2. What scaffolds do you use to help struggling learners access more challenging content? Is there a new one you can try?

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

2. How would adopting a purpose statement for grading, such as the one used by the American School of Paris, influence your own grading and feedback practices?

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

Please address each of the prompts in at least 5 sentences.

2.       One scaffold that Tomlinson suggests and I find effective is flexible grouping. I feel that blending the groups with a variety of skill levels makes students lean on one another and learn from each other. I make sure that the group has graphic organizers to help them organize the content. When giving my students a graphic organizer—such as the rhetorical precis handout, or the SWBST-Summary graphic organizer—It gives all learning levels a visual representation of what is necessary for the assignment. I find that the rigor keeps the students engaged and they build a community of learning. I will now ask myself if the rigor will sustain the entire class.

2. Scaffolding is a technique that I commonly use in my lessons for my students.  All students can benefit from scaffolding a lesson.  I always try to put lessons in steps that we can do for each class…small goals that they can reach.  For example…in an essay I work with the students by setting small goals of research.  Read the article and take the information that helps answer the prompt.  Then we begin to write the essay one paragraph at a time in our first draft (I use a graphic organizer that helps them to format each paragraph sentence by sentence).  Then go back and add transitions, grammar checks, citations, etc…which helps them complete and finalize their writing.  By doing this I have seen my students not feel overwhelmed by looking at the end product of the essay…but just one paragraph at a time…which, no matter the level of writing the students are at, it has helped them with their writing and confidence in writing an essay.

1. After reading the article it seems that the self-talk is most pronounced during independent work. During the lesson as we go through the I do, We do, you do and we release the responsibility of learning we are unknowingly giving rise to this negative self talk. As I was going through the article I was clearly thinking of those students in my class that are just turning in an assignment to get it over with and to be done. I was not thinking about it in this way. I was also picturing the students that refer to their notes, that ask questions and check with me and their peers before continuing an assignment. 

2. When I am going through direct instruction I am modeling my thinking. I make mistakes and I talk about how it is ok to make mistakes. I have been frustrated at changes and challenges and have shown my students that we can move on and refocus on what is ahead of us. I was not aware that I was modeling it though. Now I will be more aware of this. Kids are always watching and always learning. We have  to use that to our advantage. There are a great number of students trapped in self-helplessness.

2. I have noticed that some students understand the assignment and some students have started asking them for help. I like to see thi because the level of understanding is high: I understand and I can teach someone how to do it. I want more students to get to that level of understanding. And I want to make sure that I am challenging those students that need more.

1. According to Jennifer Mangels, students “self-talk” is most pronounced when receiving feedback—whether positive or constructive—and shapes their perception. A student with a growth mindset may view feedback as a way to improve while others may view it as a reflection of their “inadequacy”. I also feel that when they compare themselves to their peers whether based on grades, social media status, or extracurricular success can lead to negative self-talk for some of our kids. However, if they can spin the situation as a way to grow then they feel empowered. I know that grades impact so many of our students. Last week, I graded some of my students’ responses to “The Chrysanthemums” and a few of them received a zero with a note to come see me. One of my students said, “Wow, I couldn’t even yearn 1 out of 10, and put his head down, and I knew why, so I approached him to explain how he could improve. I sat by him until he finished and his grade went to 100 percent. He’s in an AP class and he just needed to understand literature tense and he began his sentences with pronouns. I explained to him that he needed to gain confidence and realize that he can do this. He agreed with me. The next day we went over, “The Chimney Sweep” and his responses were perfect. I think he pumped himself up to realize that he can succeed in this class.

2. I do agree that my own choices around challenges can be a powerful model for students. I  believe that as a teacher, I need to view challenges as opportunities for student growth. I explain to my students that I face countless obstacles in both education and in life, and that I want to challenge them to reflect on challenges with a mindset of persistence and learning. I make this visible to my students, by sharing concrete experiences about life and my educational journey and how I have overcome life’s difficulties. I model strategies for managing setbacks, such as enrolling in credit retrieval for grade deficits and planning summer school. I also encourage tutoring for all of my students and show them, not just tell them, about the wealth of resources that our district has purchased to help them succeed.

2.       During my first year of teaching, I was beginning a lesson on William Shakespeare's Julius Caesar and struggled horribly trying to explain the themes. I kept focusing on Honor vs. Ambition and Public Image vs. Reality and I kept losing the kids attention.  I am a literature major and could not understand what was so difficult, until a student named Jacob told me that the whole thing “stunk”. So I decided to put them in charge of understanding the text. I realized that I was working hard trying to find everything to fill the vessels, but they were not going to give me an inch. Thus I gave them guided questions and allowed them the time to work through the confusion. Over time, they began to see by his best friends Cassius and Brutus.  They were able to make connections about the times in life when friends betrayed them. I had to realize that I needed to give them the time to become resilient and work through the language, themes, symbols, plot and everything else. It took two months to finish the play, but I realized that these kids needed to struggle and that I was not doing them any service by sitting on my English major throne while expecting them to understand what took me years to perfect.

1. I agree with the idea of beginning lesson planning with the most advanced students. I have students that will rise to that challenge, however with a moderate to severe, pre-vocational special education class, it can often leave the differentiated group behind. I often have to backwards chain after teaching up. It's a noble and rewarding place to start, teaching up, when the higher students meet the challenge. The backwards chaining occurs when my lower students need support to comprehend what is initially being asked of the group at the start of most lessons.

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   I like Tomlinson's idea of blending the groups so as to have higher with lowers. A typical way we start our lessons is with the ARK - Activating Relevant (or Relatable) Knowledge. This often leads to a common ground approach to a lesson topic. Scaffolding occurs with most or all of our lessons with many non-readers who rely on visuals, picture icons and videos for elementary age students to check for understanding.

2. A teacher’s response to challenges that they face in the classroom in front of their students can model a growth mindset for the students in the classroom.  When we as teachers face obstacles and roadblocks, the students are observing how we will react to that and move on.  I know when I face challenges in the class (or don’t have an answer), I quickly move on and say, “ We will revisit that when I can find you that answer”...or have then look it up on their devices so we can all learn the answer.  I feel students appreciate that I am honest when it comes to challenges and not having the answer to everything…shows them that it is ok sometimes not to know, but to still figure it out.  Some other ways that my students can see me figuring out a challenge is for me to talk through my problem with them.  I also try to demonstrate stepping out of my comfort zone.  I also have shared examples of my struggles and not having an answer, but tell them how I solved that and figured it out…that way they can use that same technique if needed for themselves.

2. I find myself in a productive struggle when planning lessons for my students.  I have trouble “letting go” and letting my students do more work on their own or collaborating with other students.  I tend mostly to give my students everything they would need to complete their assignment/essay/project.  After reading this article I am realizing that I need to guide my students in the right direction, but need to give them the opportunity to make their own choices on topics, or evidence that they may collect to address that topic.  This will give them a better “buy in” to the lessons I create and make things more productive on their end…and this will address the different levels of learning that I have in all my classes. 

