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Four corners and Agree/Disagree

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I have tried to relate to the students with a current issue that they are talking about. The students sometimes feel the classroom is a friendly environment and are willing to share more.

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I'd like to gain some insights into how I can help students reflect on their learning styles and have more active engagement from them in choosing what art classes they want to take based on their learning styles. Some students are better suited to different art media and processes, and I'd like to help them be more successful in identifying which ones are the best fit for them.

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Back-to-Back with student discourse implementing vocabulary. Students were resistant at first but eventually opened up more during the activity

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I've been spending a lot of time surveying classes and having individual follow-up conversations with students about what they want out of their classes, then trying to fine-tune projects or lessons based on what they tell me their needs are.

As for the impacts, those are yet to be determined, but I'm hoping in the short-term they appreciate having a teacher ask for their thoughts and feedback regarding what they are learning.

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I hope to gain some insight on how to motivate and engage students who seem to be checked/Burnt out.

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Student choice.. Students seem to be a bit more engaged when they are able to take more control of what they are learning and how they are learning.

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I hope to gain some activity with little prep that can be used. I'm always working to make my classroom a better place, and that takes some time and intention to set up. So, minimizing prep is something I'm big on.

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I hope to find something that either makes me reflect on what I am currently doing in my classroom to better it, open my mind to something new or learn a new strategy I could implement before break.

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We have done turn and talks, team huddles, and I have switched to starting the week with current event presentations. These have really set the standard for casual conversations and more collaboration in the classroom. Adding small strategies like this helps them build relationships with people they normally wouldn't unless forced too. They actually follow the expectations set in place and don't fight it.

-Pickett

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I love how Dr. Noguera talks at the end about knowing that equity is being done right when a student's background no longer shapes or predicts their outcome. I resonate with this because I am a firm believer that while life circumstances can, and do, shape our daily lived experiences, they are not the determiner over the things directly within one's control. I love how he uses that as the metric for equity's success

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Simply taking a few minutes out of the curriculum to make sure and create connections to (text to self/group) with text and concepts. This ensures deeper comprehension and engagement.

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The part about students' backgrounds no longer being an obstacle to growth

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Vertical whiteboard-

allowing students to create their own task to solve based on a prescribed requirement.

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The significance of equity to eliminate the barriers of where I am from.

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I hope to gain even more insight and get even more tools in my belt for reaching every student we have both in terms of instructional methods and interpersonally.

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I completely agree- the idea that coming from where they do (whether it's being from GB or any other factor in their background) does not have to be a negative factor, and that it can in fact be a positive one is a key message I am constantly giving them on every level I can.

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As we enter a hard time of year, it is more important than ever to get students to buy in to the classroom and the learning environment. Spending dedicated time with exceptional colleagues building a tool box of strategies is crucial to keeping students engaged in learning.

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I hope to hear examples from the sources themselves and let the students give us teachers feedback on which ways are the best for them to be engaged and stay actively engaged in the classroom

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It is our job as educators to understand each student is different and to give each student the amount of time and effort to be successful. Each student deserves the equal amount of resources to be successful in their own way

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I hope to learn more strategies for engaging students in 2024.

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I tried a four corners strategy, but it was not very successful -- they all wanted to travel together, right or wrong.

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In English, teachers are using student discourse strategies that include using white boards. Students who are nervous about sharing their ideas out loud have the opportunity to share with a partner and come up with a comfortable way to actively and safely participate in class.

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I hope to learn more about CRT.

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Allowing students to make their own questions and answer their peer's questions so they can discuss what is relevant to them.

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We can reach out in different modalities to engage students with different aptitudes, we can attempt to make it relevant to their experience. Possibly the best thing we can offer is our unconditional positive regard, our faith -- and I do not use that word lightly -- that they can succeed and find their way in this world.

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Continually learn new/expand on strategies to keep and maintain student engagement

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I hope to learn more strategies I can use to continue to increase student engagement in the classroom.

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I like having students talk with their tablemates prior to beginning a lesson so they can engage in some type of discourse with each other.

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Purposeful movement including gallery walk and 4 corners activities

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I hope to gain additional strategies for engagement that require no/low prep & that I can pull out of my back pocket because I have heard many of my students expressing overwhelm/exhaustion lately

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I really like the emphasis on academic & developmental outcomes because I feel that so often students are improving so many skills that are not measured by traditional tests/activities (soft skills, dexterity, social, etc.)

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The last section of the quote, "backgrounds no linger predict their outcomes." I like that part because people's background does play a very impactful part of their actions and decision making. We as educators can have the students think differently and see a different future than most of them see with the people around them.

