1. What routine is showcased in your artifact?

2. So what did you notice or learn as a result of implementing this routine?

3. Now what next steps or questions do you have?

So what: A lot of students think that underlining is synonymous with annotating; they don't know how to approach reading in a specific subject in order to push themselves to the next level. This routine works best with really juicy texts, especially in older grades and/or when some of the class has higher reading skills.

Now what: I hope to incorporate this more regularly across different classes so students understand the nuance of how to approach reading in different subject areas. I plan to use the first rounds of this routine as a baseline and develop a rubric by which to track students' skills as the semester progresses. I'm wondering what exemplars of students using these strategies at other schools might look like.

So What: As a whole class students are noticing all the important details, but many students would have missed key ideas working independently. Some students are making great connections in their wonderings related to content (what I was hoping to achieve) but others are making wonderings that are too broad to be useful in their current state (like "what will we do with these")

Now What: Based on my midterm results I am hoping to use this low entry routine to engage the students who are underperforming more regularly in class (having them share their noticings). As we move forward with the routine I need to do some coaching about what noticings are more powerful than others - specifically highlighting the ones that are making connections to other ideas in Geometry. I also may shift my focus for my instructional routine to annotating, which I feel might have a larger impact on my struggling student group (this can be connected to noticing and wondering, having each question prompt be the artifact they are using to notice the important information that is given and wonder about them).

So What: I've noticed that this routine helps guide student thinking around forming connections (text to world, self, text), write inferences and make sense of new and important words. Some students do require more prompting and thinking to form a deeper analysis, response of connection instead of stating what is taking place in the text.

Now What: Students will now use these double entry journals to complete other assignments that are specific to this chapter, which include a reflection and written analysis.

2) I learned that I should explicitly model shorthand more often to help my students understand it better

3) No questions or next steps at this time.

2. Habit forming requires, constant and consistent practice before it is internalized. New habits need close monitoring.

3. Continue reinforcing use of planner, Encourage across all classes and into 10th grade.

So what: Students used to come in and put up their assigned problems from the night prior and then discuss the techniques and concepts and then share out with the class. While this was good, oftentimes students would disengage. The new routine forces the students to apply their understanding and practice from the night prior on a new problem similar to the practice problem. Students have been much more engaged discussing how to complete the new problem at the VWBs.

Now what: I'll continue to use the routine and look for ways to incorporate new techniques such as small checkpoints on understanding before they start the routine.

With this Routine, students take pride in presenting to the audience something they are interested in. In this Seminar, Alyson presented not only data on Anxiety; she provided and facilitated a coping strategy. She received valuable peer feedback.

Continue getting others students to present on Fridays through February 2025.

Annotation practice readings related to Earth Science topics. These also had comprehension questions at the end.

So What?

Many students struggled to distinguish between main ideas and supporting details or less important sentences. 

Many students would just underline and not circle, bracket or write margins notes. (Which I should have included in directions.)

Now What?

I will reinforce the purpose of annotating in this way. I will also encourage students to write margin notes. This is something I model in small groups but have not incorporated into directions or full class instruction yet. To introduce it into these directions, I will encourage them to start by using margin notes to define new words that they circled. Also I will brainstorm ways to connect the annotations to the questions so they understand the annotation process as a strategy for comprehension.

SO : As you can see above, the students were not always ready for rigorous study, nor were they confident in previous problems. What happened quickly is students were ready quickly and getting down to work and I was able to see very quickly what was giving students difficulty and which student needed more help.

Now: Continue for first week then switch to spot collections of once per week.

So What? It felt successful in the moment, watching students engage in collaborative think alouds

What Next? Interpreting Regents data, thinking about whether to continue this with students who did not meet regents goal.

So What: Implications are students listen to one another. Students are challenged to explain steps in detail and notice when their own directions are not clear. It challenges students to think through a problem.

Now What: I will scaffold the handout, provide vocabulary and some steps for students who may not know where to begin. Vocabulary will challenge some students to utilize math terms during their explanation.

Students read a series of narrative blurbs which they have to summarize in writing. Each is paired with a visual.

We noticed this helped students in our class imagine the succession of historical events.

This is an alternative to the traditionally uninteractive history lecture, with rote repetition of teacher's notes, or fill-in-the-blank.

So what: What I noticed was how vivid my students' imaginations were and how creative they can be when allowed the opportunity to shine like the superstars they are.

Now what: To give them more opportunities to showcase their creative abilities.

So what: It was a challenging launch because a lot of students would prefer to skim the article for answers to questions rather than closely reading it and closely examining images. Students were willing to engage with teachers' guidance, but many continued to struggle with the first read and annotating independently.

Now what: My goal for the rest of the year is to take away the scaffolded organizer for high achieving students and help them internalize each of the 3 steps.

Chemistry 1st period, students are given this information and it increases attendance.

SO WHAT: The numbers dont lie. Student appreciate the ability to influence the numbers positively

NOW WHAT: Have the students give reflections on having this information and tracking their individual data.

GPS is an acronym for annotation. G is given information, P is prior knowledge and S is for solving. This routine allows a student the opportunity to interact with a task, assessment or even a question. 

2. Algebra grade 9 noticings

>students do not show work when solving an equation or simplifying an expression. Upon implementing this structure students are prompted to discuss the G, P and S for all tasks, assessment or even a question. 

>Students do not take adequate notes for learning and building schema. Upon implementation of this strategy students are recalling the topic but still need to work further for comprehension. 

3. Next steps-

Having students practice interacting with GPS in various media in addition to working on a task, assessment or even a question. The midterm gave a glimpse of and proved evidence that note taking and annotation still needs practicing.