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What I did:
When my kindergarten students were brainstorming ideas for animals to include in our classroom zoo, each student drew a picture of one animal and labeled that animal.  Students shared ideas using the "Give One, Get One" structured conversation.  Students paired up, shared their animal name, listened to another student's animal idea, then the students switched papers.  Students then found a new partner, and shared the animal that was just given to them.  They continued this process for several minutes until all students had heard many different possible animals to include in the Kindergarten Zoo.

The impact of this strategy:
All students were up and moving around the room during this brainstorming session which kept all students engaged and listening. When we came back together as a group, all students in the room had heard multiple animal names and were ready to list the animals that would be in our zoo.  I pulled randomizing sticks and those students told me an animal to have in the zoo.  Because all students heard many ideas during the "Give One, Get One", all students who were called on had an idea to include on the class list.

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Adding some elements of competition to the cellular respiration exercise lab increased student engagement substantially. They were more in tune to the lesson partly out of a desire to out do each other.

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I really like the way our humanities team comes together often and shares our ideas and lesson plans. We give each other time to collaborate and make things happen.

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( I realize that this may not always be an option for gen-ed teachers)

I do frequent short walk and talks or one on one check-ins with the students on my caseload (and other students). This allows me to build trust and rapport with them. It also results in the ability of them being able to go back to class and be productive in academic work (sometimes). This also allows me to collaborate with other adults such as the family engagement specialist, counselors, and our peace room facilitator to support the student in their social emotional learning.

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For this last project, I implemented a weekly planner that students must fill out each day during warm up. This planner gives the students the autonomy to determine how their work week flows. The students are made aware of hard deadlines that I have placed for their AutoCAD units and their project deadlines. With those deadlines in mind, students plan and structure their daily tasks in order to optimize their efficiency. I have seen an uptake in student productivity and more of my students are meeting my hard deadlines. It also allows me to assess their critical thinking skills as they closely identify what they need to accomplish and how they can accomplish each task.

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Created mastery pathway on Canvas which gives students different pathways based on a pre-assessment that they take before each unit. Students work on a project if they master the pre-assessment either alone or with a partner. If students score a 2 then they will be working on a playlist where they chose how they want to learn the material. If students score a 1 they work on a modified playlist and also have more class discussion and work in small groups with me during class. At the end of each unit they take a post assessment and then reflect on their growth during the unit.

Dee Beltran

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After grading a summative assessment, I give the students a data table (like the one shown above) and their graded assessment back. The students color each question (Q1, Q2, etc.) green if they got the question correct and red if they got the question incorrect. This allows students to see, by standard, which topic they may be struggling with. That way they know exactly what to work on or ask for extra help with when they attend office hours. The students then tape this data table in their math journal.
~Mrs. King :)

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Open, honest, and respectful communication with teammates. I feel I am able to use my voice and to better myself as a person and teacher here at ALA 

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Open, honest, and respectful communication with teammates. I feel I am able to use my voice and to better myself as a person and teacher here at ALA 

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Kristie Zothner

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Split students into teams
Teams come up with their team names
Place task cards behind values (use sheet protectors to use for multiple skills/unit reviews
Teams get points for questions answered correctly and lose points for incorrect answers.
Team with most points win.
-Rachel

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When we’re having class discussions I select table leader at each table. They are responsible for making sure everyone shares, is listening, and asking follow up questions. The table leaders change pretty frequently so lots of students have a chance to lead.

Impact:
I know that every table is engaging in the conversation. I hear the leaders guiding the questions. Once discussion time is over, I use randomizers and can call on anyone in the room to respond knowing that table leaders have made sure the discussion has happened.

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I teach using Playlists with emphasis on blended learning, differentiation, and highly scaffolded materials so students learn independently at their own pace and learn the material well. At the end of every day students write three sentences as part of their exit ticket using provided sentence stems that focus on standards, self-monitoring of growth, and SEL practices.

Growth so far:

Students are more self-directed in their own learning. They see they have power in that process.

Students know how to find information/resources to solve their own problems.

More one-on-one time between teachers and students to focus on what the students need.

Students are collaborating on their own initiative.

Student knowledge is retained more.

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I used the Big Paper Silent Conversation as part of a PBL launch. There were four questions, and each question was addressed in all three rounds.
1. First thoughts
2. Thoughts after seeing mentor examples
3. Connections/Patterns noticed after round two and between the four questions

The impact of this activity was more engagement from ALL students; quieter students were stretched to respond, and louder students were stretched to stay quiet. Students were moving, reading, writing.