A benefit of Tomlinson’s approach is that it prevents the instructional ceiling from being too low for gifted students, thereby increasing their engagement and learning outcomes. Scaffolding high-level material encourages struggling learners to stretch their capabilities in ways they may not encounter in more traditionally leveled lessons. The challenge lies in balancing this ambition with practical classroom management, particularly in providing supports that prevent less advanced students from feeling overwhelmed.

For scaffolding, strategies like using visual aids, step-by-step breakdowns, and guided practice help struggling learners access more difficult content. Incorporating peer support can also help, where students collaborate and discuss material at varying levels of comprehension. Another approach could involve using adaptive technology tools that personalize content difficulty. This approach aligns with Tomlinson’s goal of maintaining high standards while meeting each student's unique needs, allowing teachers to support and elevate all students in a way that feels individualized and inclusive.

A teachers approach to challenges can be a highly effective model for students. When teachers openly share their thought processes, strategies, and even struggles with challenging tasks, they demonstrate resilience and a growth mindset, which students can mirror in their own lives. Personally, my approach to challenges involves breaking down tasks into manageable steps and reframing setbacks as learning experiences. By sharing these methods with students, I can make my relationship with challenge more visible and nurture an environment where they feel encouraged to persist. Narrating my own process when tackling a complex subject or handling unexpected classroom situations can also illustrate these strategies in real-time, reinforcing the idea that challenges are opportunities for growth and not indicators of inadequacy.

2. In my teaching, as a newer teacher to this population, mod-severe prevoc, there are productive struggles daily with the SEL element of volitile, easily upset students. Or students who cannot verbalize but can vocalize, so often staff are trying to discern the meaning of a communicative intent. This can lead to productive struggles with staff and collaboration to best serve the needs of our students.

One time I engaged in productive struggle was during my first attempt at building a model to predict outcomes using data. Initially, I struggled to interpret the data correctly and kept getting inaccurate results. Each failure, however, forced me to revisit fundamental concepts, research additional techniques, and consult with colleagues. This process taught me the importance of perseverance, breaking large problems into smaller steps, and using available resources effectively. Applying this to teaching, I would emphasize the value of persistence and provide students with tools to navigate challenges, such as frameworks for problem-solving or guiding questions. I would also normalize the experience of struggle by sharing my own, creating an environment where students feel safe to take risks and learn from their efforts.

Recent student work has shown patterns of varied engagement and understanding, often reflecting disparities in background knowledge and skill levels. For example, I’ve noticed that students who actively participate in class discussions often produce more comprehensive and insightful written responses, while others struggle to articulate their thoughts clearly. These patterns highlight the importance of tailoring instruction to meet diverse needs. By analyzing such trends, I can identify specific areas where students excel and areas where they need support. This analysis allows me to teach up by creating targeted enrichment opportunities for advanced learners while designing accessible entry points and scaffolds for those who need additional help, ensuring equitable access to high-level tasks.

2. Some general patterns I have noticed when working with my students in this capacity is that students know the end goal as we start the assignment.  It keeps their focus on the end prompt/objective/activity/etc.  The current SpringBoard textbook that we use in our English class designs the units in this fashion.  So we are able to start with the end objective (and revisit it throughout the unit) at the beginning of the unit and work towards that with the designed assignments.  I have taken this same approach when doing most of my own designed units and for projects/essays.  The students have responded well knowing ahead of time what they are working towards.  It has given them a focus so they feel all the assignments/research they are doing has a purpose and they can focus their research/work on what they know they need to have to answer the prompt or complete the project.  It has also helped with my varying learning levels that I have in my class.  Students seem to have more confidence in their work ability with the knowledge that they are working towards the task at the end…the goal is in sight the whole time for them.

2. One of the strategies from the article that I could implement in my content area would be to celebrate and integrate students' existing expertise. A majority of my students have experienced things that others (including myself) would enjoy hearing about…and it would add some relevance to our overall atmosphere and culture within the class.  I know by celebrating our students and all assets they can bring to the class it will help build a confidence and comfort for them in the class.  This now creates a learning environment that all students can now excel in.  Along with that, we could see all students (including newcomers) starting to open up with fellow students.  With teacher guidance through assignments would then give newcomers the ability to share their backgrounds and create now a great expression of them and all students in the class. 

2. I use this strategy throughout all of my lessons within my English classes.  For example, it is important for me to go over the background information/time period/etc before we read a story, poem, novel, etc.  Here is an example of something we do for one of my units…in my junior class we read the play, The Crucible, we go over quite a few elements before starting the play.  We will go over the Puritans, the witch hunts, satire, black listing, and hysteria…it is necessary for our students to have the foundation of all these elements for the students to understand not only the play itself, but the author's intent for writing it.  This again is something that I have found to be a very important part of a lesson.  When the students are exposed to the background of a topic/lesson they do much better and have a better understanding of all that is to follow with the story or novel we will be reading.

One strategy mentioned in the article that aligns with my teaching philosophy is using project-based learning (PBL) to reinforce relevance and rigor. For example, in a biology class, students could research local ecosystems and propose solutions to a real-world environmental issue, such as urban biodiversity loss or pollution control. This approach not only connects to scientific content but also empowers students, including newcomers, by validating their experiences and encouraging critical thinking. PBL supports all students because it allows for differentiation: newcomers can contribute visual presentations or simpler explanations while advanced students delve deeper into complex analysis. It also creates a collaborative environment where language development happens naturally as students communicate their ideas. Ultimately, this strategy enriches the learning experience for everyone by centering both academic rigor and personal relevance.

In my biology classes, I frequently use visual aids such as labeled diagrams and videos to introduce complex concepts like cell structure and ecosystems. These tools make abstract ideas tangible and accessible, especially for students learning English or those who struggle with reading comprehension. I also incorporate shared reading activities, such as analyzing short articles about current scientific advancements, to build literacy skills while reinforcing content knowledge. To develop students’ background knowledge, I connect lessons to real-world phenomena, such as discussing the impact of climate change on their local environment, which helps bridge gaps for those with varying academic and cultural experiences. For instance, before starting a unit on photosynthesis, I might show a time-lapse video of plant growth to spark curiosity and provide context. By layering these strategies, I ensure that all students, regardless of their starting point, can access and engage with grade-level material effectively.

To implement Thinking Maps in a biology class, students can create concept maps that visually connect ideas such as the interdependence within ecosystems or the stages of mitosis. These maps help students organize information, identify relationships, and explore underlying principles, encourage higher-order thinking. For example, while studying food chains, students can develop a flowchart that shows energy transfer, which could lead to discussions about human impact on ecosystems.
Another protocol, Mediated Dialogue, could involve posing open-ended questions, like "How do environmental changes influence genetic traits over generations?" This strategy encourages students to articulate their reasoning, question assumptions, and build on peers' ideas, thus deepening their understanding of evolutionary biology.

