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      <item>
         <title>Retrieval Practice: The Most Powerful Learning Strategy You’re Not Using</title>
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      <item>
         <title>Closing the Loop (Verbal Exit Ticket)</title>
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      <item>
         <title>Talk Detectives </title>
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      <item>
         <title>Talk Detectives in Action</title>
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      <item>
         <title>RISE Model for Meaningful Feedback</title>
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      <item>
         <title>Cooperative Learning Roles</title>
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      <item>
         <title>Student Closing Statements</title>
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      <item>
         <title>Crowdsourcing Learning</title>
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      <item>
         <title>Respond, Reflect, Review</title>
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      </item>
      <item>
         <title>Visible Learning Home Page</title>
         <author>kwillis22</author>
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      <item>
         <title>Single-Point Rubrics</title>
         <author>kwillis22</author>
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      <item>
         <title></title>
         <author>kwillis22</author>
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         <description><![CDATA[<div>Generate, Sort, Connect, Elaborate</div>]]></description>
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      <item>
         <title>Connect, Extend, Challenge</title>
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      <item>
         <title>Chat Stations</title>
         <author>kwillis22</author>
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      <item>
         <title>Analyze a Photograph</title>
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      <item>
         <title>Cartoon Analysis Worksheet</title>
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      <item>
         <title>Movie Analysis Worksheet</title>
         <author>kwillis22</author>
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         <description><![CDATA[<div>We only remember what we think about.  If we expect kids to remember what they see or hear, we have to find ways to make them stop and think about what they’re seeing and hearing.  Try the forms below to structure and deepen student thinking.</div>]]></description>
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      <item>
         <title>RETRIEVAL PRACTICE IS THE PERFECT TOOL TO ‘WIN BACK THE MARGINS’</title>
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      <item>
         <title>Interleaving with Fruit Salad</title>
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      <item>
         <title>Setting Up Effective Group Work</title>
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      <item>
         <title>Successive Relearning</title>
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      <item>
         <title>Classroom-Ready Total Participation Techniques</title>
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      <item>
         <title>Connection Notebooks</title>
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      <item>
         <title>Powerful Teaching Resources and Downloads</title>
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      </item>
      <item>
         <title>The Powerful Effects of Drawing on Learning</title>
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      </item>
      <item>
         <title>Retrieval Guide Template</title>
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      </item>
      <item>
         <title>Is your source reliable?</title>
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      <item>
         <title></title>
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      <item>
         <title>Depth of Knowledge (DOK) Question Stems</title>
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         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2028666912</guid>
      </item>
      <item>
         <title>K-12 experience, population density among factors that support rural ‘brain gain’</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2029825279</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.news.iastate.edu/news/2022/01/11/brain-gain#:~:text=But%20a%20team%20of%20Iowa,degree%2Dholders%20in%20the%20community.&amp;text=candidate%20in%20higher%20education%20at%20Iowa%20State" />
         <pubDate>2022-02-04 17:12:12 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2029825279</guid>
      </item>
      <item>
         <title>KCII Global Guides Interview, Part II</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2029830752</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.kciiradio.com/2022/01/13/halcyon-house-washington-page-1-13-21-kerrie-willis-part-two/" />
         <pubDate>2022-02-04 17:15:33 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2029830752</guid>
      </item>
      <item>
         <title>KCII Global Guides Interview, Part I</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2029832363</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.kciiradio.com/2022/01/12/halcyon-house-washington-page-1-12-22-kerrie-willis-part-one/" />
         <pubDate>2022-02-04 17:16:31 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2029832363</guid>
      </item>
      <item>
         <title>How to Find, Read, and Use Academic Research</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2043423655</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.cultofpedagogy.com/academic-research/" />
         <pubDate>2022-02-12 03:54:27 UTC</pubDate>
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      </item>
      <item>
         <title>EduTips--Cult of Pedagogy</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2043425622</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.cultofpedagogy.com/edutips/" />
         <pubDate>2022-02-12 03:58:06 UTC</pubDate>
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      </item>
      <item>
         <title>HyperRubrics</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2043431614</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-02-12 04:11:07 UTC</pubDate>
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      </item>
      <item>
         <title>Reading Instruction Checklist</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2043437214</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-02-12 04:24:09 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2043437214</guid>
