Kari wanted to try a strategy to increase student engagement so we used Pause and Play. The video had numerous facts. We paused the video after each fact.  (20 seconds). Tables had to agree on the fact shared. The level of engagement was great. The video shows the majority of the class engaging in the table conversation. 

Kari then had students read passages and find the 5 most important words. Students shared the words. Kari then had students act out the process of wind, clouds, and rain. The students were completely engaged and had a great time.

Key takeaway having students find the 5 words help them engage more in the reading of the text

Overarching Question: How can one person can make a difference?

Brainstormed ways to use video about Rosa Parks.

Lesson: 

Engage- Students work in pairs and created domino patterns. Then tap one domino and watch the others fall.

Hangman “One person can make a difference”

Explore - Watch segments of video using SOS strategy Pause and Play.

List of management strategies:

Key takeaway -  Savana was incorporating the 4Cs more than she thought.

We planned a Science review lesson using Pause and Play and Silence. I taught it the first period. Savana noticed a dramatic increase in student engagement. Normally, she shows the whole 4 minute video at one time and then has class discussion with her asking questions and 1 or 2 students answering. Today, students watch snippets of video (20 seconds), wrote facts they learned and then shared their facts with a partner. Then students shared with the whole group what they had learned from their partner instead of what they had written. 

Savana taught the other classes using the same lesson.

Savana was amazing. She was able to implement new strategies immediately. 

Key takeaway - Having students share what their partners said, increased engagement and positive feelings towards other students.
Student Interview
This is an interview with a students who struggles to get anything done. In this activity he was able to complete the enter assignment. In the interview he explains how the activity helped him.

The first class she read 3 pages from the science textbook. Students then wrote something they learned. The sentence started with the letter they had been given.

The next round, we started by modeling a Table Texting. Then students wrote a fact and turned the fact into a question. Students then exchanged questions with a partner. They answered each others’ questions. This Table Text continued. Most students finished 2 rounds. Then the students did the ABC strategy. We noticed the statements 

Included had science vocabulary and information than the first class.

The next class we were more specific and clear with directions. We modeled and discussed how to turn a fact into a question. Then students used the Table Top Texting SOS. The results from this class had even more info and vocabulary.

Savana said her last class was the most challenging. We broke the process into simpler steps and as a group, worked through one step at a time. We also gave students 60 second intervals to complete specific task. We also gave very specific expectation of behavior. For instance when students looked for a fact from the textbook, they were told to do so silently so other students could concentrate. Again the ABC SOS resulted in more vocabulary and infor.

We learned that the students were struggling changing facts into questions. This lead to a change for tomorrow’s lesson. We created a worksheet for students to practice turning facts into questions.

Key Takeaway - The power of reflection in the learning process and the role the portfolio has in that processes