Adopting a grading purpose statement, such as the one from the American School of Paris, which emphasizes that grades should measure learning and promote growth, could significantly shift my practices. This approach would encourage me to prioritize formative feedback over punitive grading and to see assessments as tools for learning rather than solely for ranking. It might also prompt a reevaluation of policies like zeroes for missing work, instead encouraging opportunities for students to make up or revise assignments. By aligning grading practices with such a purpose, I could encourage a growth mindset among students, making them more focused on progress and understanding rather than just the grade. Ultimately, it would lead to a classroom culture where grades reflect true mastery and encourage continuous improvement.

In the past 30 days, I assigned tasks such as analyzing the effects of environmental changes on food chains, designing a model of a cell, and writing a lab report based on experimental data. Analyzing environmental effects was high in complexity because it required synthesizing multiple ideas but moderate in difficulty since the task itself was scaffolded. Designing a model of a cell was low complexity but moderate difficulty because it primarily involved understanding cellular structure without integrating multiple concepts. Writing the lab report, however, fell into the high complexity and high difficulty quadrant because it required students to interpret data, evaluate results, and clearly communicate their findings. Reflecting on this, I aim to include more high-complexity tasks to develop critical thinking while ensuring they’re appropriately scaffolded.

2. In my science classes, I could use the strategy of "Celebrate and integrate students’ existing expertise." This means I'd encourage everyone to share any science they know from their culture or past experiences, like local environmental issues, or I was thinking their own family's old wives tales. This not only values what newcomers bring to the table but also makes science more inclusive and interesting for everyone in the class.

2. I also agree that how we handle challenges can serve as a powerful model for students. While we are human, it can sometimes be difficult for students to remember that we, too, face challenges both in and outside of the classroom. I am open about being human and imperfect with my students. It naturally happens in my classroom, and there isn’t time to worry about being perfect or stressing over the small stuff. I’m comfortable sharing my frustrations when something isn’t working (thanks, Promethean board), and I use those moments to model problem-solving. I’m also quick to pivot during a lesson if something clearly isn’t working. I might say, “Well, this isn’t working as planned, so let’s try something like…” and my students tend to respond positively to that approach.

2.       With my learners that struggle with content—it depends.  My honors students I encourage them to support one another and ask questions.  If there is still confusion, I will step in and provide extra support/resources to help them with the challenging content.  For my support students, it takes time through the year to develop collaboration techniques with them—they are very quiet and can be very much to themselves unless they have developed a trusting relationship before coming to my class.  I tend walk them through breaking down prompts, acknowledging when they don’t know something and how to responds.  Sentence starters are common use, but when we are actually working with content, I do my best to have them work with how to understand it when they are placed in challenging moments with lessons.   

2.       Teachers do have the choice as to how they structure the assignments.  A philosophy my colleagues and I go by is to “go as fast as we can and slow as we must”.  We develop assignments that have the balance of engagement, skills development, and challenge.  We work together with the different ability levels of our students and create scaffolds as needed.  I think modeling for students is a way to show how we approach challenge.  It works well when we also can relate our real world challenges and responses to the content we are working with.    

2.     This year, we are working with an ‘updated’ platform for Read 180.  It has been a struggle understanding the changes and working with it.  With this change, collaboration is key.  We have to work together to understand the challenges faced on the best way to work with them with our students’ best interest in mind.  Collaboration is a way to help eachother and also know you are not facing things alone—that concept alone I can use in my classroom. 

2.     Patterns that come up with my students in support come up in the Read 180 reports.  This is a feature I adore because it tells me the specific skills each students is struggling in as well as those that they are excelling in.  I can break them into groups according to skill performance.  This makes it so I am not teaching students skills they are already proficient in but rather focusing on the gaps that my students show in the program.  There are also different levels of skill access resources in the program.  I can give level 1 resources to my students who are just tackling the skill, to level 4 to those who have it and need a greater challenge with the skill.

I ask my students to take a Stretch Break halfway thru class and put their cell phones down for a few minutes. I ask them to think about what the Ed Puzzle was talking about, a technique or famous art movement. Try, I tell them, to put themselves in another time, before computers and cell phones. How did we organize ourselves without alarms. We had to write and plan more. We learned things in a more low res and mono tone way. We survived. Now we want everything at our fingertips. We lose sight of how easy we get informaton now.

2. One of the strategies discussed is cultivating community and creative expression. One of the topics this strategy discussed is having newly arrived students grouped with a language buddy who speaks their home language and can help them with class activities. I have actually paired my ELD students together when I have a student whose language skills is becoming more developed. Doing this helps the others receive motivation to work on language together and complete the assignment. I have also witnessed students having strengths in different areas of language developed—speaking, listening, reading, and writing. When they form a group with these strengths, their work is much stronger due to supporting each other.

2. There are several strategies that I use with my students that include developing background knowledge, previewing vocab words, and showing a video. The ReaL book curriculum is actually based on all of those strategies—video, background knowledge, vocab. When developing my own units, I also include all of those because it shows to work. Students are able to grasp the content when the connection is made (as stated in question 1). With the video, it helps create the image that not only our ELs need but the rest of the student population.

I think there is a lot of research that supports this idea. One of the topics that has been looked at a lot lately in mathematics is the idea of access to Algebra for students in 8th and 9th grade and how it affects them down the line. Evidence has shown that putting all students into at least algebra without separate high/low classes has mostly positive effects on all students who may have been separated into lower skill based classes, while having negligible effects on students who would have been rated high skill. This shows that letting students have access to harder content is actually one of the better strategies for all students, though there will always be gray areas. This also lets you make changes as needed for struggling students without making it seem like harder content is just more work for your advanced ones.

2. What scaffolds do you use to help struggling learners access more challenging content? Is there a new one you can try?

I'm sure there are thousands of new ones I can try! Currently I just do a lot of spiral review and reteaching prerequisite content as if it was new. I have found that when you tell students content is below grade level, they become disheartened and try less. To prevent that, I just pretend it's a normal part of the class and have them approach it as if it was new. This lets students unfamiliar with it catch up, and lets students who are familiar gain practice and confidence.

2.     Thinking maps, or graphic organizers, is something that is useful no matter the student’s level.  The article states that a student shared, “When I write things down on a map it helps me remember them.”  Technology is everywhere, and it has made areas that were challenging before a piece of cake, but the step of writing it down helps them internalize it and see what they are thinking.  I appreciate that a student notices this.  I am on the same page with ensuring I write things out to begin the process of the learning.   

2. The nothing lower than 50 is nothing I could adopt, but I do like the purpose statement. It seems more like a mission statement for grades. We have been working on revising the current grading manual for the district. Honestly, I can’t remember off the top of my head if we have a grading purpose statement. It’s something to note, if not for the manual, but maybe for the school or department.

2.     Recently, my honors students worked in groups and presented on a company that used genetic engineering where ethics were questioned.  The presentation part was added because we noticed as an engineering team, our students needed more work with it.  Because of what we noticed previously, this would fit under stamina and struggle.  Also in this assignment, students had to draw the ethical concerns to what we are reading about in Jurassic Park.  This fit under struggle because they are comparing the idea of dinosaur develop to those, for example, of plants.  It helped them go to the foundation of what was happening vs. the surface of it.