      </item>
      <item>
         <title>Interactive Techniques</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2049926475</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf" />
         <pubDate>2022-02-16 02:14:28 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2049926475</guid>
      </item>
      <item>
         <title>Leadership that Models the Model</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2058941739</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://barkleypd.com/blog/leadership-that-models-the-model/?mc_cid=3495365576&amp;mc_eid=6e044c0b28" />
         <pubDate>2022-02-21 15:13:24 UTC</pubDate>
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      </item>
      <item>
         <title></title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2058980909</link>
         <description><![CDATA[<div>Coaches:<br><br>Here is a digital copy of the <a href="https://docs.google.com/document/d/1nvPYW9KOX4YquBAnZUZJtkDAQW-2YfN45nZOplk0PtY/edit?usp=sharing">Results-Based Coaching Tool</a>.&nbsp; You should be able to view, then make a copy.</div><div><br></div><div>To create this digital copy, I tried out Alice Keeler's <a href="https://www.youtube.com/watch?v=MApdu4D_884">Converting Worksheets to Editable Google Docs.</a>&nbsp; Here are my take-aways:</div><ol><li>This process works really well for a sheet of text.</li><li>This process is not as slick for materials with tables, etc.&nbsp; But it's still quicker than retyping the whole thing!&nbsp;</li><li>Bottom line:&nbsp; Keeler's process is definitely worth your time, if you are wanting to convert paper-only copies of valuable resources into editable google docs.</li></ol><div>Best,</div><div>K</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 15:37:47 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2058980909</guid>
      </item>
      <item>
         <title>Pause Strategies</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2059005426</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-02-21 15:53:25 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2059005426</guid>
      </item>
      <item>
         <title>Chrome Extensions for Struggling Readers</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2059080388</link>
         <description><![CDATA[<div>Greetings, all!</div><div><br></div><div>I've discovered a rich resource of digital tools from Eric Curtis, whose motto is, "transforming education with technology:"&nbsp; <a href="https://docs.google.com/document/d/1JrkpV_nqKIMJGf9stP-8jgMZuXVuqRF7vtCSUti0-Ds/edit">Chrome Extensions for Struggling Readers</a>.</div><div><br></div><div>I realize this list is overwhelming; however, I'm sharing anyway because perhaps you will spot a tool or two (or a problem of practice) you'd like me to research, then give you the nut-shell version.</div><div><br></div><div>If you want to listen to the creator, and watch him demonstrate a few tools, <a href="https://www.youtube.com/watch?v=TcS3NhM2yV0">click here</a>.&nbsp; Fast-forward to minute six, which is where he starts talking about Text-to-Speech tools.</div><ol><li>&nbsp;General Resources&nbsp;</li><li> Text to speech&nbsp;</li><li> Speech to text&nbsp;</li><li> Readability&nbsp;</li><li> Reading comprehension&nbsp;</li><li> Audio support&nbsp;</li><li> Behavior, focus, and organization&nbsp;</li><li> Navigation&nbsp;</li><li> Chrome keyboard shortcuts&nbsp;</li><li> YouTube</li></ol><div>I'm starting with the following departments:&nbsp; Special Education, At-Risk, LIEP, and APEX .&nbsp; Who am I leaving out of this first round?</div><div><br></div><div>Message me with research requests, my friends.</div><div><br></div><div>Best,</div><div>K</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-02-21 16:46:37 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2059080388</guid>
      </item>
      <item>
         <title>One-Pagers:  Teaching Summaries</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2069865722</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.jamieleeclark.com/blog/one-pagers" />
         <pubDate>2022-02-28 16:47:58 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2069865722</guid>
      </item>
      <item>
         <title>Four Options for Student-Centered Coaching: Coaching Cycles, Mini Cycles, Co-Planning Units, and Co-Planning Lessons</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100030761</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.dianesweeney.com/four-options-for-student-centered-coaching-coaching-cycles-mini-cycles-and-co-planning-units-and-co-planning-lessons/" />
         <pubDate>2022-03-17 13:17:54 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100030761</guid>
      </item>
      <item>
         <title>Constructivist Tuning Protocol</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100042017</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-17 13:23:22 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100042017</guid>
      </item>
      <item>
         <title>Sustainable Development Goals</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100046921</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://sdgs.un.org/goals" />
         <pubDate>2022-03-17 13:25:48 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100046921</guid>
      </item>
      <item>
         <title>What&#39;s Your Story Lesson Plan</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100296430</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://docs.google.com/presentation/d/1e5J3yc6UiWNzIS2mJUWeKCCho_jyQLKam2QcDV0OuHw/edit?usp=sharing" />
         <pubDate>2022-03-17 15:24:26 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100296430</guid>
      </item>
      <item>
         <title>Concepts and Transfer SEL Lesson</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100304126</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-17 15:28:22 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100304126</guid>
      </item>
      <item>
         <title>Ukraine and Russia Lesson</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100312652</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-17 15:32:35 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2100312652</guid>
      </item>
      <item>
         <title>Three Lessons in Using Context Clues in Online Research</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2105306070</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://docs.google.com/document/d/1FSKLARbJCooceqs59mq4XlVnJKXwByHydZHyGqeWhIs/edit" />
         <pubDate>2022-03-21 13:27:55 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2105306070</guid>