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I start every class with a Picture Book. Every day I choose a book to start our class. I use booklists, librarian suggestions, and other teachers to find books related to the unit or topics...math, science, and ELAR. When I was in the classroom, sometimes we read 2-3 books a day. Picture book bios, non-fiction, and fiction were inculded. Diverse texts get priority. I get them from libraries, book sales, book fairs, my personal collection, and raid my personal child's bookshelves too.
When done with fidelity, kids will have been exposed to nearly 200 books a year. The students LOVE being read to. Middle school and high school enjoy it too. It builds empathy, understanding, and many reading skills. We frequently refer back to the books for other activities.

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The lesson included video and interactive features of multiple choice questions, poll and drawings.

Impact of the lesson-
All the students were able to follow the slideshow. They were all engaged and able to contribute to the discussion.

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Stations & Rotations (Colliflower, Matthew)

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Stations & Rotations (Colliflower, Matthew)

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Stations were based on different standards or approaches to solving the problem-type from one standard. Teacher station began with small-group lecture and then teacher-assisted practice. Student station was self-paced using a playlist and had help videos and examples available.

This allowed me to differentiate small-group instruction because the groups were created based on readiness. Students had small chunks of time to practice advocating for themselves in ways that do not involve teacher interaction (help video, peer teacher, worked examples) when they were at the student-led station.

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Pairs of students partnered up to direct each other in scenes; this strategy allowed for the students to have more agency as they were essentially becoming the "teacher" and their work and planning had a visible effect on their peers' success, learning, and growth. It also gives the directors an opportunity to think bigger picture about the act of making a scene, including starting from the smaller components and building into a larger finished product.
--Nico C.

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Tracking posters
Phase I:  personal statement
"why I choose this topic to research.."
Current Events :  why is this topic relevant and engaging?
Annotated Bib: 5 sources
Bibliography (APA) 10 sources
10 Notecardss documenting relevant and shocking facts.
Essential Question
Hook: click bait sentence.
IMPACT ON STUDENTS
Proud and excited to see their work posted/completed.
Excited to share info & Hook

- Ostos

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I ask students to answer questions in complete sentences in Spanish, but they have a tendency to want to answer with one word only. So I have started breaking down each question into parts that they can reuse in their answers. For example, if the question is, "¿Cuáles son los ingredientes principales en una empanada?", we break down the question into parts for their answer. I put a 1 over the phrase "Los ingredientes principales de una empanada", and a 2 over "son", and indicate they add their knowledge to the end. It has helped the students speak and write in complete sentences, AND it has helped them feel like they can produce much more Spanish.

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Fish In A Tree-Book Study (Jessica McLamore)

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Fish In A Tree-Book Study (Jessica McLamore)

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I started a book study for my 8th grade intervention group the 3rd 9 weeks to give them a break from Lexia. The students enjoy attending reading intervention now because they're engaged in the book. The main character Ally struggles with reading & writing so they're able to connect to her experience with school because it is so similar to their own experience. Students are engaged in the book and our class discussions. Student definitely aren't complaining about reading intervention now. Students are learning vocabulary, identifying the vocabulary in the text and are participating in written responses.

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Dan Mallette - Student progress trackers to be used throughout the project

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Dan Mallette - Student progress trackers to be used throughout the project

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What I did: I made this podcast project overview that has links to assignments and reflective posts after each decision or assignment that students post to a giant, physical progress monitoring board in my classroom.
The impact of this action: students are able to see their progress and also I as their teacher am able to track their progress in real time. This allows kids to walk into class and know exactly what is next for them, which individualizes their work and time. It also allows for a flexible classroom that actualizes blended learning.

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Interviewing Blood: A Podcast To Learn About Family And Interviewing

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I created, revised and implemented serious SMART goal setting activities this year around MAP Math Growth. I spent dedicated time at the beginning of the year and middle of the year introducing (and revisiting) the SMART goal process and having students create their own. By giving students the agency to create their own goals, student buy-in was huge. Students took the MAP test seriously and experienced some of their largest successes with growth. I also included an $20 gift card incentive to a store of their choice as additional encouragement to do well. Seeing their hard work result in great leaps in their scores definitely helped (and helps) them socially and emotionally; they felt successful and accomplished. I look forward to seeing what happens at the end of the year with their scores.