2.         Tool 2: Open-Ended Tasks allows students to not see that there is only one way to the answer, or even one answer.  Students are able to express their way of creating a solution or analyzing a problem.  Yes or no questions tend to do this.  While evidence-based questions are important, it’s the analysis that comes after it where students can explore and really work with the content.  This can be done in essays or projects. 

Student self-talk seems to be most pronounced at the beginning of class. It can either improve or decline from there but it's dependent on choices and/or habits. Some students feel stuck into a habit/approach. Other students are willing to be more vocal, ask interesting questions, and get the most out the class. They are choosing to be creative and involved. The hard part of being a teacher is trying to get the former to behave like the latter.

➛ Do you agree that teachers’ own choices around challenge can be a powerful model for students? What is your own relationship to challenge? How can you make that more visible to students?

Yes - very powerful and something I'm fairly good at but not GREAT at doing. I can be a really good salesman at getting students to understand the WHY of the lesson but the BIGGER challenge/approach for me, as a teacher, is to tell/show/demonstrate to the kids my WHY!! Something like "here's what my life would be like without XYZ skill". I think I can share more detailed stories & examples of hard times and when I gave up and pushed through! This would be far better than just getting them to "look at me" and expect them to avoid all other distractions. If I model and guide this critical aspect of learning and growth in the right way, it will be engaging enough to mean it's worth them paying attention to!

One of the four tools discussed in the article is "Flexible Grouping," which involves organizing students into various groups based on their learning needs, strengths, or interests. For a biology class, I could use flexible grouping to pair students with different levels of understanding for collaborative projects or lab activities. This would allow students to engage with their peers who have strengths in areas where they might need support, while also giving them opportunities to share their expertise. For example, during a unit on cell biology, students could be grouped based on their understanding of specific concepts such as cell structure or cellular respiration. This strategy helps to ensure that students are not stuck with the same group throughout the course, giving them multiple opportunities to collaborate and learn from different peers. I want to use this tool because it emphasizes collaboration and peer learning, which I believe are essential for deepening understanding, particularly in complex subjects like biology. I also encourages a sense of community within the classroom, where students can learn from each other's diverse perspectives.

Incorporating a “growth culture” in my biology classroom would fundamentally change how students view their abilities and potential. With a growth-oriented mindset, students would begin to see intelligence and talent not as fixed traits but as qualities that can be developed with effort, practice, and perseverance. In the context of biology, this could mean that students might no longer shy away from difficult topics, like genetics or ecology, fearing they aren't "good at science." Instead, they would approach challenges with curiosity and persistence, recognizing that mastery comes with time and effort. This mindset shift would help students take ownership of their learning and empower them to see their academic journey as a process of continuous improvement. Over time, as students experience success through hard work and resilience, they would likely feel more confident in their abilities and more eager to tackle future challenges. Additionally, this shift in perspective can promote a positive and supportive classroom environment, where students encourage each other’s growth and celebrate collective progress.

When responding to conflict among colleagues or students, I try to remain calm, listen actively, and seek to understand the underlying issues before offering a solution. One strategy from the article that could be particularly helpful in my biology classroom is the use of sentence stems. These structured phrases, like “I understand your point, but I think…” or “Can you clarify what you mean by…” would encourage students to engage more thoughtfully in discussions while keeping the conversation respectful and solution-focused. For example, when students disagree on the interpretation of an experiment or a concept in biology, using sentence stems would guide them in communicating their ideas more clearly and in acknowledging the perspectives of others. This would reduce the chance of conversations becoming emotionally charged and instead focus on a constructive exchange of ideas. By incorporating these strategies, I would also create a classroom culture where open dialogue is the norm, and students are better equipped to navigate conflict productively, leading to deeper understanding and collaboration.

To support students in building self-efficacy in mastering challenging content in biology, I would offer consistent, constructive feedback that highlights their progress and the strategies they used to succeed. For example, when a student understands a difficult concept like protein synthesis, I would point out the steps they took to reach that understanding and how their approach helped them overcome the challenge. I would also create opportunities for students to set and track personal learning goals, celebrating their achievements as they meet these milestones. Regular formative assessments, such as quizzes or peer discussions, would provide ongoing feedback, reinforcing the idea that they are capable of mastering difficult material through practice and effort. Additionally, incorporating collaborative learning strategies, where students work together to solve complex problems, would allow them to see their peers succeed and reinforce their own belief in their abilities. By consistently recognizing both the process and the progress made, students will feel more empowered to tackle challenging biology concepts with confidence.

To set higher expectations for all students while ensuring they feel attainable, I would first ensure that the goals I set are challenging yet aligned with the students’ current abilities and potential for growth. I would clearly communicate that I believe in their capacity to master complex biology concepts, while providing the support and resources necessary to help them meet those expectations. To ensure these expectations feel attainable, I would break down larger goals into smaller, manageable steps and offer regular check-ins to track progress. This would allow students to experience success along the way, reinforcing the idea that they are capable of reaching higher standards. To prevent unconscious biases from affecting the expectations I communicate, I would make a conscious effort to be aware of each student’s individual strengths and needs, ensuring that my expectations are personalized. I could also use a variety of assessment methods to give every student an opportunity to demonstrate their understanding, making sure to avoid making assumptions based on factors like past performance or behavior. By consistently holding high expectations for every student and providing the support they need, I can promote a classroom culture where all students feel motivated to reach their full potential.

2.     The article states to “build growth into school systems for grading, reporting, and recognition.” I know specifically in our math and English departments, we focus on growth.  We use assessment systems and acknowledge students who have shown growth with it in their grades.  The math department also gives certificates for students who have grown.  In the Read 180 classes, we also give certificates (and prizes depending on teacher) for growing with their reading identified in the assessments.  A challenge of working on this schoolwide is having the personnel to run the reports and create the certificates.  More responsibilities are given to all positions on campus.  Adding another thing, while important, can be a challenge since all things are a priority. 

2.     When dealing with conflict with colleagues, it really depends on the situation.  When we are looking at data, I believe we all have a cognitive mindset.  We are looking at the data, sharing ideas about what worked and what didn’t work, then applying it from there.  When there are decisions that are made without transparency, then the affective mindset becomes a part of the staff.  I think that stems from not understanding the background of decisions or not being prepared for them.  Using the sentence stems can work in a training or in a lesson, but when the conflict actually arises, I think it would be difficult to share without it feeling confrontational about behaviors.   

2.     In order to support students with building self-efficacy, I believe it falls into not giving up or giving in to students “not understanding” the work.  I have observed many times that if a student doesn’t understand what to know within seconds of looking at the assignment, they check out and don’t want to do and ask for help immediately.  When this happens, I ask the student to look at the assignment, and read it, and write down specifically what they don’t understand.  When they do that, they naturally start understanding the assignment and have laid out steps to complete it.  If they still need help, they have now targeted the exact part they don’t understand rather than the assignment as a whole.

