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I observed Jessica working with her Freshman Seminar class. Jessicas class is a semester long, and focuses on study skills, job skills and soft skills like interpersonal and emotional intelligence. Our STEM Connections of the four C's (which were already prominently displayed in her classroom) is natural, and she makes real-world and career connections by necessity.

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I worked with Tom over the course of two sessions to develop a rubric for his PK that encouraged the 4 C's, and also weighted an individual grade versus the group grade. The rubric's second draft is below.

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An ongoing project that I have been working on with Tom is utilizing more ways to improve the creativity in his classroom. Tom often has DBQ's that students have traditionally had to write papers on, but he wanted to explore more creative ways for students to present. We developed a Pecha Kucha presentation SOS, and Tom was excited about deploying it in his classroom. A Sample student PK Presentation is below. After he presented this to his class, he asked that we spend one of our coaching sessions developing a more advanced rubric to encourage individual creativity in these kinds of presentations.

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I observed Mr. Ulrich in October as a baseline, and found some good teaching practices already in place. Tom has made it a goal to improve his teaching by utilizing SOS Strategies in his classroom on a regular basis. In this observation, Tom utilized multi-media, but only was marginally effective in the use of teaching strategies. The lesson revolved around the argicultural revolution, and he needed to take some time to explain the meaning of several graphs, a point that we discussed during our debrief

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I observed Mrs. Hanson's 6th hour class, who were engaged in their model rocket building unit.

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Mr. Bunderson begane the class with strong classroom management techniques, and the students clearly respond well to him. He began with a bell-ringer activity while attendance was taken, and seamlessly moved into review and then into a Math Techbook activity. I assisted Mr. Bunderson in troubleshooting a technical issue, one that we were able to get resolved by the end of class.

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Mr. Shevy had the learnng objective of improving the Math 1 students logic skills. He ran a simulation where the students took on the role of a retail shift manager, and used Google Sheets to schedule workers in a retail setting, following a set of conditions. The students were engaged, and Mr. Shevy showed effective use of technology throughout the class, as well as great rapport with his students.

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Mrs. Learned was teaching her forensic science class with the learning objective of understanding the differences between various kinds of evidence.  In the beginning of class, two students presented their findings in two famous forensic cases, the Scott Peterson case and the Amanda Knox case.  In both instances, the class was to write down various examples of evidence that they saw int he presentations.
Mrs. Learned used effective grouping strategy ("someone who has the same size shoe as you do"), and the students grouped and discussed their findings, categorizing them.
Mrs. Learned then used a modified SOS strategy ("Four Corners") as a formative assessment strategy.

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Session 1: Building the Groundwork for STEM

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Session 1: Building the Groundwork for STEM

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Learning Targets:

I CAN select, organize and manipulate the rich media found within Discovery Education Streaming Plus to locate a variety of STEM resources.

I CAN describe the functions and attributes of a STEM teacher leader.

I CAN identify ways to incorporate STEM into my classroom.

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To be able to use STEM teaching concepts to differentiate and engage an extremely wide range of ability levels in my classroom.

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To be able to provide the skills and support for students who have difficulty being creative.

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To effectively utilize SOS Strategies in class, and to be able to seamlessly integrate Real World Examples and Career Connections