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Allowing students to take on the role of the class producer to lead our class into any project or scene. They stay focused and engaged because they would like to be the producer. I have noticed if I do not assign a producer the students will take on the role themselves and continue with the scene. They count off we want to go live in 5, 4, 3, (silent 2 and 1 and the point) kids know how to focus and to get the audience focused too. 

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Allowing students to take on the role of the class producer to lead our class into any project or scene. They stay focused and engaged because they would like to be the producer. I have noticed if I do not assign a producer the students will take on the role themselves and continue with the scene. They count off we want to go live in 5, 4, 3, (silent 2 and 1 and the point) kids know how to focus and to get the audience focused too. 

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Want to begin designing your own curriculum but don't know where to start? The key is simple. Focus on vocabulary and theme.

Start the unit off with two weeks of building rich vocabulary knowledge using different 7 Step strategies to build interdisciplinary knowledge around a theme that's relevant to learners (Gender / Race / the environment etc).

Then, shift to class discussions that align with driving questions from your unit topic in response to readings that show different perspectives about the topic. As students identify their own perspective, have them conduct research and write a summative essay for that quarter.

Most of literacy is vocabulary comprehension (more so than having "skills"). Most critical thinking is just arranging evidence to prove or disprove a perspective.

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In my reading intervention class, I frequently do some sort of whole class reading warm-up that is not connected to the online reading program we use. For example, I have done a whole mad libs to build comprehension. We also did analogies to work on vocabulary. This week, I had students make 3, 4, 5, and 6 letter words using the given letters.

Shanta Mikhaylov

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Families came together last night through zoom and children presented poem they created through Adobe Spark to their families. It was a very comfortable setting where families were able to see the various poems learned in class. There were many positive responses from families. I feel like we should maybe do something like this every few months and present children's work to families to show them what is happening in the classroom. Gina

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(Amy Singh)
What I did:
I collaborated with Zach on a PBL about the Alamo. We planned, made, and modified content together. We both learned from each other. The 7th graders used posters that Zach's high schoolers made for a gallery walk and class discussion. It was really cool.

The impact of this action:
My students received better quality instruction and assignments than I could have provided on my own.

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What I Did:
I implemented at 1-4 strategy with students when working on independent work. Students write their level of understanding 1-4 on the top right of their paper  and circle it when completing classwork either independently or even with a whole class. They are allowed to change their number throughout the lesson depending on how they feel they are comprehending the concept. The levels are as follows.
1: Help!- I am needing a lot of support with this.
2: I am trying on my own, but I will need you to frequently check in on me.
3: I've got it! I understand and will check in when to be sure I am correct.
4: I can work completely on my own, and I can even help others who may need it.

The Impact of This Action:
Students are able to have a deep level of understanding of their own learning. In the beginning students can be afraid to state whether they are feeling like a "1" or a "2", as if it is something bad. But I continue to reiterate to students that we are flexible in our learning and we have the ability to grow in our learning. Students have become very honest with how they are feeling and aren't afraid to explain why they are feeling the way they feel. Also, Vice versa, students who are feeling very confident feel very proud to know the concept and are excited at the opportunity to teach their peers. Often times it comes back around, because someone who is a 4 at one concept might not always be a 4 in another. Students get the chance to really help each other.
--Katrina Dye
4/5 Systems

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I established a "Problem Solving Area" in my kindergarten classroom where students go to resolve peer to peer conflicts independently. There is a talking piece and marks on the floor indicating where students sit (face to face). When students successfully resolve their conflict ("Do both people feel better now?") without help from me, they can color in a box on the wall. When 100 boxes are filled, they get a class surprise. This has impacted students by helping them learn to hear other perspectives. By slowing down and listening, students are able to regroup and focus on a solution/collaboration as opposed to being stuck in the "right vs. wrong" perspective.

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Ana Rabago  6th Science Vocabulary Mind Maps

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Ana Rabago  6th Science Vocabulary Mind Maps

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Vocabulary lists or foldables eventually become meaningless.  With a "Mind Map" students are able to splash the vocabulary words on a paper or digitally, attach an image, and give a few words that help them remember the definition.  Their page may include a theme containing a rainbow or a theme with the word, definition, and meaning in every arch of the rainbow or branch of the tree.

THE IMPACT
Creativity highly impacts student learning.  This builds ownership of their learning which then leads to academic success.  When students are given  decision making opportunities they take more pride in their work.

