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- Gender Inclusive Language
- use school colors to address choral section.
- y'all, folks, humans, kiddos?, class, the grade they are in.
- Lip Sync Battle
- Use Technology but go back to basics
- Drawing, go back to a worksheet
- Name Spelling Test
- at the beginning of the year
- list a student, class spells it
- Instill a love of Learning
- Why?
- How?

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- Make students feel like their teacher is mad at them
- Pits student and teacher against each other

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- What does it mean to differentiate instruction
- vary the ways students input and output
- Have multiple types of assessment that assess the same thing but caters to the individual students skillset

Rubric Differentiation
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- Purist = inappropriate
- Realist = not terrible BUT
- it should not bump a grade significantly (3% of test points)
- can't be used frivolously
- must have to work hard for the answer
- could be review from the previous exam

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Grading on a Curve
- The best score in the class becomes the new 100%
- Bell Curve
- Good or Bad
- Can become a competition
- Depends on class climate
- Growth vs. Proficiency
- Want both, but ultimately proficiency

Norm Referenced
- Grading on a curve
- Depends on the performance of others and can change what the teacher expects students to know
- Goal for learning is a moving target
- Best students get the best grade and the poorest students get the lowest grade, but no one knows what they learned
- Not good for classes less than 100
- Pits students against each other
- Grades don't reflect learning
Curving isn't always bad
- when comparing students of high quality

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Formative: For learning
Summative: Summarizing --> learning is done
Diagnostic: Find out what they already know

Test Practices
1. Use Blooms Verbs
2. How many points things are worth (whole test)
3. Section the test by type of question
4. NO or EXCEPT

Parts of Assessment
Activity
Rubric
- Criteria
- Levels

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Students will evaluate the consequences of the Atticus Defending Tom Robinson using the text and create a newspaper in groups of four.

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A simple tool to differentiate lesson objectives.

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Please go to Google Earth, search Pilsen, Chicago, and enable photos. Look at the photos and jot down some notes of things that you notice.

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Aw snap! Google Earth isn't supported by your browser yet. Try this link in Chrome instead. If you don't have Chrome installed, download it here.

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4 Different Kinds of Rubrics
1. Checklist
2. Weighted
3. Analytic
4. Holistic

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TSWBAT = The student will be able to...
1.
2.
3.
Usually their are three objectives per lesson

Standard 1
Benchmark
(this is what you teach for the day)

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My biggest take away from class today was the idea of just DOING SOMETHING! All classrooms should be 80:20
This means that 80% of the class period should be the students doing something and only 20% should be the teacher talking and explaining.
I had never thought about this before because I don't know if I have ever been in a classroom like this before (other than this one)

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Cooperative Learning:
Do Something!
Packet Handout
- I, You, We
- You, Y'all, We
- Think aloud
- Review at the end of class
- "Before you go, show what you know"

Ideal Group Size = 4
TEAM - Together Everyone Achieves More

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*Started project

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ISTE: International Society for Technology in Education
- Facilitate and Inspire
- Design and Develop Digital age
- Model Digital Age
- Promote and Model digital citizenship
- Engage in professional growth
Digital Citizenship
- Help students think critically, behave safely, and participate responsibly online
- Internet Safety? Creative Copyright? Fake News? Etiquette? Social Media?
- With so many topics on your "to teach list that go above and beyond the core curriculum, it's essential to have a game plan
- How to help parents and families get on board. (tips, resources, address parent concerns)
Personal/Professional Digital Citizenship
- Think about your digital footprint
- Professional AT. ALL. TIMES.
- "Friends" with students/parents
Netiquette
- (net + etiquette)
- Common Sense
- What it looks like

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Classroom Management -- Over the last two class periods we talked about classroom management which was something that I was really looking forward to learning about because when I think about teaching Classroom Management is what scares me the most. I can know and learn the content but managing a classroom is difficult and requires a lot of multi-tasking. We talked specifically about classroom expectations and misbehaviors and how to deal with them. Something that stuck out to me was the levels of misbehavior and how to deal with that. Also the progression of dealing with misbehaviors, I found very interesting and helpful.

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Privilege -- Today in class we did a bead activity that represented our privilege, I had done this activity before and it's always really powerful. Some of my peers thought that doing this activity with their students wouldn't be a good idea and I disagree, I think this activity would be super important to do with my class. I could change it a little to tailor to younger students but I still think it's important.

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First Day of Class Agenda -- Today we talked about how to plan a first day of class. Something that stuck out to me was about coming up with a seating chart. I was always pretty against a seating chart because I think it's constricting and I know students don't like it. However, we talked about how a seating chart can be important for a new teacher when dealing with classroom management. It will also help me learn names and I don't need it forever.

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Today was really fun because we just got to bring in icebreakers that we found and we got to do them with the class. It was fun, of course, but also it was really beneficial because we got to perform as educators and then get feedback from our classmates and that's really helpful.
Some Take-Aways
- Icebreakers
- Have prompts up on the board (spark ideas).
- Don't assume that the students know anything.
- Don't have an icebreaker with eliminations.

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In our first General Methods class, I was overall very excited because I believe that this class will be one of, if not the most, helpful classes as I go forward as an educator. Some things that I took away from this class period was of course, the basics like how to use google classroom and the expectations for the class. I also learned what the 4 Ss are (Safety, Skill, Success, and Standards). The TEDTalk we watched was really cool. It really stuck out to me when she said "you don't have to like all of your students, but they can never know that."

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- answergarden
- padlet
- bitly
- Team Shake (app) $0.99
- shakeuplearning.com
- class craft

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- Based on the notion that behavior is determined by choices, and does not have to be controlled by external factors
Elements of Choice Theory
- Basic Needs: Survival, love and belonging, power, freedom, fun
- Quality World: People, activities, beliefs
- Reality and Perception: People act upon things that they perceive as real
- Comparing Place: create a match between what people believe and what they want
- Total Behavior
Goals
- develop relationships

- make informed choices -- self evaluation
- taking control over thoughts and actions
- planning for change

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How do Critical Moments come about?
- Unexpected, public comments from students in a class
- Interactions in small groups that are observed by teacher
Asset-thinking vs. Deficit-thinking
(Use asset thinking in the EdTPA)
- snoop --> curious
- class clown --> good sense of humor
- bossy --> assertive
- stubborn --> strong ideas

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Definition: Student/Culture Centered learning.
How might I use CRT in my classroom?
I think first and foremost I will use it as a way to get to know my students. I always remember the teachers that took the time to know me and were open and honest with me about themselves. ex. Andrea Ramstad. I want to have this kind of openness with my students and using that in my class is something that is really important to me. So that's one major thing I would do. I also would work to gamify my lessons to better engage my students! I'm not sure how to do this yet but keeping students engaged by making things fun is always really important.

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Classroom Management:
- Class Expectations/Guidelnes
- 3-5 rules
- Stated Positively —> ask what you want, instead of what you don’t want
- State broadly
- Include what it looks like and what it sounds like — as examples
- Positive Behaviors
- Look for good behaviors not negative behaviors
- Reward the people with good behaviors
- Do this with students, parents, and fellow teacher
Misbehavior Levels
1. impacts only an individual
2. impacts others
3. hurts the feelings of others
4. Out of school suspension/In school suspension/Kicked out        Response
eye contact, proximity, ask to, name, replace/redirect, stop, ignore, send to office, contract, stay after, reinforce positive, call home, write them up, conversation.
Conversation
"is everything ok"

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ACE -- Adverse Childhood Experiences -- Trauma

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1. Safety
2. Skill
3. Success
4. Standards