      </item>
      <item>
         <title>Teaching Students HOW to Work in Groups</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2105630628</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.edutopia.org/article/step-step-guide-teaching-students-work-groups?utm_content=linkpos1&amp;utm_source=edu-newsletter&amp;utm_medium=email&amp;utm_campaign=weekly-2022-03-17" />
         <pubDate>2022-03-21 15:48:16 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2105630628</guid>
      </item>
      <item>
         <title>Approach, Method, Strategy, and Technique</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2110026838</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-23 15:52:32 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2110026838</guid>
      </item>
      <item>
         <title>Approach, Method, Strategy, and Technique</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2110028572</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-23 15:53:20 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2110028572</guid>
      </item>
      <item>
         <title>Questioning One-Pager:  Eliciting Evidence of Learning</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2112187162</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-24 16:07:00 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2112187162</guid>
      </item>
      <item>
         <title>Modeling and Thinking Aloud</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2112190809</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-03-24 16:08:55 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2112190809</guid>
      </item>
      <item>
         <title>Professional Learning Conversations</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2123738977</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://barkleypd.com/blog/professional-learning-conversations/?mc_cid=60ba97b779&amp;mc_eid=6e044c0b28" />
         <pubDate>2022-03-31 14:39:14 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2123738977</guid>
      </item>
      <item>
         <title>Simple Noise Meters</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2128618955</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-04-04 13:20:47 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2128618955</guid>
      </item>
      <item>
         <title>BIG LIST of Critical Thinking Strategies for Learning</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2133279900</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.teachthought.com/critical-thinking/critical-thinking/" />
         <pubDate>2022-04-06 19:13:10 UTC</pubDate>
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      </item>
      <item>
         <title>Mid-Term (or Unit) Reflection and Self-Assessment</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2133303584</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-04-06 19:29:14 UTC</pubDate>
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      </item>
      <item>
         <title>Selecting for Quality:  6 Key Adoption Steps</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2156716007</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://edreports.org/resources/adoption-steps" />
         <pubDate>2022-04-25 14:56:47 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2156716007</guid>
      </item>
      <item>
         <title>How Does My Lesson Stack Up?</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2156719887</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.elsuccessforum.org/blog/how-does-my-lesson-stack-up" />
         <pubDate>2022-04-25 14:58:28 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2156719887</guid>
      </item>
      <item>
         <title>Circle Map</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2157498037</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://online.visual-paradigm.com/knowledge/brainstorming/what-is-circle-map/" />
         <pubDate>2022-04-26 00:01:05 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2157498037</guid>
      </item>
      <item>
         <title>Double-Bubble Map</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2157503792</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://thinking-maps.fandom.com/wiki/Double_Bubble_Map" />
         <pubDate>2022-04-26 00:07:26 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2157503792</guid>
      </item>
      <item>
         <title>ESL Endorsement Resources (Wakelet)</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2159580606</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-04-27 02:21:40 UTC</pubDate>
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      </item>
      <item>
         <title>Wide-Angle Reading Template and Protocol</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2166033114</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.elsuccessforum.org/resources/wide-angle-reading-template-and-protocol" />
         <pubDate>2022-05-01 22:06:25 UTC</pubDate>
         <guid>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2166033114</guid>
      </item>
      <item>
         <title></title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2166914144</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-05-02 15:08:18 UTC</pubDate>
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      <item>
         <title></title>
         <author>kwillis22</author>
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         <pubDate>2022-05-02 18:15:20 UTC</pubDate>
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      <item>
         <title></title>
         <author>kwillis22</author>
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         <pubDate>2022-05-02 18:22:44 UTC</pubDate>
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      <item>
         <title>Translanguaging Guides</title>
         <author>kwillis22</author>
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      </item>
      <item>
         <title>A Protocol to Encourage Robust Classroom Discussions</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2167241682</link>
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         <pubDate>2022-05-02 18:45:26 UTC</pubDate>
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      </item>
      <item>
         <title>Readlee to See How Students Read</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2167289792</link>
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         <pubDate>2022-05-02 19:24:05 UTC</pubDate>
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      <item>
         <title>Why Multilingualism is an Asset</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-02 19:36:03 UTC</pubDate>
