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This teacher looked at the lesson and thought about barriers to understanding that students might struggle with

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Ultimately it will help all of us get better at meeting the needs of all learners

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I have created differentiated class packets for students with varying levels of supports

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- sentences starters
- definitions to possibly unknown words linked in the texts students have to analyze.
- for Mastery Checks that require a paragraph response: a graphic organizer with paragraph structure + sentence stems.
- reminder to turn on CC on YouTube videos.
- resources in other languages for our beginner English Learners.
- visual aids: highlighting, bolding, underlining, color coding

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1) misconceptions are identified and an action plan is designed before the lesson is delivered to students.
2) the possibility to add and remove scaffolds is planned beforehand
3) teacher includes exemplars and CFS
4) student support and engagement is planned for both synchronous and asynchronous settings

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The teacher is ultimately able to put him/herself in the shoes of the students. By looking at the different parts of the lesson (objectives, activities, mastery check), s/he can spot possible misconceptions and difficulties the students might have taking into account an array of variables: e.g. students background knowledge, level of English, reading/writing skills. To tackle these misconceptions and difficulties, the teacher pre planned how to both remove and add scaffolds and supports to better serve the different needs of their student population

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I've had to rethink what is important and how I am eliciting feedback at every point of my lesson. I have also had to predict student missteps and preventatively place supports within the lesson.
These supports have primarily included optional videos.
I have also had to rethink how I give feedback to students on written work. Mostly this involves re-submitting writing a second time with changes.

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This will ensure that materials, whether created by Cole teachers or others, are appropriate for the unique needs of our learners. Only a teacher who taught a student in person for 6 months really knows what is needed on an individual level.

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First the teacher needs to review the entire lesson, including each part that requires student facing directions, or teacher facing actions. Then, the teacher needs differentiate these materials to accommodate for their students who have unique needs or who are doing the work asynchronously

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Here's what I've done for the modules:

-added definitions of words that are crucial to understanding the text
-added links to text (ie: a link about Venus, a link of current coronavirus cases) to add background info to texts we're reading
-changed mastery checks to make more rigorous
-added a "Version B" to some mastery checks for SWD
-created a separate power point for SWD
-made the formatting of the modules easier to read for all students
-made discussion questions more rigorous (and interesting)
-put sentence starters on the side, so that students can use them, but do not have to if they don't want to

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By preemptively thinking through misconceptions, the teacher is able to add supports that will help unique learners. Additionally, the teacher thought through what supports to remove which will push the rigor for students.

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He/She thought through potential misconceptions. He/she also planned for what students learning synchronously would look like (Agenda) and what students learning asynchronously would look like. Finally, they thought through supports to add and to take away.

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This internalization allows us to plan ahead so that in the moment students feel like our attention is on them as students and individuals. Focusing on giving the students access to the supports that they need moving forward in E-School

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While internalizing the peer physics modules I spend time looking through the work and create videos to post that walk the students through any tech or content related area that I feel may cause the students trouble. This allows me to direct many of the 1 off tech related issues to the video if I have other students that need more pressing help.

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This teacher spent a lot of time working through the timing and misconceptions of the module, making sure to note areas that are challenging or areas that could cause students to get stuck. This teacher also set up the internalization document to be easy to read and understand so that they don't have waste time looking through things in the moment.

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For AP Physics I have put together a comprehensive review book for the students to access that involves Direct instruction/notes in the form of Detailed exemplars and derivations. I have framed the work as if I was speaking to them to create a more comfortable environment for them. I also provide very detailed solutions to the problem making sure to highlight keep ideas and common misconceptions that I have seen throughout the class. I also have developed sets of formatives that I have written to mimic the AP exam style . Also providing students with videos of handwritten walk throughs of certain problems that I think need extra support.

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students now have access to answer keys made by me with steps and color coding so that they can get immediate feedback when they practice a problem

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going to try a break out room to help students with CERs

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Created a reference sheet for the AP Calc students that is condensed and refers to all things they'll need to know for the AP Exam since now they can use a reference sheet on the AP Exam.

