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Hands on learning; making learning visual; using 'personal screen' for learning; seating arrangements for collaboration

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1.  group engagement
2. technology
3. hands on

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1. Love the use of whiteboards in high school classrooms. Also the use of centers was great.  Students loved it and it gave the teacher the opportunity to work with small groups naturally.
2. Variety of activities,
3. Technology was really just a tool, not the focus.

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small classes

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1. Blending - using a mix of technology and non-technology, TodayMeet
2. Putting more responsibility on the students, a mix of hands-on, technology, and paper
3. Pushing students to do the learning, allowing for self-pacing on class assignments.

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nice variety of both instruction an tech

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note taking moving from the big screen to the small screen, this engages students and gives them a chance to process multiple times. When a student was ´over it´ she gave him an assignment. 

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note taking moving from the big screen to the small screen, this engages students and gives them a chance to process multiple times. When a student was ´over it´ she gave him an assignment. 

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Bethany Croese

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1.  So much...stations, timemaps, memes.
2.  Quizizz, relating lessons to life, collaborative pairs.
3. Rigorous math questions from school net, high level questioning

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Good ideas that were very engaging.

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I really liked how seamless moving from technology to paper/pencil seemed in several classes.  The students were very comfortable with expectations were clear.

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2. Personal connections
3. Each style catered to the needs/personality of the class. I was inspired by the versatility of the teaching staff.

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Loved the energy and overall atmosphere in the Science classrooms we visited.

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Loved the energy and overall atmosphere in the Science classrooms we visited.

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Differentiation was used in every classroom we visited.
Technology was used at various levels: background of lesson and critical to lesson.

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1. seamless handson, tech, and reg work
2. nice group work/stations
3.  kids were engaged and learning

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CA                                               1. Working in groups to help one another on the tech tools so that I am not troubleshooting all by myself

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CA                                               1. Working in groups to help one another on the tech tools so that I am not troubleshooting all by myself

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2. Videos! Lots of videos for students to watch.
3. There was a lot of application of what they were learning. Not just information but taking it and playing with it to test the info out

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Pam S:1.  Writing as a summarizer in the tackk.

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Pam S:1.  Writing as a summarizer in the tackk.

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2.  Differentiation within a tackk
3.  Anytime you get students to write as a followup to an assignment, it's higher order thinking!

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Bio - Tech as Source Info.
Bio2 - Tech as Source Info
Multiple Kids on one turn in. HAVE THE STUDENTS PLACE A LARGE FONT #(their class number) ON THE TOP OF THE PAGE.  That way it is visible in the ICON when you open them up to grade them.

Math 1 - STATIONS Some in QUIZZIZ, some on sheets ... USE OF WHITEBOARDS was very efficient here.

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1st class: AWESOME murals on the  walls to help enforce content visually.
2nd class: Students worked in groups to review for a math test using a combination of CBs and paper/pencil. I thought this was great because they used their collective brain power to solve problems and help each other.
3rd class: Students were making or finding memes to define vocab words. This concept would work for any content area.
Overall: Moving desks to create groups, whiteboards are still relevant, art class created great murals in almost every classroom.

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The strategy I saw to raise engagement was modeling

The rigor I saw was the hands on approach not allowing any students to slack off.

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2. Collaborate pair and stations.
3.  There was a los of application of what they were learning.

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Great student tech interaction.  Great teacher student relationships with up to date info.  I would love to see what was happening in a Math 1 class to get some specifics.  

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Great student tech interaction.  Great teacher student relationships with up to date info.  I would love to see what was happening in a Math 1 class to get some specifics.  

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Jessica M.

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1 I enjoyed how students were able to work in various stations and took ownership in their learning

2. Strategies included collaborative groups, kinesthetic learning and learning relative to their experiences.

3. Learning complex because it was varied and layered.

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Angela--Loved the prefix/stem word wall in DB's class! Can use that in English/SS.

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Angela--Loved the prefix/stem word wall in DB's class! Can use that in English/SS.

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2. Hands on friction activity in SZ's classroom. Student's moving around and engaged.

3.Technology involved in all rooms, even if it was not all Chromebooks.