3. As stated in the article, the “Pygmalion effect” is when higher teacher expectations yield better student outcomes.  I agree that teachers should understand the level of the students and stretch them to an attainable goal.  With my support students, they would much rather skim through a read then recognize vocabulary taking place in it or annotate interactions within the text.  It’s complicated.  But what the reason is put forth as to why we take the time to understand these things in a text, the purpose becomes clearer and, most of them, will work for it.  I do have a couple that would still rather skip through “the tough parts” of an interactive read.  This turns into one-on-one conversations with the student, discussing what the expectations are. 

2. I typically give my students access to YouTube videos after a lesson so that they can watch them at home in case they need to listen to another professional explain the lesson in a different way that they may comprehend. I also like to have them work on these vertical surfaces (stick on whiteboards) as it allows them to practice their math problems, make mistakes, and collaborate in achieving the right answer. This is also done in a random grouping so that students can collaborate with different students in the classroom. One new thing I would like to try is classroom debates as they help students defend and articulate responses to answers. As they will need to advocate in the real world, they also need to be able to advocate and explain why 2 + 2 =4 :)

synthesize information at a deeper level.

I think because it is a new concept that some struggling students may not be ready to be exposed to complex concepts and if they are not seeing their own progress as much as they are seeing smarter student's progress, their sense of self-efficacy and confidence maybe affected negatively. 

The benefits may include students striving for greater heights and making significant academic progress. It can also nurture a collaborative classroom environment where students support each other in attaining their full potential. 

Scaffolding I use to help struggling students access challenging content is usually utilizing prior knowledge.

A new one I can try will be incorporating more collaborative learning through the teach up concept I have just read about.

2. Thinking maps would be a good strategy as it would help my students sort through information when solving math problems. They can use these to write facts, to compare and contrast, or to explain key ideas. These can be used not only on how to break down steps to problems or compare and contrast strategies like slope-intercept form and point slope form, it can also encourage development and use of vocabulary. Such can facilitate higher order thinking when they summarize their ideas and are able to do it in their own words, They would be able to use these diagrams to support their ideas, as well as support others in their learning.

2. Changing the culture to being able to do it regardless if I make a mistake vs I am scared to make mistakes changes a whole class dynamic. This is definitely apparent in math, as students tend to be afraid of math since it is a difficult subject for some. Letting them be assertive in what they do and allowing for human mistakes lets students more willing to take risks, and therefore, learn from the classroom experience. In my classroom, I let students work on whiteboards so that they know it is okay to make mistakes and keep trying. They are also allowed to retake exams so that may show their learning once more, further reinforcing the idea that it is okay to learn from the mistakes that we have. Afterall, we are human, and it is normal.

2) I do many things to scaffold learning for the struggling students. One, I "pre-teach" some skills before the main skill. These are usually ideas that they should know but from years of experience, I know that they don't know them. Two, I re-teach my lessons. We will go over certain concepts many times until the students know them well. One that I can use more often that is mentioned in the article, is to have more formal assessments. This way I am seeing more often how students are doing with the subject matter.

2)      I was assigned three AP Literature classes when an amazing teacher transferred from our site. The first pattern that I noticed with my students writing is that it appears incredibly formulaic. Some of the students are new to an AP English class and are struggling with analysis. There is a huge focus on plot summary and the overuse of the term “rhetorical devices”. I am going to spend the next two-weeks examining literary criticism with my students. Many of them have been introduced to feminism and I think psychoanalysis would be an excellent tool to feel comfortable with. I need to make sure that I focus on the use of two perspectives to help my students move beyond basic writing.

2)      I was assigned three AP Literature classes when an amazing teacher transferred from our site. The first pattern that I noticed with my students writing is that it appears incredibly formulaic. Some of the students are new to an AP English class and are struggling with analysis. There is a huge focus on plot summary and the overuse of the term “rhetorical devices”. I am going to spend the next two-weeks examining literary criticism with my students. Many of them have been introduced to feminism and I think psychoanalysis would be an excellent tool to feel comfortable with. I need to make sure that I focus on the use of two perspectives to help my students move beyond basic writing.

2.       In "Engaging Newcomer Students in Deeper Learning", Lash and Fehrer suggest several strategies to support newcomer students in engaging deeply with our content. One strategy I use is scaffolding instruction through collaborative learning. The authors argue that this involves creating opportunities for our newcomers to work in pairs or small groups with peers, which allows them to share knowledge, discuss ideas, and build their language and content knowledge together. Through collaboration, our students can learn from each other, clarify their understanding, and develop confidence in a supportive classroom environment. This strategy supports all students by encouraging a sense of community and reducing feelings of isolation that newcomers often experience. For our newcomers, working alongside their peers allows them to practice language skills in a real-world context, and the result is usually enhancing both comprehension and communication skills. It also provides a scaffold for the more rigorous tasks, since students can rely on each other to explain concepts, offer feedback, and support learning.

1. Tomlinson's recommendation to begin lesson planning with advanced learners is intriguing. It shifts the traditional focus of meeting the needs of struggling students first and challenges educators to ensure that all students, especially advanced ones, are continuously engaged and growing. One potential challenge is finding ways to scaffold appropriately for students who may struggle, ensuring that the same high expectations don’t overwhelm them. We also don't want to “water down" the content. This allows educators to create rigorous content that can then be differentiated as well as encouraging equity by pushing all students toward their highest potential.

2. To help struggling learners access challenging content, I can use scaffolds like graphic organizers, problem starters, and tiered questioning. These tools help break down complex ideas into manageable parts, allowing students to engage with content at their level while building toward mastery. One new approach I want to try is using targeted peer collaboration, where advanced learners can help their peers unpack complex ideas through guided discussions. This scaffold not only aids struggling learners but also reinforces knowledge for advanced students, creating a mutually beneficial dynamic.

1. Students’ self-talk is often most pronounced during moments of challenge or transition. For example, tests, presenting in class, or attempting a difficult task in front of peers can amplify their internal dialogue. Self-talk is also crucial at the start of the day, where students may set the tone for their engagement and mindset, and during unstructured times like recess or lunch when social dynamics are at play. These moments often determine whether a student feels confident or defeated, engaged or disconnected. As educators, we can support positive self-talk by modeling affirmations, fostering a growth mindset, and creating a classroom culture where effort and mistakes are valued as part of the learning process.

2. I strongly agree that teachers’ own choices around challenge can profoundly impact students. When educators openly share their experiences with difficult tasks—like learning a new skill or tackling a professional project—it normalizes struggle and perseverance. Personally, I strive to embrace challenges by stepping out of my comfort zone, whether it’s trying a new teaching strategy or participating in professional learning. Making this visible to students can involve sharing personal stories, reflecting aloud on challenges, or even showing vulnerability in moments of uncertainty. By doing so, students learn that growth comes from effort and risk-taking, not just natural talent or ease.

