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Aren't I so cute!? Gosh time flies by! E way class 2002!!! Aha~

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Aren't I so cute!? Gosh time flies by! E way class 2002!!! Aha~

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Whether they used Twitter Tweet Generator or created them in Google docs, engagement was evident as students developed their own Tweets to summarize their reading. "I like to go outside of the box...it's interesting because I can use my own creativity."

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A protective dome over your city? A scanner that can identify illness before it strikes? Students present their inventions to the class and are questioned by their peers on the specific benefits of their ideas.

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Guided by teacher questioning, students carefully consider and refine the various elements of their compositions. Through the application of practiced techniques students carefully refine their work.

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Child Psych 1 students grow their practical experience as they learn to facilitate physical "play" stations for the Tiny Wolf Pack.

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Child Psych 1 students have authentic opportunities to apply their learning as teachers in the Tiny T-Wolves preschool.

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Students team up to examine a variety of historical documents - their mission? To identify evidence and form a theory about a "History Mystery" involving the Triangle Shirtwaist Factory fire of 1911.

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ASL 1 students learn together by using their developing bilingual skills to identify emotions signed by their peers.

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The high level of student engagement was quite noticeable today in all of the classrooms we visited. Whether they were building algebraic models with tiles, creating population pyramids or exploring the powers of the legislative branches - students were on task and participating in the learning!

Learners are being given opportunities to use technology and invited to work independently or in teams. Scaffolding and reviewing provided multiple ways for students to gain access to content.

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Through individual reflection and group discussion, students analyze multiple texts to find examples of ownership and responsibility, documenting them using a community note taking tool.

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Student choice and discourse during a seminar centered on Malcolm X. Students asking the probing questions, debating, backing up their reasoning with textual evidence.

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Guided by whole group discussion, students work in pairs or small groups to negotiate meaning and problem solve.

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Students use a variety of tools for problem solving - good ol' fashion pencil and paper, large dry erase boards, calculators and peers allow students to attack a problem in many different ways.

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Young photographers engage in critique of peers' work in a gallery walk. Students in turn went out into the building to take more pictures with stronger sense of leading lines and composition. Gallery walk uses Gershwin's Promenade as backdrop music.

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Students read and analyze The Crucible, discussing brewing tension and conflict and comparing the text with the movie, which they view in conjunction with the in-class reading.

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Students discuss inverse operations by way of "Speed Dating". Language production opportunities for partners are repeated at least three times and students generatetheir own study guide in a creative, safe and fun way. Background music by The Temptations and The Turtles livens things up.

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Students' dramatic representations were used today to capture the imaginations of the rest of the class. Students were given the roles of "Actors" and used their own experiences and prior knowledge as a launch pad to more difficult and rigorous material.

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Accessability + stucture + intentionality = win for kids! Students worked today to understand how to identify imagery and how it advances the story through the use of Cornell Notes. Students were given a variety of ways to access content such as independent reading, partner reading, audio book or a combination there of. Students could choose the instructional path that worked best for them. This is a great example of personalized learning!