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teacher asked groups to explain their reasoning

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Students learned big words with complex meaning.

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Students learned big words with complex meaning.

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all kids standing and doing body movements for spider body parts

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all kids standing and doing body movements for spider body parts

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students & teacher (forgot the key word but acting out w/their hands making webs)

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teacher circulating around the room, asking students to go to the diagram that made the most sense to them

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teacher circulating around the room, asking students to go to the diagram that made the most sense to them

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Using complex vocabulary to explain thinking

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Using complex vocabulary to explain thinking

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Student was able to explain his thoughts

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Student was able to explain his thoughts

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acting out the vocabulary

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gallery walks allow students to own learning

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The kids were asking so many questions! And the teacher was facilitating and not dictating!

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Students are engaged and appear to be having fun!

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Students are engaged and appear to be having fun!

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During circle time, students engaged in body movements when discussing previously taught vocabulary on spiders

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usung the word wall to support writing, turn & talk,discussing

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usung the word wall to support writing, turn & talk,discussing

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students turning and talking teacher engaging

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students turning and talking teacher engaging

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Teacher invites student voice and reflection: "what did you enjoy?" which helps to establish rapport teacher-to-student and among students

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Students were actively engaged in learning and explained key concepts.

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gallery walk--standing next to work that resonates

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gallery walk--standing next to work that resonates

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sharing thoughts on other group's work was a chance for the teacher to check if students make sense of topic outside of their own designs

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sharing thoughts on other group's work was a chance for the teacher to check if students make sense of topic outside of their own designs

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Post-gallery walk, teacher asking students to explain their thinking on why a diagram made sense to them

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Post-gallery walk, teacher asking students to explain their thinking on why a diagram made sense to them

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Student justification for how and why they placed the words

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Student justification for how and why they placed the words

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gallery walk, standing by "strong" presentation

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gallery walk, standing by "strong" presentation

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Teacher asking clarifying questions.  This helped students clarify and deepen thinking

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Teacher asking clarifying questions.  This helped students clarify and deepen thinking

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teacher was looking and asking probing questions to check

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teacher was looking and asking probing questions to check

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Teacher remained on eye level with the students while checking for understanding.

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Teacher remained on eye level with the students while checking for understanding.

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ALL students are engaged in the learning

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ALL students are engaged in the learning

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Mimicing the body movements of spiders

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Understanding that it's about the collaborative thinking - there is not one way or one right answer. It's the collective analysis that helps us grow.

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Understanding that it's about the collaborative thinking - there is not one way or one right answer. It's the collective analysis that helps us grow.

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Teacher checked in with students and asked clarififying questions about vocabulary

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Students allowed to explain what they understood about another's work.

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Students allowed to explain what they understood about another's work.

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Turn and talk, partner work, "Did you hear what he just said?"

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Turn and talk, partner work, "Did you hear what he just said?"

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using the interactive word wall and then manipulating the other cards

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using the interactive word wall and then manipulating the other cards

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Students interacting with each others' work - meta-analysis of why each others thinking made sense

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Students interacting with each others' work - meta-analysis of why each others thinking made sense

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the use of interactive word wall and turn & talk

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the use of interactive word wall and turn & talk

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teacher circulating between student groups, asking questions utilizing vocabulary to reinforce understanding

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teacher circulating between student groups, asking questions utilizing vocabulary to reinforce understanding

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Students feel in charge of their learning!

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Students feel in charge of their learning!

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students listening to each other and adjusting

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students listening to each other and adjusting

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Let's students own their learning and realize that learning isn't a one way street.

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Let's students own their learning and realize that learning isn't a one way street.

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Students show interest and excitement. This makes learning easier and fun.

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Students show interest and excitement. This makes learning easier and fun.

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Body movements that are related to the content. (moving like a spider making a web) 

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Body movements that are related to the content. (moving like a spider making a web) 

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interactive movement related to spider, reinforce academic vocabulary and understanding

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interactive movement related to spider, reinforce academic vocabulary and understanding

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students remain engaged and in charge of learning

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students remain engaged and in charge of learning