other students in their group(s). Some may demonstration, spot, or correct movements. Sounds like: Students using respectful language to correct any issues in their peer groups, but also encouraging each other in a language they would want to be encouraged themselves.

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Ensure classroom arrangements and displayed materials are accessible to meet students' needs and learning goals.

The room is designed to invite students in with dim lights, peaceful music, positive messages, and quotes to inspire a healthy mindset. Students may choose where to sit. Lessons provide options to meet the students' needs with the flexibility to change every class.

This environment is a safe, non-judgmental space where everyone is welcome. allows students time to reflect, meditate, acknowledge, and focus on their strengths and appreciate their differences.