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Continue to outline options/opportunities for teaching up— giving students explicit option for them to choose

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Reflect on all of the potential spaces in which I work where differentiation is possible and what resources on campus are available to assist with this process.

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I would like to add scaffolding to lessons I am writing about writing.

Some are ready to roll with 1 prompt others need slow step by step

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Taking any semblance of judgement from the idea of differing needs.

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I would like to have students visualize what they're going to do before they start.

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Dorm parenting opportunities for connection 

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Dorm parenting opportunities for connection 

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Get to know something new about students and show interest and make a connection

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Find new ways to incorporate more differentiation in my practices to meet more student athletes where they are in their skill level and hopefully use more experienced athletes to help build confidence and skills.

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I will work to ensure that my Roxbury students are taking advantage of the opportunities their teachers are offering around differentiation. When they have choice helping them choose the path that’s best for them

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Allow more student choice in assessments.

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Say yes more often to students’ ideas.

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How do we help all teachers understand their greatest objective

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Ask students directly what would help them join Harkness discussions

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Continue to help our ELL students to feel confident in their classes so they don’t disengage.

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Continue to build genuine connections with students and refocus on personal growth in skill set vs outcomes of excellence of the skill set.

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Give myself some grace about my ability to differentiate and try to take a moment to identidy the ways in which I am already differentiating (in hopes to be able to do so in a more active way).

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It’s okay for students and the teacher to try different strategies to meet student needs.

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Differentiation in languages to challenge them to their capabilities/understanding of the concepts being taught in that moment.

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Scaffold even more, providing the students even more information ahead of time so they have the tools to attack the assignment. Once they have the tools and are empowered, you can challenge them even more.

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Something I had been thinking about this year, but that Jay's session really helped to crystalize, is to be as specific and intentional with details in my syllabus as possible for next year. To specifically take struggles with students from this year and try to head them off at the very start of the year in the document they all have access to and know they must follow.

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Find four unique ways to connect with my Advisees 1-on-1 and to take the time to physically meet them where they are (dorm)

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Find four unique ways to connect with my Advisees 1-on-1 and to take the time to physically meet them where they are (dorm)

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Continue to formulate a training program whereby student-athletes of varying levels are expected to do different amounts of work based on their abilities, motivation, and proficiency, and not try to fit square pegs in round holes.

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On duty tonight- I am not going to set up anywhere. I am going to go to the students before they get to me. I am going to try to reach students that I do not get to see. 

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On duty tonight- I am not going to set up anywhere. I am going to go to the students before they get to me. I am going to try to reach students that I do not get to see. 

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We are already giving students at CA an individualized pathway broadly and specifically in our classroom. Students get what they need to push them to learning things at a level they didn’t realize they could.

This will look different all the time. And it is also a creative process for the teacher!

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Build connections with the kids by expressing interest in their life

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Experiment with “flipped classroom” in the arts classroom which is more individualized and often differentiated. Set it up for students to run the class more even in project-based classes

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Try a different approach- vary the delivery with a lesson I am comfortable with

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At practice experiment with having more experienced players teaching and giving feedback to less experienced players rather than adults. Also, once a foundation of skill has been established use mixed experience groups to build confidence in less experienced players.

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I heard a great idea that combined both visualization and meditation. I would like to talk to my students about visualizing and thinking about their success before actually starting their assessment, assignment, practice, performance, or game!