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The board has the 6 questions of the restorative process listed with visuals for responses to each question. This has allowed my students that aren't ready or able to verbally work through the process the ability to select a picture for each question. They are able to complete it independently and also identify responses that I may not have included.

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During math practice time, I provide students with hint stations and answer checking stations. Students can check the hint cards posted around the room if they are stuck. This allows students to get a jump start on solving the problem without having to wait for me to answer a question.
I also post answer checking stations for students to check their answer when they are finished. This allows me to focus on working with students that need support. It also allows students who are fast workers, confirm they have the right answer and move on with out waiting for me to confirm the right answer.
During pandemic times I used digital answer checking in google sheets.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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This is a structure that allows differentiated Math instruction in a limited timeframe.  Kids are preassessed in a math unit and placed into their respective "Ring" and then lessons are rotated during the week to meet each student where they are in the progression of that Math skill/s.  When students are not in direct instruction they are working on fact fluency practice (online platform) or concept attainment in related area (Zearn).  It is purposeful and intentional and is resulting in moving the needle on students who had been stuck in math achievement so far this year.
Impact: This gives more time for "Ring 2 and Ring 3" kids to build skills since they get more direction instruction; they are also included in after school tutoring. Mind Gym is now a time for corrections and reteach for these kids, usually one on one. High flyers are motivated by the certificates they get with the online programs. Games are now used in small groups and not independently where it was hard to oversee their correct use.

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Stations are part of my class strategy. Students appreciate a variety of ways to learn a particular focus. Write It, Tech It, Sort It, Match It, Draw It, Explore It, Explain It, Reflect on It, Read It are titles I use for stations. I do not use all of these stations, pick and choose 4 and then change it up for the next time. I also like to provide choice boards. This is usually in a digital format. If I provide 9 choices I might ask students to choose 4 to complete. I also have set up a menu with a point system in which the choices the students choose must equal a total amount of points. Offering choices provides a level of comfort to students and they are more likely to want to do their best.- Kristie Gonzales

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SEL artworks create an opportunity to let students have CHOICE and let it be student-lead. At the beginning of the year I have students create a mandala about their culture identity. This is a reflection of themselves and I do not tell them what to draw or what mediums to use. This project gives the students an opportunity to practice social and self awareness.

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We took students on a week long learning experience to the Rio Grande Valley to learn about the impact of the border on human migration, community, and the ecology of the region.

Students visited state/natural wildlife areas, spent a day learning at UTRGV from professors (Borderlands, Sustainability, and Storytelling/Folktales), visited museums, saw a Jazz performance, and did community service at the state natural area.

Students are working on an interdisciplinary PBL (design, english, and human geo) which focuses on Migration Stories with the trip. They conducted migration empathy interviews before we left, learned about factors that influence migration, and will create a historical marker to tell a story of migration after the trip.

DuPont

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I started implementing projects in which students can collaborate (share resources, discuss ideas, support each other, and give each other feedback) but in which everyone is responsible for creating their own deliverable.

In doing this, students have taken more ownership of their work as evidenced by: 1. more students actively engaged in their work, 2. less students “relying” on others to do all the work, 3. more students able to complete post-lab/processing questions independently.

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I changed the classroom seating so that every student is at a table with a color and every seat has a number 1-4 that repeats at every table. For example, you could be sitting at the red table seat number 1. Every week each number gets a new job (1. supply leader, 2. iPad leader, 3. organization leader, 4. substitute leader). There are no more arguments over who should be doing what, transitions are lightning fast, and students have multiple groups ready to go. Often they can work with their color table group and then share with the other numbers in the room.

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Team Planning and Sharing the Pen/Pencil/Marker

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Team Planning and Sharing the Pen/Pencil/Marker

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Sharing the pen with my team and the kids to contribute ideas to class anchor charts or the whiteboard (on their desks or in front of the room) for lessons across the day/week has been beneficial for my sanity, team planning, and student learning over time. Students are encouraged to participate at varying levels even when they “don’t know” the answer. Students are motivated to share with the class so their idea can be posted for all to see or write. Everyone is able to contribute to everyone’s learning process in order to make progress at different speeds. The stress of not having to plan everything for everyday allows more time for me to be creative on the spot. This is something that has taken a lot of time for me to get used to and comfortable with through the years I’ve been a part of ALA.