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I like to include some kind of movement when students are learning a topic, be it a gallery walk, grudge ball etc.

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One strategy is doing student discourse. I have recently done back to back, face to face. The students that got up and actually tried, there were good conversations happening. The students got to learn from their peers if they did not answer the questions correctly.

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What stood out for me is the idea of equity work being measured by the idea that when a student's background no longer affects how they achieve that's how you know you're reaching everyone.

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Actionable strategies, activities, etc. Examples of what teachers HERE are doing that we can all pinball off of

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I share his belief in the importance of outcomes. What are the results of our efforts? If they are positive we should continue them. If they are negative we should re-evaluate them.

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I saw another teacher further down saying that the curriculum makes celebrating diversity and focusing on equity more challenging than it needs to be, and I agree. We've spent much time this year collecting data, data, data, and for me personally it's made it more challenging to focus on "classroom culture". Data =/= "engagement and equity"

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I do not typically work in classrooms. I engage students by show theming paths to getting employment.

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Demonstrations of strategies

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Sign language for responses

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This would apply to all good teaching. I don't see this as philosophical or controversial.

Kidd

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I am always engaging with my students. It is what I always do.

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Winter

Cognitive Engagement

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We've spent some time in the halls making "anchor charts." We're h0ping to do the same with different characters in the Crucible. I think students appreciated being out of the room. Once we complete the culminating activity for ethical dilemmas, I'll have a better sense of how the lesson was received.

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I hope to gain even more inspiration for student engagement, specifically for AP Literature. Since we read sensitive and challenging material, students are less inclined to share aloud, but still need to be held accountable.

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I'd really like some strategies on how to incorporate different activities that will allow me to use a bit of student movement in a really cramped space.

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I have started using whiteboards for student discourse instead of only calling on volunteers. That way, students who are more shy or withdrawn are still held accountable for participation.

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Data from the students (their voice) not just about the students. As well as, specific strategies which have proven successful that I can easily adopt. Different strategies work for different students and likewise for teachers.

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SPED supports and time to tutor students on specific goals that are on their IEPs

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wait time for responses

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Positive reinforcement tickets. Golden tickets in which students select "contact home" or "candy". As well as, snack raffle tickets.

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I hope to learn more strategies to engage students who do not respond to the ticket incentive program in my class.

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My co-teacher and I use a ticket incentive to increase engagement. Students earn tickets for completing work, participating in class discussions, and being on task. When they have earned 5 tickets they can cash them in for a snack or a fidget.

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I used the Capture Flags for my certain classes because I know my students that they are competitive and engaging more when they are doing group work. They take the flag away from other group and they don't know the scores of the flags at the end. They came up with different strategies to collect the flags. Some of them collected the flags by colors or whole groups tarted one group to take the flags a way. I saw 100% engagement and motivation in my classes.

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Putting theory into practice. Engaging one another as a means to practice how we can engage with students.

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"It also means staying focused on outcomes, both academic and developmental" Teachers should focus on student growth, meeting students where they are and moving them forward. It is easy for teachers to default to what is comfortable and we often celebrate that place when maybe we should be looking for rigor that may look like temporary struggle. Just my thoughts!

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I would like to share some of my successful strategies with others, as well as learn something from them.

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Engagement starts where each individual student in at, by acknowledging barriers and utilizing acceptance and self determination to help move students towards success. Begin with an end in mind-"All students will be valued and accepted".

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I am always looking for new and exciting ways to engage my students. I want to ensure I meet all of their needs and push them to do great things.

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We have used turn and talk, four corners and connect four in groups.

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Looking to hear great strategies and ideas to see student discourse in walkthroughs-Mel B

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Engaging material for the educators themselves.

Best supported through delivering material they believe in.

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Last week we did a simulation of factory life with a mock assembly line. All participated and reflected on the experience - some loved it and some hated it. I guess we are all different...

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In our department meeting teachers reviewed turn and talk, consensus placemats and a collaborative analysis activity. I have not seen strategies used during walkthroughs yet.

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"when kids’ backgrounds no longer predict their outcomes" - provides opportunity for educators to reflect upon their bias and address each student with kindness and expectations that are achievable

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Other ways to move student engagement in other directions.

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I've watched several interviews with Dr. Noguera. One of the things he stresses continuously throughout his discussions of education is parental involvement. In fact, Dr. Noguera can often be heard citing several schools in such challenging locales as Baltimore who have implemented strategies to bring parents in as regular volunteers, even at the high school level, and have had truly incredible student outcomes as a result. l suppose What stands out to me is that student success must be holistic. And it leaves me wondering, how can we include parents more actively in their children's education? Could we also implement such strategies as these other schools? With so many students, would parents be able to volunteer once or twice a year? Couldn't this serve multiple ends?

