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"What can adjustments to instruction accomplish"

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"What can adjustments to instruction accomplish"

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Like understanding that red blinking light. Despite the fact that you are fully prepared, plan is engaging, packed with activities and information, it can still go both ways. Either successful or complete failure. Occasionally an obstacle appears along the way such as blank faces, heads on desks, confusion, distraction, or being lost or bored. The planner needs to pull off onto a shoulder along the road with a longer classroom routine to provide more time to think about students responses.

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Documentation highlights children's experiences, interests, stories and relationships. It should be presented in a manner that shows children's conversations or thinking as serious attempts to understand concepts and ideas. Like the true essence of it for the reader.
It gives us the opportunity to highlight the narrative, information that can support the proper plan and reasoning.

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clarify->value->concerns->Areas of growth->suggestions->Types of thinking(The four apples in the video)

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See, Think, Wonder should only be considered for observing- Jaweria.

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See, Think, Wonder should only be considered for observing- Jaweria.

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Specific learning activities,
Assess student understanding,
sequence the plan in an engaging and meaningful manner,
Create a realistic timeline,and plan for a lesson closure.

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This workshop reminds me of liberty of student life, every day I feel nostalgic for the freedom of student life where you are only expected to show up & learn. Now I feel burdened by the uncertainty of the future what will become of my work will i be able to implement all of this, make students learning as interesting i plan to

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Wide Range of Student Learning Needs
My Understanding
If we keep on repeating same instructions for all the students in class, the classroom would look like:

Students who have mastered: ☺️🥳🙂
Students who face challenges: 🥱😩😴
Educators: 😱🤯

With Agile thinking

Mastered students help other students.

Help students to be more independent.
Educators provide students with structured choice activity.
Test through help desk that would increase practice of asking and receiving help.

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Analyze and brainstorm our own thought process.

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Analyze and brainstorm our own thought process.

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Just watched the videos and it gave me this idea. I have been doing this since a longtime on campus and i really need to start doing this again.

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Interact more with level A and B teachers as more or less we have the same struggles. It will be helpful for us to see a different perspective aswel.

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Mahnoor Sajjad. Point that hit me today: 

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Mahnoor Sajjad. Point that hit me today: 

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“The most resourceful teachers have their resources with them all the time”. - Jaweria

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Mishaal's Idea in the breakout room to encounter the chaos before snack time.

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Mishaal's Idea in the breakout room to encounter the chaos before snack time.

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ask the children who are free and done with the tasks for the time help the ones that are not. This will help them feel more comfortable with seeking help and there won,t be more chaos hopefully.

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where the children can easily talk about what problem they are facing without embarrassment and it can also be time saving, since we are three educators, one can be the help desk instead of all three bein involved in it and obviously we can take turns.

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Can we also use this in the preschool through the over head projector? like they have been tracing on sand on the light and shadow table. lets take it a step forward? like not use a stylus, but they could draw on a plastic sheet and that can be seen by the rest on the wall?

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I really hope we can use this idea in class.

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-General : Resources used by choice.
-Specific: Scientific or related to a certain task.
-Individual: Helping individually.

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Make groups of vocal and non- vocal children and ask the vocal ones to help/ guide the others instead of going to them to help them understand.

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Is not about the what structures to use, rather the dicision is about the order of the structures.

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S- Structure
H- Help
Op- Option
A helpful analogy is to use general, specific, and individualized resources.

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Scenario 1:
•Circle the easiest problem.
•What makes it the easiest?
•(Domino effect)
•educator structures it again.

Scenario 2:
Group learnings.
Can relate to our phonics. When doing individual blending worksheets, one child done and knows all the blending, asked to sit with a group and see and listen to them.

Scenario 3:
Agile thinking choice 2

Asking these questions in the middle.
•If this topic were a color then what color would it be and why?
•If you were to interview someone about this topic, what would your two most interesting questions be?
•What are three reasons why students care about this topic?

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Even with Swimming, you wouldn’t just throw someone in the water, you’d give them comprehensive instructions and training first

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This box reminded me of how Robin use to hold back for a little while before helping.

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Thinking - I can identify patterns among group member's thinking and the topic we are learning

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Applying a single thinking routine for the entire month throughout the community had been effective in EYP.

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Project Zero helps us to zoom in on our learning.

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Some educators feel the dynamic of learning and education setup would not get affected as the content is the same and the emotional attachment and personal relationships are still the same. Some feel that the socializing aspect would get affected bec people have stayed socially distant. Technology has been incorporated which would stay a part of the education system for good. The hands-on learning will allow people to switch back and forth. Parents feel it's safer to stay online.

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If you feel the actual idea is lost in transition?

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If you feel the actual idea is lost in transition?

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Variate the routine with your ideas according to the nature of your class, Find diff ways to play around with the routine. You can tweak around. Innovate.

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A routine that allows you to collect all the voices.
(Hand raising is not a good strategy)

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Speak - Irrespective of how shy you are,
Listen: Learn to listen to other person's perspective.

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To meet the diverse needs of students based on their capabilities. We need to identify the parts of the lesson that can be adjusted and modified.

There is a need to implement a proper learning routine in the class that would reliably adjust instructions to better fit the need of the students like OSCAR when they are in the need of additional clarity at the end of the beginning of the lesson.
Being aware and mindful of the OSCAR's in our lives. Customizing all sorts of learning experiences so that they become meaningful.

