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A it seems more engaging and instructional at the same time.

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A it seems more engaging and instructional at the same time.

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I would rather choose B because I can begin to see misconceptions and think ahead to grouping students. Also, this gets student thinking about the topic/concept going into the lesson.

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It's engaging and exciting to hear what students know/ ideas about a topic before the lesson begins; engaging prerequisite knowledge

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B: students are more active in this option and this way I can adjust my instruction to their needs. Also, activating their background knowledge is important to their new learning.

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B: students are more active in this option and this way I can adjust my instruction to their needs. Also, activating their background knowledge is important to their new learning.

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B to see where their level of learning is on a skill

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B to see where their level of learning is on a skill

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Option A: To spark interest and the students can engage and participate

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Option A: To spark interest and the students can engage and participate

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My students don't always share correct/accurate background knowledge.

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B-  It tells me how to drive my instruction

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B-  It tells me how to drive my instruction

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I chose option B because it would be great to kick-off what students already know which will help drive my next steps.

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I chose option B because it would be great to kick-off what students already know which will help drive my next steps.

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A it may limit what students already know

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A it may limit what students already know

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I feel like my students would become distracted.

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A- I don't think students will be as engaged. 

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A- I don't think students will be as engaged. 

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A: Watching a video is more passive and doesn't give me as much information about where my students are

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A: Watching a video is more passive and doesn't give me as much information about where my students are

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i choose B.  I like to see what my students already know before beginning a lesson.  It drives my instruction.

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i choose B.  I like to see what my students already know before beginning a lesson.  It drives my instruction.

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Low- Seeing how many students do NOT complete independent digital work.  

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Low- Seeing how many students do NOT complete independent digital work.  

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High-  A student telling me I was a good teacher and drawing me a picture.

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Option B because it engages students by orienting their thinking

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It depends on the AKS and the subject content area. 

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It depends on the AKS and the subject content area. 

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A - Demonstrate what they already know

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I did not choose A because it is not as actively engaging. It is more passive and doesn't require a whole lot from students.

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To engage the students prior to the lesson.

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Option B was a better way to see what students already know.

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Option B was a better way to see what students already know.

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I didn't decide against either. Both can be utilized with effectiveness depending on the AKS and the subject being taught.

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I didn't decide against either. Both can be utilized with effectiveness depending on the AKS and the subject being taught.

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I don't think the kids will be engaged or fully know what to do.

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I don't think the kids will be engaged or fully know what to do.

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Low: failing at a lesson in front of an audience of parents over zoom

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Low: failing at a lesson in front of an audience of parents over zoom

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High: playing a fun and effective game over zoom with the kids

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It's not as engaging as option B.

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Low - Student's not completing assignments. Students technology not working with Flash or other necessary technology.  My laptop continually crashing mid lesson - running at 99 - 100% CPU or Memory or Hardisk - normally all 3 at the same time.

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Low - Student's not completing assignments. Students technology not working with Flash or other necessary technology.  My laptop continually crashing mid lesson - running at 99 - 100% CPU or Memory or Hardisk - normally all 3 at the same time.

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High- learnig how to integrate more technology into my lessons

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High- learnig how to integrate more technology into my lessons

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Low- Student attendance and completion of work