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The use of "TPR" gestures or signals for vocabulary words of school rules or academic learning targets helps students visually understand and remember key words.
Ex: Safe -> move hands as a umpire would to say a base runner is safe; Respectful -> make a heart with your hands; Responsible -> point to your brain with both hands; Compose -> clasp or intertwine fingers together and Decompose -> extend both hands and arms outward away from your body

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What I did:
Since coming to ALA a few months ago I have had the kiddos doing research (in teams) and presenting it (in teams). Most of the kiddos were very nervous about speaking in front of a group and others were terrified. Some would not speak in front of the class at all during the first presentation. Since then we have done several more team presentations and everyone has spoken multiple times in front of the whole class. Many of the students needed a lot of teacher and team mate encouragement to be able to speak in front of a large group.

The impact of this action:
I have seen the kiddos self-confidence and public speaking abilities. The most impressive and unexpected result is that I have had several students express to me their excitement about being able to get up in front of the class and speak clearly and loudly enough for the class to hear well. All of the students have improved their public speaking skills overall, but more so in their confidence in being able to do speak well in front of other. They have grown so much in self-confidence over the past few months.

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Before we start our math lesson each day, we do a 3 question spiral review to get our brains thinking like mathematicians. Once the first student answers the question correctly, I sit down. They are then in charge or checking their peers. It's a domino effect. As more students are successful, more students are up moving around the room checking on their friends and helping them to be successful. This has helped grow our classroom culture into a more positive one based on supporting our friends and seeing that everyone can be successful when we learn from each other.

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Students created a Black History Month mini-research on an influential person in society. Both tight expectations and student choice options were provided for all students. Students had the choice on who they wanted to research, how they took notes, and on the format (either paper /poster or digital creation). Some tight expectations included using library databases, taking notes, and presenting information to the class.
While students presented their research, the students/ audience took notes on a graphic organizer. Students practiced both speaking and listening skills during the presentations. Several students asked the presenters clarifying questions after they presented. Students also discussed the process with their partners after their presentation.
-Mrs. Rivas

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One thing we did this year that had I think had a positive impact on our student’s learning was to restructure our phonics instruction. We were able to provide routines and  structured conversations in the lesson. Students and teachers are now able to use the “clap it, tap it, write it” model to structure their lesson providing students guidance to decoding. In addition,  we added visuals in the form of videos and online gaming to help our ELL gain extra support and provide extra practice for all students. This structured reading practice has helped provide foundational reading support.

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At the end of the day, students who want to share verbally with the whole class, one thing they did really well that day in school. It can be during anytime throughout the day- Math, Specials, PE, Lunch, Recess, ELAR, PBL, with a friend or independently. When they are done speaking, as a class we all cheer, Hip Hip Hooray as our acknowledgment of what was shared and celebration of that successful moment in their day.

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I make an effort to ask the students about their lives outside of school. I want the students to understand and really feel that I care about them (not just what they can do academically). I remember what is important to them and then bring that in to the classroom. I notice that in return the students feel more comfortable and take more risks in their classwork. The trust relationship is important to me!

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I've sometimes used library time to let the kids create whatever they want from a vast array of materials. It's a great opportunity to have conversations around the process and, to a lesser extent, the result. There is no "wrong" in open-ended creating. Great conversations have resulted about how creating without any restrictions can be very relaxing for some. But if, it's not relaxing for you, then what do you do that helps you feel comfortable and relaxed? This activity has also led to good conversations about what the student made and why. Open-ended questions like "Tell me about your creation. What were you thinking about when you made this?"

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At recess I choose to engage my students in their play. It has not only lead to stronger positive relationships but also offered the opportunity to extend classroom learning, and be present as disagreements arise to solve them together. I have had kids tell me adults don't play or teacher's can't laugh so this has been a wonderful time to find joy in their interests and leadings all the while giving them skills they need to communicate with one another.

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"I Can Apologize" Anchor Chart of steps to follow

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"I Can Apologize" Anchor Chart of steps to follow

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After introducing these simple steps to our Kindergarten students, they have started having restorative conversations with each other without having an adult lead them through it everytime.

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Students see which objectives/standards specific problems are aligned with on their quizzes and tests.  During class, when I'm pushing them to try something more difficult that is beyond grade level standard, I let them know the level of the problem.  That not only motivates them but has lead to conversations about the degree to which the difficulty of an objective changes and why expectations change or increase.

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Students see which objectives/standards specific problems are aligned with on their quizzes and tests.  During class, when I'm pushing them to try something more difficult that is beyond grade level standard, I let them know the level of the problem.  That not only motivates them but has lead to conversations about the degree to which the difficulty of an objective changes and why expectations change or increase.