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      <item>
         <title></title>
         <author>kwillis22</author>
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         <description><![CDATA[]]></description>
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         <pubDate>2022-05-03 13:37:52 UTC</pubDate>
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      <item>
         <title>How to Wrap Up a Year of Coaching: Reports, Reflections, and Appreciation</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-04 15:03:06 UTC</pubDate>
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      <item>
         <title>Critical Autogiographies</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-04 15:06:58 UTC</pubDate>
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      <item>
         <title>Visibly Random Groups for Student-to-Student Interaction</title>
         <author>kwillis22</author>
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      <item>
         <title>Chapter 103</title>
         <author>kwillis22</author>
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      <item>
         <title></title>
         <author>kwillis22</author>
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      <item>
         <title></title>
         <author>kwillis22</author>
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      <item>
         <title>Dipsticks:  Efficient Ways to Check for Understanding</title>
         <author>kwillis22</author>
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         <description><![CDATA[]]></description>
         <enclosure url="https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley" />
         <pubDate>2022-05-06 19:30:45 UTC</pubDate>
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      <item>
         <title>Text-Dependent Questions</title>
         <author>kwillis22</author>
         <link>https://padlet.com/kwillis22/5eofc3hts22jrji2/wish/2173379125</link>
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         <pubDate>2022-05-06 19:32:41 UTC</pubDate>
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      </item>
      <item>
         <title>Text Set:  Feedback for Learning</title>
         <author>kwillis22</author>
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         <description><![CDATA[]]></description>
         <enclosure url="https://www.ascd.org/el/feedback-for-learning" />
         <pubDate>2022-05-06 19:46:58 UTC</pubDate>
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      <item>
         <title>Scaffolding Planning Template</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-13 20:08:51 UTC</pubDate>
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      <item>
         <title>Scaffolded Lesson Planning Checklist</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-13 20:25:08 UTC</pubDate>
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      <item>
         <title>Checklist for Increasing Academic-Language Awareness</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-13 20:25:57 UTC</pubDate>
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      <item>
         <title>Academic-Language Planning Template</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-13 20:26:52 UTC</pubDate>
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      <item>
         <title>Flowchart for Determining Which Background Knowledge to Teach ELs</title>
         <author>kwillis22</author>
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      <item>
         <title>Instructional Scaffolding and Strategies Checklist by ELP Level</title>
         <author>kwillis22</author>
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      <item>
         <title>Perspective, Assumptions, and Decision-Making in PLC Collaboration</title>
         <author>kwillis22</author>
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      <item>
         <title>Rally Coach</title>
         <author>kwillis22</author>
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         <description><![CDATA[<div><strong>Rally Coach - </strong>Students are paired based on academic level (higher level with lower level). Each pair shares one recording sheet and each partner uses a different color writing utensil. The partners take turns recording their answers on the recording sheet. Using this strategy requires students to work on communication, collaboration, and problem solving skills. It also challenges higher level students to “coach” their partner without doing any work for them and challenges lower level students to work at a higher level with the help from a partner.&nbsp;</div><div><br></div><div><br></div>]]></description>
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         <pubDate>2022-05-19 01:49:15 UTC</pubDate>
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      <item>
         <title>Keyboard Shortcuts--Share w/Kiddos</title>
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         <pubDate>2022-05-20 15:20:00 UTC</pubDate>
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      <item>
         <title>Identifying Expos Text Structure</title>
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      <item>
         <title>6 Signposts to Notice and Note</title>
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      <item>
         <title>Clues to the Signposts (Fiction)</title>
         <author>kwillis22</author>
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      <item>
         <title>The Question that Follows (Fiction)</title>
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      <item>
         <title>Circling!</title>
         <author>kwillis22</author>
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      <item>
         <title>AlphaBoxes</title>
         <author>kwillis22</author>
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      <item>
         <title>AlphaBoxes</title>
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         <pubDate>2022-05-24 16:00:51 UTC</pubDate>
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      <item>
         <title>Book-Head-Heart (BHH)</title>
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      <item>
         <title>Conversation Analysis Tool</title>
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      <item>
         <title>Assessing Time on Task</title>
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      <item>
         <title>Questions for Coaching Conversations</title>
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      <item>
         <title>Data</title>
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      <item>
         <title></title>
