# data[].attributes.headline
Have the goal clearly set up, and the skill that needs to be accomplished.

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Have the goal clearly set up, and the skill that needs to be accomplished.

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some students might set goal or choose options that are "easy" for them, it is important to guide them to challenge themselves.

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What do you do if students are making the "wrong" choice for their abilities or what they need to work on?

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What do you do if students are making the "wrong" choice for their abilities or what they need to work on?

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How to achieve balance between student choice and syllabus?

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Having data so that students are constructing their own meaning rather than being told what to do by the teacher.

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How do you promote voice and choice for students?

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How do you promote voice and choice for students?

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How to find the balance of choice when there are certain skills to be taught?

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How to find the balance of choice when there are certain skills to be taught?

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Strategies to teach students how to reflect upon their needs and interests.

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Strategies to teach students how to reflect upon their needs and interests.

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Collaborative teaching in a ‘single cell’

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Collaborative teaching in a ‘single cell’

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How do you go from teaching in a collaborative teaching space to the ‘single cell’ while still maintaining collaboration.

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Have students create their own learning goals

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Have students create their own learning goals

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Being open minded to different styles of teaching, willingness to try new strategies.

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Ask what students are wondering/care about

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Ask what students are wondering/care about

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Arranging scheduling to allow this to happen

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Arranging scheduling to allow this to happen

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Who do you collaborate with if your are the only French teacher in your division?

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Who do you collaborate with if your are the only French teacher in your division?

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listening to students and learning about their interests

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listening to students and learning about their interests

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Needs to be structural - timetable !

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Clearly defined roles, who is doing what.

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Clearly defined roles, who is doing what.

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How to fairly collaborate with part-time colleagues, 'local hire staff' and specialists not trained in the subject needed? (Adapted/distance learning question)

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Offering individualized options and allowing students to make the best choice for their own learning needs.

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Offering individualized options and allowing students to make the best choice for their own learning needs.

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Leaders need to provide time for professional learning around what collaborative teaching models look like.

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What are some strategies that allow co-teachers to co-document the learning in real time?

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Should all students be given the  opportunity to choose?

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Should all students be given the  opportunity to choose?

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What do you think is a maximum class size to use coll. teaching?

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Having the discussion of what you want the collaborative teaching to look like in the class - what the roles of each teacher will be - is very important to gauge each other's stance.

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Model choice in as many school processes as possible

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Model choice in as many school processes as possible

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What are the best ways to structure effective/efficient collaboration in small HS when most teachers are teaching  subjects unique from each other (especially in IB)? 

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What are the best ways to structure effective/efficient collaboration in small HS when most teachers are teaching  subjects unique from each other (especially in IB)? 

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How to find common creative ground with other teachers

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How to find common creative ground with other teachers

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Regular meeting times and time for observation

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Regular meeting times and time for observation

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Regular meeting time, and recognizing the strengths of all teachers involved.

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Regular meeting time, and recognizing the strengths of all teachers involved.

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Focused support and time to build trusting teams

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Focused support and time to build trusting teams

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Suggestions/reflections on co-planning with other teachers who have different priorities in terms of how detailed/structured planning should be? If one is more detail-oriented, another more holistic, for example.

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Observing lessons and reflecting on feedback

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Observing lessons and reflecting on feedback

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Teaching self-advocacy skills as well as modeling them early on helps students with confidence
and student voice

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How to give more student choice in DP when you have a syllabus to finish?

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Agreed on a time slot for teachers to meet and ensure that block is protected meaning not being used for other activities.

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How do you engage teachers in collaboration when they hold a closed mindset towards it?

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How do you engage teachers in collaboration when they hold a closed mindset towards it?

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Have time built into the timetable to allow for collaborative planning time.

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How to find common planning time with your teacher when you don't have a common planning time

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Suggestions for strategies on not having to recreate the wheel every time to allow for differentiation for a wide range of abilities within one classroom.

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Teachers need space for collaboration and to de-privatise  teaching practice