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We need to think about teaching the content but also the processes by which students engage in learning. It's like hitting 2 birds with one stone.

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Go through the content and ensure that you are using variety while planning ways to teach the content. Use collaboration, use reflection, ask students for input, be brave to stop something that is not working. Trust your instincts.

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I think it's worrying about process first and letting the content fall into place.

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Be intentional as to how I will teach content in order to maximize engagement and make learning purposeful.

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The key word is balance. Content and process are both important and both need to be taught.

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I think that as you are planning, you need to be mindful of the process and how you are getting your students to think about themselves as learners. If you can get your students to think positively about their learning and how they are learners, the content will be come easier.

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We need to find a balance between the two. The process is important with the content in mind.

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Incorporate each throughout your planning, know that you do not need to plan for every one all at once. Take it in pieces, focus one at a time.

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We need to make sure that our lessons are varied and contribute to the multiple intelligences. One lesson might focus on one of the C's but the next might focus on a totally different C. Change it up to keep things interesting.

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Again, balance is the key. Not every lesson will have all C's in it but try to focus on a different one in each lesson.

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I think it is similar to the first question, where process/journey is the concern, then the 6 C's should be fitting in with that for things to be effective. To be good problem solvers for some sort of inquiry thing, students need to be creative, think critically etc..

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Balance is very important and I also think it is easier to teach toward the six C's when you understand what the six C's are - this is why summer institute is so helpful.

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We need to expose the students to many different learning partnerships including teachers, partners, groups, community members, other classes. Also, make sure that they feel comfortable working with different members of the class and not just their friends.

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As Parker Palmer says, keep the subject in the center. You are all learners and are all in this together. This will create the best relationships - between students and between teachers.

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Share resource with each other, be open to constructive criticism, collaborate and help each other.

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It's not being afraid to approach people and go outside the comfort zone. Being vulnerable.

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Ask questions and ask more experienced teachers for suggestions, be willing to support other teachers. Ask people to come into your room to observe your teaching. I'm still not sure how comfortable I feel building connections within the community yet, but it is something that I would like to include in my teaching practice.

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Allow for students to have a voice. Open the beginning of units up for inquiry. Create more open lessons.

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Allow for choice, value student voice, help create a safe and open classroom culture, random groupings

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I love that there are different areas in the room where things can be done. Moving around and having certain climates in certain areas.