In my current lessons, I can incorporate more productive struggle by designing activities that require students to analyze, evaluate, and synthesize information independently before seeking support. For example, in my math literacy classes, we focus on complex, real-world scenarios where students need to develop their own equations before solving them. By withholding immediate solutions or step-by-step instructions, students can grapple with the challenge, building resilience and deeper understanding. I would provide scaffolding in the form of guiding questions or visual aids but ensure these only nudge students toward the solution, rather than providing direct answers. This approach aligns with a growth mindset and encourages students to see challenges as opportunities to learn and grow.

A time when I engaged in productive struggle with math was during my own learning of quadratic equations. I remember working through a problem where I had to identify the correct form of the equation to use (standard, vertex, or factored) based on minimal information provided. I felt overwhelmed as I wasn't sure how to approach the problem or even where to start. However, I broke the problem into smaller parts and experimented with different methods. It was only after several attempts and errors that I began to understand the relationships between the different forms and how to interpret given data effectively.

This experience taught me that productive struggle requires time, patience, and the ability to reflect on one’s thinking process. In my teaching, I can apply this by giving students opportunities to face challenging problems that encourage exploration and multiple attempts. I also realized the importance of offering strategic scaffolds—like guiding questions or visual organizers—that don’t give away the answer but help students stay on track.

1. Designing the most advanced task first allows us to envision the highest level of demand and rigor that students can achieve. We can identify the ultimate learning goals and create a clear roadmap for scaffolding tasks that lead all students to success. This approach ensures that high expectations are set for every learner while also providing opportunities for differentiation to support diverse needs. In my classroom, this could involve presenting a complex project with a final presentation as the culminating task and then breaking it into smaller, interconnected challenges. By starting with the end goal in mind, I can ensure that all instructional activities build toward mastery, keeping the bar high while offering tailored support along the way. This approach motivates students to stretch their abilities and fosters a culture of perseverance and achievement.

2. In recent student work, I’ve noticed a pattern where students demonstrate strength in recalling information but often struggle with applying concepts to scenarios. This suggests a need for more opportunities to practice higher-order thinking skills, such as analyzing and synthesizing information. Another pattern is the reliance on teacher-provided examples rather than independently generating their own connections or strategies. To address these, I plan to incorporate tasks that require deeper thinking, such as problem-based learning or open-ended questions that encourage exploration and creativity. Additionally, providing clear rubrics and examples for self-assessment can help students understand and aim for higher standards.

1. The challenge that resonates most with me is balancing the need to provide scaffolding while maintaining high expectations for newcomers. It can be difficult to determine the right level of support that helps students build confidence without oversimplifying the material and lowering the rigor. This resonates because not only do we have a ton of newcomers at DWHS, but I often see them hesitate to engage with challenging content due to a fear of failure or feelings of inadequacy. A challenge not listed but that I frequently encounter is managing the diverse linguistic and cultural backgrounds of students while ensuring that language barriers don’t limit access to rigorous learning opportunities. To address this, I’ve found that incorporating visual aids, collaborative learning, and multilingual resources can be helpful.

2. One strategy that stood out to me was designing tasks that connect academic content to students' lived experiences, providing relevance while maintaining rigor. In math, I could implement this by creating a project where students investigate purchasing houses from their local communities and propose evidence-based solutions. This approach not only builds critical thinking skills but also allows students to see the real-world possibilities, which can be particularly motivating for newcomers. For students who are still developing language proficiency, incorporating visuals and peer collaboration can make the task more accessible while preserving its rigor.

1. Evidence-based strategies ensure that all students access grade-level material by bridging gaps in knowledge and skills, making concepts more understandable. Developing background knowledge helps students connect new learning to prior experiences, which is critical for understanding challenging material. Shared reading promotes collaboration and discussion, allowing students to build comprehension skills collectively while accessing texts they might struggle with independently. Visual aids in math and science, like diagrams, charts, and models, make abstract concepts concrete, ensuring students with diverse learning needs can grasp the content. These strategies not only scaffold learning but also promote equity by providing multiple pathways for all students, including those who may lack prior exposure to the material, to succeed.

2. I have used visual aids extensively in math classes, particularly when introducing new lessons. For example, while teaching about a project, I use diagrams and interactive simulations to help students visualize their finished product. This approach helped all students, including those who struggled with text-heavy explanations, to engage with the material. Moving forward, I plan to incorporate more shared collaboration activities, where students can read and analyze directions and thoughts together in small groups. By pairing this with guiding questions and structured discussions, students can deepen their comprehension and critical thinking skills.

1. One piece of "good news" about Gen Alphas is their early exposure to technology and ability to navigate digital tools seamlessly. This generation is considered one of the most technologically literate, which can be a powerful asset in the classroom. I can use this knowledge to "teach up" by integrating more tech-based platforms like virtual simulations or interactive software for complex concepts. For example, in my math classroom, virtual projects can make the content more intriguing. By leveraging their tech-savviness, I can create opportunities for personalized learning pathways, allowing students to work at their own pace and dig deeper into challenging content. This also provides a platform for fostering collaboration through shared online projects, further preparing them for the future workforce.

1. I plan to implement Mediated Dialogue to facilitate higher-order thinking in my classes. This encourages structured conversations where students critically evaluate ideas and build on each other’s responses. For example, during a lesson on quadratic equations, I could ask students to solve a real-world problem and then engage them in a discussion to compare their approaches, critique each other’s reasoning, and refine their understanding collectively. By asking open-ended questions and encouraging peer feedback, I can help students develop analytical and problem-solving skills. Additionally, the emphasis on dialogue aligns with fostering a growth mindset, where students feel empowered to take intellectual risks and learn from their mistakes. This approach not only accelerates learning but also builds a classroom culture of respect and collaboration.

1. My current grading practices aim to align with fairness, transparency, and equity, but there is always room for reflection and improvement. I strive to provide clear rubrics for assignments and projects which help students understand expectations and how their work will be assessed. I also incorporate opportunities for revision and resubmission, believing that learning is a process and growth should be recognized. However, I realize that some aspects, like averaging grades over time, might not fully reflect students' current understanding or mastery. Moving forward, I might adjust by incorporating more formative assessments that emphasize growth and by de-emphasizing penalties for late work when it does not relate to the learning objective. This shift would better align with equitable practices by focusing on what students have learned rather than when they learned it.

2. Adopting a purpose statement for grading would bring greater clarity and intentionality to my grading practices. A purpose statement might emphasize that grades should reflect mastery of learning goals rather than compliance or effort alone. This shift would influence me to evaluate my assessments critically, ensuring that they align with essential skills and knowledge. It would also prompt me to prioritize meaningful, specific feedback over numerical scores, helping students understand their progress and areas for improvement. Such a statement would reinforce the idea that grading is a tool for learning, not merely for ranking, which could reshape the classroom culture into one that values growth over performance.

It is always a good thing to focus on ideas, and to promote it we must be inviting to it, we must open up to making sure that the conflicts involve around the ideas rather than who is right or who wins as eplained in the article. I think that setting up rules or a code of conduct in which we can offer difference of ideas, invite conversation, and in which we focus on the student as the center of the focus and solutions should be centered around them. This is is the focus of instrutional coaching and instructional leadership, this is how we can make sure that teachers grow and develop professionally as well by having conversations with each other.