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         <pubDate>2022-05-24 16:21:01 UTC</pubDate>
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      <item>
         <title>Iowa Teaching Standards and Criteria</title>
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         <title></title>
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      <item>
         <title>Examining Student work</title>
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      <item>
         <title>Tuning Protocol</title>
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      <item>
         <title>IC Team Well-Check</title>
         <author>kwillis22</author>
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         <pubDate>2022-05-24 17:30:40 UTC</pubDate>
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      <item>
         <title>Coherence Framework</title>
         <author>kwillis22</author>
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      <item>
         <title>A Checklist for Checklists</title>
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      <item>
         <title>Concern, Influence, and Control</title>
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      <item>
         <title>Success Factors for IC</title>
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      <item>
         <title>8 Strategies Marzano and Hattie Agree On</title>
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      <item>
         <title>Checklist:  Creating Guiding Questions</title>
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      <item>
         <title>Sequencing to Increase DOK</title>
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         <title>Low-Lift, High-Impact </title>
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         <description><![CDATA[<div><strong>Low-Lift &amp; High-Impact </strong>Hello there --<br><br>Student and educator well-being are paramount at this moment in time. And, the world needs us to transform teaching and learning to meet the demands of our time. So how do we transform and stay healthy?<br><br>After working with thousands of teachers in every content area preK-12, I've articulated my top 3 low-lift, high-impact shifts.<br><br><strong>Shift #1</strong>: Ask yourself and your students how studying (whatever topic, skill, or concept) gives us insight into who we want to be or how to make the world a better place. Use this question to guide planning and classroom reflection/discussion.<br><br>For example:<br> Instead of this: What were the main causes of World War II?<br>Try this:  How does the study of World War II give us insight into preventing another world war?<br><br>Instead of this:  How do I communicate in another language?<br>Try this:  What does communicating in another language teach me about myself?<br><br><strong>Shift #2: </strong>Ask students to articulate how 2+ organizing concepts interact. This points their attention to the deeper structural patterns of the discipline.<br><br>It allows them to construct the big ideas or enduring understandings for themselves.<br><br>For example:<br>&nbsp;How do energy, force, and motion interact?<br>&nbsp;What is the role of word choice in communicating meaning?<br>&nbsp;How does place impact value?<br><br><strong>Shift #3</strong>: Foster a culture of transfer by consistently asking students to look for concepts and their connections in new situations -- in shorter texts, photos, news stories, or thought-provoking videos.<br><br>For example: Where do you see force, gravity, angle, precision, risk-taking, creativity, communication, audience, message, purpose, collaboration and more in this video: <a href="https://www.youtube.com/watch?v=4LjskpM73-0">https://www.youtube.com/watch?v=4LjskpM73-0</a><br><br>Another example: Where do you see identity, power, authority, change, causation, pattern, and more in this video: <a href="https://www.youtube.com/watch?v=7gxtL9MbOpk">https://www.youtube.com/watch?v=7gxtL9MbOpk</a></div>]]></description>
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      <item>
         <title>Literary Texts Qualitative Analysis Tool</title>
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         <title>Informational Texts Qualitative Analysis Tool</title>
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         <title>TED Talk Response</title>
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         <title>Hess Cognitive Rigor Matrix</title>
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      <item>
         <title>ALL the Thinking Routines!  &lt;3</title>
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      <item>
         <title>Decrease Task Difficulty</title>
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      <item>
         <title>Student Reflection</title>
         <author>kwillis22</author>
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         <title></title>
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         <title></title>
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         <title>What&#39;s the Impact of &quot;Best Practice?&quot;</title>
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      <item>
         <title>Motivating Students to Speak Up</title>
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         <pubDate>2022-10-23 23:42:19 UTC</pubDate>
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      </item>
      <item>
         <title>The Change Sequence</title>
         <author>kwillis22</author>
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      <item>
         <title>Listening and Questions for Reflection</title>
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      <item>
         <title>Coaching at WHS</title>
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      <item>
         <title>Teach your students how to use all the features in #GoogleSlides with this awesome Scavenger Hunt.</title>
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      <item>
         <title>Clarity of Explanations</title>
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      <item>
         <title>Clarity of Explanations</title>
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      <item>
         <title>PD Effectiveness</title>
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         <title>Circles Design Thinking from Literal to Abstract</title>
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         <title>Generative Learning</title>
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         <title>Jeopardy</title>
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      <item>
         <title>Strategies to Promote Academic Conversation</title>
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