Self

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planned ahead for her students needs

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I color coded all directions and hints (numbered to the question and down the entire page)  yellow so they always look to the yellow section  when they need help

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It allows students to have materials and lessons with them in mind, instead of generalized lessons

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I have created very specific instructions for students to work at their own pace. Glime

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I have created very specific instructions for students to work at their own pace. Glime

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Dara and I are going to try small group break-outs tomorrow to coach different sets of students through the planning process for their writing assignment. A big way that I'll be reaching different students will be next week via comments along their rough drafts (there, I can push PB3s and 4s, and support PB1s and 2s).

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phone turned doc cam to debrief specific IP and MC problems

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Put in examples, made an extra set of questions to see if kids are one track. Doing an example together, adding reference sheets

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Put in examples, made an extra set of questions to see if kids are one track. Doing an example together, adding reference sheets

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(Weber)

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I am pushing our content lead to further scaffold to fit the needs of our students and not just Byers. She has been implementing suggested changes that are best practices for our students. The WL team has moved our aggmo focus sheet to e-learning so that students are getting feedback on documents in real time.
-Rosseau

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Complete the exemplar, find misconceptions, and determine what things need to be changed for your students -Askew

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Complete the exemplar, find misconceptions, and determine what things need to be changed for your students -Askew

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I have seen Becky incorporate show calls of student writing in real time. This has helped hold students accountable to their synchronous learning and allow for them to learn from each other just as they would have in her regular classroom. James also has done this in USH/APUSH. I have seen Jessa post follow up questions in the chat box after student misunderstanding to help ensure CFU whole group and address misconceptions in real time.

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Most of my modules include leveled practice, and I emailed each kid the level they should work on based on what I know about their needs and current math skills...not sure if this is enough though...seems like based on this I should be doing more.

Self

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It'll make students feel that they're still experiencing instruction from the hands of their trusted teachers.

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Removed superfluous directions, included extra directions, removed some documents, subbed in some easier to access documents.

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Removing/amending verbose sections, making comments synchronously with specific students.

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Ideally, it will improve engagement/buy-in with E-School by removing barriers that might be frustrating, confusing or inhibitory for a student.

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Teacher planned how much time and what activity he/she would be doing at certain times which makes going back and forth between classes easier - rosseau

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I created two different power points one more lengthy details on instructions and expectations. 

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I created two different power points one more lengthy details on instructions and expectations. 

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I have started using the entire phone call to work through the module with students, asking guiding questions, and modeling what they should be thinking and doing.  I just worked with Kelly and reached out to our lead to create a keep sheet/hint sheet for students to use for help on mastery checks

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I have worked with students individually during class and updated the completion expectations for students that are struggling to keep up with the amount of work due to circumstances. As for students who are needing more work, I have provided that for them as well as additional instruction in their onenote and given extra quizzes in edulastic.

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Make sure instruction is appropriate for each student.  Glime

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Make sure instruction is appropriate for each student.  Glime

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Included word banks, vocabulary at the top of the modules, "Consider" hints for students

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I've shown examples as I've talked through instructions, paused for questions, highlighted certain parts of modules that I imagine could be more confusing or difficult. Modified/Accommodated assignments when necessary, created an agenda, added pictures, etc.

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being proactive rather than reactive

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Thinking about students as individuals and making sure that supports apply to their unique needs.

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This would allow me to truly support all of my students. I would know what to keep an eye out for, allowing me to ask more guided questions to get them where they need to be. I think providing these will build up their confidence and make them feel like they can do it.

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Well thought out objectives, misconceptions

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Well thought out objectives, misconceptions

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Self

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Added sentence stems for students who need extra support in writing.

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Very specific about the misconceptions. Adding and removing supports. Glime

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Very specific about the misconceptions. Adding and removing supports. Glime

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Created full exemplar
Thought of misconceptions
Planned synch/asynch

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It will allow students to engage in a variety of ways, no matter where they are coming into e-school at, and push all students to grow.

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They thought about what supports to add and also what supports to remove

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How to make their help available asynchronously with slides, videos, recordings, etc.

