https://docs.google.com/presentation/d/1L2rtTAz-NZy9q00SGnKbeLYvB6-iAUkncnmKZWljiH4/edit?usp=sharing

https://docs.google.com/presentation/d/1u8jGSWim_RmiWAlQP3v4kDQlACHN9XCdwxGDmy1HIrs/edit?usp=drive_link

With freshmen I spend time talking about resilience, growth mindset, knowing vs learning, and I have students brainstorm strategies they can use when they are struggling to learn. See PP

Sometimes it is difficult to get student to participate in group learning, I use roles frequently to help students collaborate. It gives each student ownership over the learning because they have a specific job or task.

Here is a PP I use with a large engineering project where students create a water filtration device. The PP (slides 3-4) provides a timeline for what each student should be doing each day. Therefore, it models prioritizing tasks for each day.

I have students fill out reflection documents. This one is a document for the Engineering Design Process. Where they reflect as a group, then other groups move around and brainstorm ideas as well. Together they identify strengths and weaknesses with the model and brainstorm improvements.

Here is a reflection document I have freshmen use to identify their strengths and weaknesses with CER writing. It allows students to look at feedback and reflect upon strengths/weakness and consider how to improve.

In addition to a traditional rubric, students had this tool to individually and collaboratively review their summative before submitting it.

With my anatomy and physiology students, I used this jigsaw activity to promote collaboration and show them that they can collectively build their understanding of specific content together. The way the Jigsaw is organized helps them productively share ideas with their Jigsaw group to further their understanding. Additionally, I have them fill out a Google slide with specific terms and information they learned from this activity, which they will then share with the class.

In terms of executing this, English took Monday, Biology took Wednesday, and World Studies took Friday. This is meant to be a low-stakes tier 1 intervention that allows students to build good habits.

While learning reader response literary criticism, students were placed into book clubs where they had the opportunity to share their opinions, connections, questions, etc. with others. They took notes using this document. On their summative assessment, they used these book club discussions to review their choice text.

To prepare for their summatives, I have my freshman biology students participate in peer-review activities to help themselves and their peers. An example of this peer-review activity is printing out students' CERs anonymously and having each group evaluate and grade a different CER on their whiteboards. In addition to providing feedback and a grade, they must make revisions and essentially rewrite the claim, evidence, or reasoning being evaluated. Then, the groups will move around to each table and grade a different CER, adding to any feedback that the previous group provided. Finally, we wrap up with a class vote on which CER was the best, what made it the best, and create a key together based on everyone's contributions during this activity.

With my junior and senior AP Lang students I spend a lot of time emphasizing that it is important to be able to identify aspects of their writing and others' writing. With their summative reflections after timed writings, they have to be able engage in the peer review process and identify aspects of their writing. These reflections allow them to highlight where they want to make revisions with their writing and how to continue strengthening their writing.

"I can actively participate in class discussions, activities, and group work to deepen my understanding."

Every day, I start class by asking students to share what they did the day before, what they're doing that day, or what they're doing tomorrow/this weekend. What I've found is that students will often take the opportunity to share about their game, competition, performance, etc. This gives me an opportunity to a) hear what they care about, b) decide if I'm able to go support them, and c) encourage other students to be in attendance and support each other.

This definitely isn't unique to me, but doing it with consistency has, I think, been a benefit to my classroom community.

"I can use my resources to problem-solve before asking my teacher for help."

This is a resource I give to my AP pre-calc students to give them something to refer back to when they don't know were to start/how to continue in their verifying. Since this skill follows no distinct pattern or "sequential steps to follow" like some skills in math, so students often struggle for where to start. We relate this to solving a puzzle where people have different strategies (edges first, group by color etc), but the strategy we pick depends on the end picture.

I created this class activity for an award that focused on "Transcending Boundaries and Finding Common Ground," and it aligns with this behavioral matrix by encouraging students to engage in courageous conversations by putting themselves in others' shoes. This handout prompts students to answer questions such as "What barriers does someone with your syndrome face in their day-to-day life?" and "How can we support someone with your syndrome to overcome those barriers?" This helps students engage in these conversations with their peers in a respectful manner.

At the beginning of the year, I use this slideshow to walk students through the structure and content of an appropriate email. I've found that it results in more proactive email habits and better tone.

I also do this in connection with a "Post First Unit Check-in" where I then have students send me an email using the content of this slideshow to guide them in structuring it. They write me an email that reflects on their growth through the unit, one area for them to improve, one goal for themselves in the coming unit, and any additional information they feel I should know about them.

Four corner strategy used during Creek Ecology unit in Biology, students have to create an arguement for what the quality of the water in the creek is and based on four categories, students moved to 4 different corners of the room and with that group combined all of their ideas of why they chose that category. As a group they create an argument for their choice. Sometimes groups end up being too big, so I will create sub groups of the same category to work together to create arguments. Once all groups have created their arguments they will share their ideas with the rest of the class. I have had other groups analyze these arguments to give feedback and I have given students opportunities to switch their claim after hearing other arguments.

(Part One) This handout was a way to enter a conversation about how we talk about immigration and immigrants. We paired this handout with instructions on connotation and denotation. This activity is a way to challenge prejudice and dehumanizing language.

Part Two

"I can work collaboratively and productively with peers to share ideas and further our collective understanding."

If I have a quiet class I will often use table white boards and have the students collaborate and put questions or answers on their whiteboards so I can visibly see their work. This seems to intimidate them less as they know they will erase what they have and they won't "mess up" their notes.