2. Consider how you respond to conflict among colleagues or students. Which strategies from the article, such as using sentence stems, could help facilitate more open and productive discussions?

I definately think that the sentence starters are great. I think that both students and adults can use them and we need to normalize this. It is often difficult for people to have conversations whether it be with students or adults due to our time constraints (instructional periods) that these conversations often do not take place. However, we can do them in writing or normalize them in a classroom setting so that when conficts arise or there is a disagreement we are able to use them and everyone is used to them and it doesn't throw them off. One way to normalize this like the author mentioned was to use scenarios that are not as intense, and practice these conversations between students and adults. I think as adults also modeling this for the students can provide great skills for the workfoce and for their own personal growth.

I like to use a lot of scaffolds. Like many teachers I try to use multimedia to increase engagement. For writing I like to use sentence frames, reading with students (aloud as needed) and make myself available to review their writing.  I want to find a better way to support students in knowing what to do and being organized. They do use a planner, do weekly assignment/grade checks, have access to google classroom and PowerSchool, but still are unsure of what they need to do when they have time for work. Looking at Tomlinson’s recommendations I should do a better job of using grouping strategies.

Many teachers, myself included, don't talk to their students about their challenges. My personal relationship is to slog through the challenge in order to complete them. I’m not sure how to make it more visible as it consists of work outside the normal school hours. I question the value of sharing how late I stay to complete a task will be helpful for them. 

Learning how to compliantly write IEPs has been a long running productive struggle. I started without any training at a site with insufficient support so I copied peer and example IEPs as closely as I could. Later when I had my credential and more experience, I added in proper goals and accommodations. Recently at my newest site I am still learning but with so much support it’s more cleaning up the fine details. My experience translates into the importance of trying and building on those experiences. Eventually even insurmountable seeming tasks become much more parse able bit by bit by showing grit. 

2. I use active engagement and practice daily. I use activities such as think-pair-share, classroom discussions, along with creative responses to literature and expository text. I learned the “I Do, We Do, You Do” concept from Pam Bradley that we can ensure that students are actively engaging with the content that is supported by the Core Instructional Model. These strategies support active participation and encourages deeper processing and application of the material.  This allows my students to practice interpreting and analyzing texts in multiple ways.

2. I use active engagement and practice daily. I use activities such as think-pair-share, and classroom discussions, along with creative responses to literature and expository text. I learned the “I Do, We Do, You Do” concept from Pam Bradley and we can ensure that students are actively engaging with the content that is supported by the Core Instructional Model. These strategies support active participation and encourage deeper processing and application of the material.  This allows my students to practice interpreting and analyzing texts in multiple ways.

2. I help my students build self-efficacy by including them in every conversation. I make sure to read even the lowest performing students’ responses to the class and we only focus on what is good about the response. Later, we examine what can make a piece of writing better by making three suggestions. Once a student revises their writing, I read it again and the class explains why it is an improvement. This is time-consuming, but the students get more bang for their buck because they feel supported and heard, and reading their responses makes them feel smart.

3. The Pygmalion effect is true. I can give an example that explains it better. I have a student who says his writing has always been horrible and he hates to write. I told him that he scores above average on the NWEA test every time he takes it. At first, he didn’t believe me, but when I showed him his scores over time, he was happy to see progression. He currently revises his work and asks for feedback. He now revises and feels confident in writing. If I had never shown him his data, he would have continued to neglect his assignments.

2.       I think that I can use this information to teach up by helping my students synthesize information by inviting them to explore their intelligence. These strategies support active participation and encourage deeper processing and application of the material.  This allows my students to practice interpreting and analyzing texts in multiple ways. Years back, I attended a PD that focused on Thinking Maps. I often use a KWL chart when reading novels, short stories, and expository texts. This helps my students keep their thoughts organized because they revisit the assignment every day.

2.       I don’t need a purpose statement for grading. I spend an enormous amount of time working with my students to understand their needs and develop relationships where my students will complete assignments. My students are okay with getting a 4 out of 10 because I allow them to listen to my feedback and improve their scores. I do think that our district should implement some type of purpose statement, especially since most teachers are rule followers and do not want to be insubordinate. I just feel like if we haven’t addressed it yet, it is unlikely that it will happen any time soon.

Tomlinson's recommendation to start lesson planning with the most advanced learners encourages teachers to ensure that challenging content is accessible to all students by focusing on the highest expectations first. The benefit of this approach is that it forces educators to design lessons that are both engaging and thought-provoking, which can then be adapted for all learners. It ensures that all students, regardless of their starting point, have the opportunity to access complex material. However, this could also present challenges, especially for teachers managing a wide range of abilities in the classroom. It may require more time and effort to differentiate content, ensuring that struggling students do not feel overwhelmed by the advanced material. Additionally, balancing the needs of the most advanced learners with those of struggling students could strain classroom resources. Nonetheless, the approach aligns with research advocating for high expectations for all learners, pushing them to engage with rigorous material (Tomlinson, 2024).

What scaffolds do you use to help struggling learners access more challenging content? Is there a new one you can try?

To help struggling learners access more challenging content, I typically use strategies such as providing graphic organizers, explicit vocabulary instruction, and differentiated instruction. For example, graphic organizers help students break down complex information into manageable parts, making it easier to understand and analyze. Explicit vocabulary instruction ensures that students have the necessary language tools to engage with advanced content. Differentiated instruction allows for modification of the lesson based on students' learning needs, offering tailored support. A new scaffold I could try is peer collaboration through structured group activities. Pairing struggling learners with more advanced peers allows them to discuss and work through challenging material, offering a chance for peer-to-peer learning and support. This collaborative learning not only benefits struggling students but also reinforces understanding for advanced learners as they explain concepts in simpler terms. According to research, collaborative learning has been shown to improve both social and cognitive development.

Students’ self-talk is often most pronounced during moments of challenge or frustration, such as when they encounter a difficult task or receive a poor grade. These are critical points where their internal dialogue shapes how they perceive their abilities and decide how to proceed. For example, when struggling with a complex problem or project, a student may either motivate themselves with positive self-talk or become discouraged. This self-talk can influence their persistence and attitude toward learning, making these moments determinative for their academic growth and mindset.

2. Do you agree that teachers’ own choices around challenge can be a powerful model for students? What is your own relationship to challenge? How can you make that more visible to students?

Yes, I agree that teachers’ choices around challenge can model resilience and a growth mindset for students. Teachers who tackle challenging tasks and demonstrate perseverance provide a tangible example of how to approach difficulties. Personally, I view challenge as an opportunity for growth and learning, but I also recognize that it requires support and strategic problem-solving. To make this visible to students, I can openly share my own experiences with overcoming challenges, explicitly discussing the strategies I use, and encouraging students to embrace challenges as part of the learning process.

To introduce more productive struggle in my Civics lessons, I would incorporate complex, real-world problems that require critical thinking and collaboration. For instance, students could analyze a current political issue and debate different perspectives. Providing scaffolding through small-group discussions and guiding questions can help students navigate challenges. By encouraging them to engage in the process of struggle, I can foster resilience and deeper understanding. This strategy helps students grow by learning to push through difficulties to find solutions.