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Considered what misconceptions students would have

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Added some procedures that they know or are used to.

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The internalization is always student focused and allows teachers to anticipate students' needs.

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broke down common misconceptions, possible supports to give, identified what supports to remove to challenge high pbs

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We know what our students need.

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I think thinking both the practice of MAKING an exemplar and SHOWING it to kids helps kids understand what is expected of them - especially in an asynchronous environment where you cant be there to correct them in real time

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Considered strategies to use during class time and out of class time as well as ways to best support students with scaffolds.

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Shortened modules for students with IEPs, ELLs, and students who are working/ have family concerns

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Shortened modules for students with IEPs, ELLs, and students who are working/ have family concerns

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Planning for potential misconceptions can then be addressed synchronously.  Thinking  through opportunities for synchronous learning can also help increase engagement and connectivity in the classroom

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The teacher considered the prior knowledge of vocabulary and concepts that the students may have.

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Teacher thought through potential misconceptions

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Reviewed misconceptions and added or deleted support.

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The teacher really thought through the misconceptions and modeled exemplars. Also thought through the supports that lower PBs would need that higher PBs would not

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In AP Spanish I have tried to give more detailed directions that go above the AP directions. Spanish 3 still needs some modifying to better fit the needs of our students. Right now there are modifications but one thing I need to add is better guided practice to help students better understand why things are used when they are used in spanish. Ex: trigger and the subjunctive. This will be something I will add to future lessons.

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Hopefully it will allow them to access the materials quickly. I also hope they will be able to remember the materials.-Dubon

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Similar to those above, I've color-coded certain areas to emphasize, created videos and exemplars, error analysis through Edulastic, and support documents for specific topics.

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Allowing synchronous and asynchronous learning to happen on a similar plane so that, regardless of students responsibilities outside of school, they are able to grow in the content area without being frustrated (or minimal frustration).

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First, looked at what the end goal was in the MC. Ex. They need to be able to talk well about Lam in the present perfect. My next step since this is basically a review is to remember previous issues. For tenses it usually tends to be the ability to tell differences in tenses. What are the triggers that students need to know to use the the present perfect? I usually ask myself questions as I go through the lesson and take my own margin notes about potential concerns and what is the most basic way to explain this. Ultimately what are the potential misconceptions students may have when doing the work.

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- Used mark-ups to emphasize areas of concern
- adding and removing supports for lower and higher PB students
- Modeling exemplary expectations

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When making the modules i add sentence frames and sentence stems as well as challenge problems and level 2 work. Aziz

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Allowing students to access the material at the right level will support/push students appropriately. Aziz

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Thought through misconceptions and thought both ways to scaffold and increase rigor depending on the student. Aziz

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She was very specific with the lesson misconceptions (down to the word/sentence stem they might need). She also has a clear plan that allows students to access the material synchronously and asynchronously. These plans are presented side-by-side to ensure the 'end result' is the same. I also like the inclusion of short video clips!

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I know the background information students are coming in with, so I can identify areas where students might need additional support or explanation. I also know where I can push students to expand their answers by adding optional 'challenge questions'

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Pub Health is mostly a project based/creative experience for students, so this doesn't necessarily apply to packets. However, I have gone through and added exemplars, highlighted terms, defined terms, and made sure to be very available for in-lesson support! When necessary I add sentence stems and step-by steps for students to follow.

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When making the modules I have students in mind, I prepare materials for different modalities, color code things, create videos that allow students to rewind or speed up the video depending on their level. I created two different versions to a problem set to allow for more access and fewer words.

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Since we know our student well, we know what has worked for them in the passed. If we give students supports and access they will feel accomplished by completing work on their own. 

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Since we know our student well, we know what has worked for them in the passed. If we give students supports and access they will feel accomplished by completing work on their own. 

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Baca

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Went through misconceptions, added questions when necessary or removed scaffolds to push rigor. Love that this teacher even added their own CFU after a slide. 

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Went through misconceptions, added questions when necessary or removed scaffolds to push rigor. Love that this teacher even added their own CFU after a slide. 

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Baca