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Back to Back, Face to Face

It allows students to move and learn from other students.

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It's time that we uplift and validate the cultural backgrounds of all students and situate their learning in their prior experiences.

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Meet students where they are and make 'em better...

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The best takeaway for me from any PD is to learn a new strategy that I can immediately implement into my classroom.

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I agree with his definition and idea of equity but it is very difficult to implement in the context and with the constrains of the curriculum that we have to follow. Success is different for every students. For some success does not include the college experience. However, most of our curriculum and assessments are geared toward a future in college which make it so difficult for students who have other plans in life.

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What resonates with me is the focus on meeting students’ unique needs to ensure success, both academically and developmentally. The idea that true equity means backgrounds no longer predict outcomes is powerful—it reminds me of the importance of creating opportunities for all students to thrive.

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Various discourse strategies... turn and talks, concentric circles, group projects with roles... you name it!

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I would like a toolbox of new ideas I can take and experiment with in my classroom!

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It stands out to me that he says acknowledging differences!

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Other strategies dealing with kids who don't speak up in class/ introverted

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Other strategies and tools to get the students up and moving in order to keep them engaged and focused.

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One strategy that my team has tried is using is formative assessments to check in with students to see how they are doing with new content that is being taught.

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My kids are very introverted and don't like to talk or answer questions verbally, so I tend to do formative assessment questions with 1-5 fingers or sign language 'abcd'. They are more receptive to that. Also I do a sticky note board for them to write answers to questions.

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Obtaining more strategies for my teachers to incorporate into their classroom to increase student discourse and collaboration.

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What Dr. Noguera's quote means to me is that to give students what they need to be successful is to provide them with the necessary tools to become independent learners regardless of their starting point. This provides a continued pathway to growth within their control far beyond one lesson, one topic, or one class

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Placemat consensus. This activity increases student discourse and collaboration in a small group setting. This activity provides independent and collaborative work space and time. Students should find the small group setting more personal and less intimidating to communicate with their classmates and build their confidence in participating in whole group activities.

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Learn more strategies that we can try as a team to increase student engagement in the classroom.

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Balancing technology use while implementing cell phone policies. Many of my students use their phones as an appropriate learning tool. Between medical need and simply using the camera for zooming in or QR codes, there are valid reasons students use phones in class as they do and are expected to in everyday life. The county has gone absolutely quiet on BrightSpace expectations as they try to silently let it disappear and bring in a usable LMS as they should have years ago. I would also like to know what the expectations are for the texting platform (Thrillshare) that we had to activate at the beginning of the year. Has there been training on that?

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Each person looks at equity differently but what matters most is as a group (staff) work together for a common goal: to equip our students to engage and be successful.

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I recently tried the Snowball Fight activity in my classroom, and it was a hit! Students wrote their thoughts or answers on a piece of paper, crumpled it up, and tossed it across the room. Then they picked up someone else’s "snowball" and shared what was written. It was a fun way to get everyone involved and talking. The anonymity really helped—students who usually stay quiet felt more comfortable contributing, and it got the whole class engaged in a great discussion.

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New ways to incorporate equity into my content

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When background no longer determines their outcomes. We are so quick to judge when reading demographics, IEP's, BIP's, etc. If they are coming from a troubled area, that does not mean they are a troubled kid.

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Scavenger hunt gallery walk - students were engaged and all participated in the activity, they were able to collaborate and learn the new vocabulary associated with the images displayed, allowing them to retain vocabulary better.

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Playing review games with numerous teams. The students get extremely competitive.

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purposeful and practical activities for whole class; easy and quick options.

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I have used the brain break/engagement exercises from the last PD; The minimal time to this increased engagement in the middle of the period.

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In Nutrition class the students have to cook in a team of 4-6. Sometimes students don't engage with their groups and don't carry their weight in the cooking labs. We have implemented more pre-and post-lab steps that have helped with having all students engaged. What surprised me, was how the other group members reached out to encourage the group members that were missing out. Their peers telling them what they needed to do has much more influence than me telling them. (Shaw)

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I hope to gain new and creative ideas, such as the placemat activity, to do with my students to increase engagement and student discourse. I think the most helpful thing would be detailed instructions on activities like this and how to incorporate them in the classroom.

-Em Browning, English

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I incorporated white boards into my honors classes which allowed for more students to answer than in my normal set up. Most of my classes are really quiet and don't want to participate, but this was a way in which I could get more participation without them having to speak.

-Em Browning, English

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Socratic Seminars work well with my students.

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Set up our students for success by acknowledging their strengths and weaknesses due to their differing backgrounds.