# data[].attributes.body
Resource could add how student centered activities are done in the resource environment.

# data[].attributes.body
all gave specific examples
--group supported each other

# data[].attributes.body
each grade level to share as question ask for other examples of a student-centered classroom.

# data[].attributes.body
Extensive examples given regarding student choice/student voice. Need

# data[].attributes.body
Elaborate how resource supports gen. ed. environment  by providing teachers, resources, suggestions and examples to meet the needs of diverse learners.

# data[].attributes.headline
perhaps ask for the question to be repeated vs. beginning then expressing, "Sorry, what was the question again."  (focused and careful, attentive listening skill)

# data[].attributes.subject
perhaps ask for the question to be repeated vs. beginning then expressing, "Sorry, what was the question again."  (focused and careful, attentive listening skill)

# data[].attributes.headline
question 2: allowed for a natural sharing flow of each teacher's class solution for allowing students for options and freedom of  movement in a learning mode.

# data[].attributes.subject
question 2: allowed for a natural sharing flow of each teacher's class solution for allowing students for options and freedom of  movement in a learning mode.

# data[].attributes.body
Group members supported others ideas.

# data[].attributes.body
group members tied in real world experiences into their lessons.

# data[].attributes.headline
grade 3 sharing of math challenge and grade level grouping, freedom to join a group beyond their classroom, can join the other 2 classes.  heterogenous groups; optimized and promoted learner-to-learner discussions

# data[].attributes.subject
grade 3 sharing of math challenge and grade level grouping, freedom to join a group beyond their classroom, can join the other 2 classes.  heterogenous groups; optimized and promoted learner-to-learner discussions

# data[].attributes.headline
teachers openly share their everyday best practice solutions

# data[].attributes.subject
teachers openly share their everyday best practice solutions

# data[].attributes.body
Access to technology allows in the moment learning.

# data[].attributes.body
Good example of how technology enhances learning with math example.

# data[].attributes.headline
5th grades sharing for the need for class virtual records and files of learning for students to "refer back" to their learning pathways

# data[].attributes.subject
5th grades sharing for the need for class virtual records and files of learning for students to "refer back" to their learning pathways

# data[].attributes.headline
Technology enhances student voice, accountability, engagement, extends learning, etc

# data[].attributes.subject
Technology enhances student voice, accountability, engagement, extends learning, etc

# data[].attributes.headline
this is a feeling of support within this group of teachers; good mix

# data[].attributes.subject
this is a feeling of support within this group of teachers; good mix

# data[].attributes.body
sorry, meant "there is. . . ."

# data[].attributes.headline
If you feel the question has been answered, it's okay to not contribute an answer.

# data[].attributes.subject
If you feel the question has been answered, it's okay to not contribute an answer.

# data[].attributes.headline
Some of the examples provided are SO specific, it may be difficult for the VC to understand the intent of the answer.

# data[].attributes.subject
Some of the examples provided are SO specific, it may be difficult for the VC to understand the intent of the answer.

# data[].attributes.headline
it's a "wonder" how within a school year, how much more technologically learners and teacher can advance

# data[].attributes.subject
it's a "wonder" how within a school year, how much more technologically learners and teacher can advance

# data[].attributes.body
Provided tie in to school online programs, Freckle math, prodigy, wonders assessment and how it has helped in their classes.

# data[].attributes.headline
interesting "throw-back" question: technology furnishes the teacher w/data, HOW does it translate for INFORMING next steps, remediation, etc.

# data[].attributes.subject
interesting "throw-back" question: technology furnishes the teacher w/data, HOW does it translate for INFORMING next steps, remediation, etc.

# data[].attributes.body
Elaborate on AR's and Kid biz online programs and how that impacts/supports students learning.

# data[].attributes.headline
SPED shares how best to differentiate, scaffold to the advantage of the learner's "time" constraints,  Time = Valuable Learning Moments (-minus busy tasks, which the learner needs for (aka supplies, graphic/visual aids) opportune teaching/learning interactions.

# data[].attributes.subject
SPED shares how best to differentiate, scaffold to the advantage of the learner's "time" constraints,  Time = Valuable Learning Moments (-minus busy tasks, which the learner needs for (aka supplies, graphic/visual aids) opportune teaching/learning interactions.

# data[].attributes.body
Expressed struggles and successes with scaffolding standards to meet the needs of their students.

# data[].attributes.headline
sharing during interview may promote interviewers to VERIFY that's "for real"; or a need for interviewers to really see and pay a personal cordial in-class surprise visit.  

# data[].attributes.subject
sharing during interview may promote interviewers to VERIFY that's "for real"; or a need for interviewers to really see and pay a personal cordial in-class surprise visit.  

# data[].attributes.body
make
scaffolding examples more specific, more visible planning for achievement--some responses discussed scaffolding