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This year I see a class with majority of my kids at the same academic level and needs. Based on this, I have focused on teaching very explicit, engaging, fun story based whole group lessons for Math nd ELAR. The inclusion of story hook that ties the lesson together helps my kindergarteners understand the real world connection to any new concept taught. I have noticed a significant student growth and retention of lessons learnt. The story based lessons also allow me to weave in the I do, we do you do concept or gradual release. Theses lessons have also helped me understand exactly where each of student is in terms of needing additional support or re teach of the concept.

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We did a memoir study unit on the novel "Taking Flight" by Michaela DePrince. We read the novel, had class discussions and annotated. We watched videos of Michaela's performances and interviews. We also watched the documentary "First Position" which followed her as well as five other dancers who were preparing for a worldwide ballet competition. Students reflected on their goals, making sacrifices, etc. The students were obsessed with this unit. They did research on their own and found TED talks etc. to share with me and their classmates. They are working on creating a list of actors who will play in her movie.

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I always give an agenda for every class, and I make a slide show for every lesson. This gives us a to do list for the students to know what they are going to complete. The slide show helps me stay organized and allows me to budget my time since my classes are so short compared to my students other classes.

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To keep the little ones (kinder kids) engaged and excited about a lesson, I have used many finger plays and songs that include students' names and something special they might like. This has helped build a strong class culture and establish a detailed routine with kids.

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What is one of your favorite parts of sitting in a PD? The check-ins of course! It's your chance to let people know about the things you like or your opinions on matters that you think are important. This is your chance to really get to know your students and their likes and dislikes. I pose a "would you rather?" question every day and the students are completely engaged. It takes a little time at the beginning of class to go through the answers for every student, but it is worth it! The students are in a good mood and usually have an easy transition to class time even if they are still discussing the question with a partner.
The way it works is, the question is posed on the board and I give them a moment to think about an answer. They have to give an answer of one or the other and a quick reason why.
You could even relate the question to something you are learning for the day such as if you are learning about climate change: "If the Earth’s surface became uninhabitable would you rather live underground or live in space? and why?"
or you could just do a fun creative one like:
"Would you rather have one wish granted today or ten wishes granted 20 years from now? (no asking for more wishes). Also what would your wish be?"

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My kindergartners have learned to check in with peers when they are needing to work to repair a relationship. We talk about how just saying "I'm sorry" is not enough--that people need you to really be sure you are ok and find out if there is anything you can do to help them feel better. My students can regularly be heard saying "I'm sorry. Do you need anything from me? How can I help you feel better?" Usually, the other person just needs space but seem to appreciate being asked.

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When students need help during independent work time they come up and take a number from the waiting room board and then go work as much as they can or on an alternative activity. Then I can call them when there is a break in small group instruction and I'm not surrounded by tons of students.

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Used cartoon movies and song to make a connection with learning the names of bones in the skeletal system. This also helped with further learning of rhyming words.  We had a visit to our classroom from a doctor, and the children were able to name the body parts, per singing the references given.  

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Used cartoon movies and song to make a connection with learning the names of bones in the skeletal system. This also helped with further learning of rhyming words.  We had a visit to our classroom from a doctor, and the children were able to name the body parts, per singing the references given.  

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I started having my kinders fill in a simple self evaluation sheet at the end of the day and I'm placing these in binders (each student has a binder). I also have a file folder with a pocket and leave the binders where the kids can access them easily. If, throughout the day, the kids create something on paper that they feel proud of they can place it in the pocket folder. The class decided together to call these their "Joyful Folders".

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Trying to find a way to have a portfolio that the students can continue to add to and connects to the Canvas Course. I have been using it this year, and I am, loving it. Since I am super mobil, popping in and out, seeing students weekly. Keeping track of work is impossible. But the Digital Journal, one shop stop, is perfect! I will tweak it for the next year, but now I have something the students can't lose, will grow throughout the year, and we can pull up and view anywhere.

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I have a bin on my desk called the "Show Ms. Sarah Box". If I am in small groups or otherwise unavailable and the kids want to show me, they can place it in the box for me to look at when I am available. Sometimes this includes an class assignment and sometimes a creation they have made in our makerspace area. Sometimes there are so many makerspace creations in there that we have to push aside our planned whole group lesson and do a little presentation instead. "Inventors" can share their creations and take questions from their peers about their "inventions".