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Works as a tool that builds teacher thinking agility in adjusting instruction to meet the needs of all learners by summarizing the details into a one page document identifying the tools that fuel differentiated instruction; assessment, feedback, and then “next step” goal setting.

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Mastery: the opportunity to develop understanding • Identity: the opportunity to connect to the domain and develop as a learner with a place in the world • Creativity: the opportunity to produce something personally meaningful

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Create a learning yet entertaining environment. Ask your students to question your notions. Invite your students to think. Don’t churn out robots without the capacity for independent thought. Teach students to question & communicate opinions. Make them feel you're in this with them.

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Being a student is a tough, scary, and often boring experience. The teacher needs to empathize and be understanding of the people who rely on them and their support. Exhibit pleasure in the classroom not only to enhance learning but also to exhibit to your students the delight that comes with acquiring and using knowledge.

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A standard pattern of schooling emerges within the context of engaged, purposeful learning. It is important the ways in which educators engage students in thinking and make it visible, as well as understand the difference these efforts make.

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Using individual routines by making lists, writing, drawing, to record your experiences. Description in detail about the learning process happening, and for how long. Underline the parts that explain why those experiences were successful. Share and interpret experiences with a friend or a colleague to determine if there are common qualities in learning experiences showing successful engagement of all learners. Continue asking others about their experiences until you can compile a list of qualities that indicates that all learners are learning. Compare your list to the list you compile by asking classroom teachers.

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sometimes we feel that we are here as teachers by our choice (and obviously ma'am Jaweria's choice :P), some student do not feel the same in class at times

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It is important to provide a subtle structure to facilitate the learning process of children, they only need to be prompted since they are autonomous learners.

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We forget so many things across the years...so the need to prioritize should be a priority.

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brainstorming  in a group can really help you with getting new perspectives.

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Could we be challenging children thinking in a different way?

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A- Autonomy (articulate their learning experience), B- belonging (children must belong and feel valued), C- competence (liberty to express), and M- meaning (deliberately create opportunities that speaks to diverse perspective )

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How we breakdown complex things and make it simpler is important

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How we breakdown complex things and make it simpler is important

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If you want chldren to research curate that!

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Where every voice is heard

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Cleary laying out expectations starts to orient students toward the kind of effort, learning, performance and classroom behaviors you expect from them, and it helps them use their time productively.

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One should always stay active trying to understand the challenges of education. Always learning: around the edges, from arts, athletics, etc. Engaged in the entire activity and playing the whole game. Think of education as a game that is worth playing by bringing in excitement, energy and curiosity. Look for hidden lessons, learn, motivate and organize oneself. Let the learner play the whole game.

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although naturally inclined,children do not acquire the art of becoming friends or teachers of one another by finding models in manuals; rather, children extract and interpret models from adults when the adults know how to work, discuss, think, and research together.

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Developing deep understanding of content and initial learning focused on underlying principles and cause effect relationships.

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Preschool projects begin with careful observation of the children and their interests. Then comes brainstorming, and after that, teachers create individualized project plans and instructions tailored to actual children’s needs.

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teachers do not have to convey information; that we seek from
newspapers, the stock market ticker tape, or price tags on items in a store. Instead, teachers are expected to transmit knowledge, subject-facts,
findings, explanations, hypotheses, and theories accepted for their proven accuracy, significance, beauty, utility, or power.

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Learning embodies the act of learning. In many respects,
the search for knowledge is infectious; it can be transmitted to
others, and it can be caught. Possibly the best way for teachers to transmit learning is to embody the act of doing so-to
be seen among papers and books, scurrying toward a library,
exclaiming upon the solution to a problem, expressing delight
when a student proposes a plausible interpretation new to the
teacher. Teachers, in showing their students how to learn, must
seek to be caught jagrante delicto with their subject, for the
aspiration to learn should be as compelling to students as the
knowledge they gain. It is a teacher's infectious enthusiasm for
learning itself, as much as the student's own curiosity about the
teacher's subject, that is apt to captivate a student

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With experience and self knowledge qualities grow and ripen for a teacher and after having felt intimidated by the demands of teaching and often discouraged by the dimensions and responsibilities of the work, one can come close to mastering its challenges and become a teacher in the fullest sense of the world. More often these extraordinary victories teachers attain over ignorance, occasionally by virtue of nature's gift. It comes about from practice over time. One should resist, stay patient and learn.

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So we can say (Correct me if I am wrong).
1. Objective - is a lesson Objective around which SCAR is designed.
2. Starting Position - Based on previous knowledge hooking the learners.
3.Action Pattern - the activity designed around criteria.
4. Criteria - Breaking the objective into achievable parts.
5. Assessment/feedback- the activity through which we assess the criteria or objectives
6.Reflection - Slf, peer and teacher feedback is this that.

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"Its Aim, especially with young students, is to fill and enlarge the character and spirit, as well as the mind, of others" This is going to run circles in my head and live there rent free for the rest of my life. I am going to hold on to this especially because i teach a very young group of children.

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Teaching really is a way to transmit certain desirable qualities of human character as well as knowledge to students. And how it is not for faint-hearted and nor for those who just consider it a mean of diffusing knowledge.
Teaching really is faith that we can all learn a lot together.