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1. Stations and Meme Generator
2. Standing while in groups.  Combining Meme Generator and Quizizz.

3.  Understanding how H20 endurance activity relates to cell composition.

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1. Stations
2. Timer, blended learning (switching between paper and Chromebook activities)
3. Students in Math 1 were showing work for multi-step process.

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1

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Time maps!

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LMCarnes: Wake Up Wednesday (I love this alliteration--I'm totally stealing it, Mr. L!)

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LMCarnes: Wake Up Wednesday (I love this alliteration--I'm totally stealing it, Mr. L!)

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1. Creating Memes with Vocabulary Words
2. Student Pairings; teacher led discussion; non-fiction paperless text
3. Rigorous academic vocabulary with higher order thinking skills; technology was used for text and meme creation

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1. I enjoyed watching the use of Powerpoint as a way to bounce from country to country in a review of the nations of Europe. 2. I saw students doing very interesting projects with the probe - cool way to do experiments 

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1. I enjoyed watching the use of Powerpoint as a way to bounce from country to country in a review of the nations of Europe. 2. I saw students doing very interesting projects with the probe - cool way to do experiments 

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3. The students were expected to know the countries of Europe, complex physics equations and knowledge of the oceanic currents.

Jerry Smith

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1. Student activities with stations
2. Students using hand on engagement activities backed up by content specific vocabulary.
3. The station activity had different levels
4. Technology was used to reinforce learning

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Awesome use of stations; rotation through 4 stations with about 6 kids per station; going to borrow the desk arrangement and the way that there was both technology and paper/pencil work being done.  Rigor was complex in all classes I saw, all were engaged and it all seemed to be application based.

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Using both chromies and paper / pencil stations

Using the timer to keep kiddos motivated to complete their task

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1. A lot of hands on
2. Constructive/Discovery Learning
3. Analyzed real world application of losing ATP and energy
4. Technology was used as a supplement (Look up what "x" means, use your Tackk to refer back to yesterday's lesson

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1. I can borrow partner seating. I saw it a lot today but never considered it for English until now. Now I'm thinking that it might be helpful to pair students writing research levels based on levels. For example, I'd put the best writer with the lowest and let them talk at different intervals about the writing process.

2. A tool for engagement was using technology to guide the lesson by setting it all up on TACKK.

3. Students were challenged in all classrooms that I observed, but they were challenged by the content, not the technology. The technology was in the background and supported the learning, but the content was key.

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1. I can borrow vocabulary memes and hands-on station activities. For introducing a unit, I might use the digital world map.
2. The students used Chromebooks with Google classroom, meme generators, a clickable world map with historical information, wooden slopes, shoes, and a lab probe.
3. Student learning in the English classroom was collaborative, and students were engaged in conversation about political memes used in the election. They connected their own experiences to what they were learning. In the history class, students could also work collaboratively, and the interactive map allowed the activity to be self-paced. In the physics classroom, students completed a rigorous experiment to determine the weight of a shoe based on force exerted upon it, which was very interesting.

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1. I would like to borrow the small container of headphones for students to use
2. collaborative pairs, modeling, labquest devices
3. Ensuring that students were involved, and engaged in the learning. The students were working together and with the teachers. One class was using a powerpoint with a map, one was using labquests and one was using chromebooks.

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Use Tackk to differentiate. Each student gets what they need to learn at a rigorous level. In the lesson technology drove the lesson, the different level engaged the students.

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1. Stations - in order to make them move more efficiently, whatever is not completed in the time, turn it to homework.

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1. Stations - in order to make them move more efficiently, whatever is not completed in the time, turn it to homework.

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2. Movement, Memes, short segments, groups

3. Tech was being used in all classrooms, but all teachers were utilizing paper and pencil, dry erase or more traditional methods as well.

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Kids in Geography TOTALLY ENGAGED!!! Printed map w ppt interface.

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Kids in Geography TOTALLY ENGAGED!!! Printed map w ppt interface.

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Rigorous and complex.
Physics class w Labpros..F=MA /trig calculations. Cool Edpuzzle in EES... All classes tech heavy xcept SS

Zimmer