2. Describe a time when you engaged in productive struggle. What insights can you apply to your teaching?

I recently worked on a project that involved synthesizing complex historical data. Initially, the process felt overwhelming, but breaking it into manageable parts and seeking feedback helped me move forward. This experience taught me the importance of persistence and asking for help when needed. In teaching, I can apply this by providing students with structured steps to approach challenges and creating a supportive environment where seeking help is encouraged, not seen as a weakness.

In reviewing recent student work, I’ve noticed trends in their ability to engage with challenging content when it’s framed clearly. This can help me "teach up" by providing all learners with tasks that extend beyond the minimum requirements, ensuring that even struggling students are pushed to grow.

Recent patterns in student work show that many students excel when provided with clear, scaffolded instructions but also struggle when the content is too simplified. This suggests that I can better meet the needs of all learners by introducing advanced tasks first and then providing differentiated supports. By teaching up, I can encourage every student to push beyond their comfort zones.

Recent student work shows that while some students thrive when tasks are broken down into manageable steps, others seem disengaged by less challenging material. This indicates that introducing advanced tasks first, while offering scaffolding as needed, can push students to perform at higher levels. By teaching up, I can challenge all learners, promoting growth through a shared expectation of excellence.

2. Before the break, I assigned my students John Steinbeck’s short story, “The Chrysanthemums”. I had them research complex themes like female identity and the desire for fulfillment in one’s life. They worked in pairs to closely examine the symbolism of the chrysanthemums. I also asked them about Elisa's change once she encountered the tinker. Once they had their thoughts on paper, I had them share what they learned. The result was a timed writing piece where they critically interpreted the story's meaning.

2. Before the break, I assigned my students John Steinbeck’s short story, “The Chrysanthemums”. I had them research complex themes like female identity and the desire for fulfillment in one’s life. They worked in pairs to closely examine the symbolism of the chrysanthemums. I also asked them about Elisa's change once she encountered the tinker. Once they had their thoughts on paper, I had them share what they learned. The result was a timed writing piece where they critically interpreted the story's meaning.

Students' self-talk is most pronounced during times of transition and challenge throughout the school day. For instance, when they are faced with a difficult math problem or a challenging reading assignment, their internal dialogue can either encourage them to persist or discourage them from trying. Additionally, during assessments or presentations, self-talk may heighten as students grapple with anxiety or self-doubt, influencing their

I agree that teachers’ choices around challenge serve as a powerful model for students. When educators embrace challenges in their own practice—such as trying new instructional strategies or tackling professional development opportunities—they demonstrate a growth mindset that can inspire students to adopt similar attitudes. My relationship to challenge has evolved over time; I’ve learned to view obstacles as opportunities for growth rather than setbacks. To make this relationship more visible to my students, I can share my own experiences with challenges, including the steps I took to overcome them and the lessons learned. By openly discussing both successes and failures, I can create an environment where students feel safe to take risks and view challenges as a natural part of the learning process.

2.       One tool that I can, and do use, is content adjustment by offering reading materials that vary in complexity to meet the different levels of my students. Because I have students who need language support, I offer different versions of a text based on students’ reading levels. I do this by finding a simpler version of a classic novel for struggling readers and the original text for advanced students. I also allow them to engage with the material in different ways, such as reading the text, listening to an audiobook, or watching a film adaptation, depending on their learning preferences. I find that by helping my students access the text, I am helping them to actively participate in learning.

In reviewing recent student work, I have noticed a pattern where many students demonstrate strong abilities in collaboration and creativity, yet they often struggle with critical analysis and applying concepts to new situations. For instance, I can design projects that require students to work in groups to analyze complex texts or solve real-world problems, encouraging them to utilize their collaborative strengths while also pushing them to develop their analytical skills. By leveraging these patterns, I can create learning experiences that meet the needs of all learners, ensuring that even those who may struggle with certain aspects of the content can thrive through collaboration and support.

Adopting a purpose statement for grading, similar to the one used by the American School of Paris, would significantly influence my grading and feedback practices. A clear purpose statement would serve as a guiding principle, ensuring that my grading practices are aligned with the overarching goals of student learning and development. It would encourage me to prioritize meaningful feedback over mere numerical scores, fostering an environment where students understand their progress and areas for improvement.

One example is project-based learning initiatives where students engage in real-world problems. These experiences require critical thinking and collaboration, encouraging students to apply their knowledge in meaningful ways.

I have observed assignments that challenge students to analyze complex texts or conduct in-depth research projects. These assignments require higher-order thinking skills and demand that students synthesize information from multiple sources.

In the previous 30 days, I assigned several tasks to my students, including:

Research Paper on a Historical Figure: This task required students to conduct research, analyze sources, and synthesize their findings into a coherent argument. This would fall into the higher complexity and higher difficulty quadrant due to the critical thinking and analytical skills required.

2.       I know that students fear failure. So many times, students will try to avoid assignments because they fear that they will earn little to no credit. This is why I love to teach developmental writing. Students understand that revision is always on the table. I want my students to become excellent writers and strong thinkers I know that they need to learn how to do this by allowing them to see their growth and how they have the power to revisit errors without penalty. I think this article is an excellent way for teachers to approach a growth mindset.

Reflecting upon my grading, I feel that I try to meet the practices described in the article. I grade assignments as quickly as possible, right in front of students, if anything is missing I am transparent and let them know right away. I am fair in my grading policies in that I allow late work, I set a specific deadline that is transparent to all students as to when the end of the quarter that I will accept late work will be. I am flexible and equitable with students in that if I notice that they turn work in even after the deadline I always try to grade it as best that I can. I do always encourage students to turn in late work and I accept it. The majority of my work is all credit or none, in that I allow for peer grading and peer evaluations on work and I give them suggestions as well. I think that in what I can improve on is my efficiency when it comes to grading, it is very easy to fall behind on grading and I feel that this is not fair to my students.

2. How would adopting a purpose statement for grading, such as the one used by the American School of Paris, influence your own grading and feedback practices?

I think that adopting a statement for grading would be beneficial for me. I especially like the "at this point" part of the statement. I think that this would be mostly beneficial to both my students and myself because we would both be able to see what abilities they are able to do or tasks they should be able to accomplish by certain points in the course. I often see grading by abilities, like I mentioned above my grading is based mostly on completion of tasks rather than an evaluation to the quality of the task. I think that incorporating a timeline of abilities and including the "at this point" statement to go along with this timeline. This would definately add more transparancy to my grading system.

2.       I respond to conflict with colleagues and students similarly. After adopting three sections of AP mid-semester, I had a student who wanted his previous teacher and felt that I was demanding too much, too soon. He loudly called me out and told me that he only respects teachers who respect him. I never make a scene with students or colleagues so I asked him to talk with me outside. I asked him to tell me what I could do better to make him open to learning the material while feeling sad about his teacher leaving. He calmed down and said to me that he needed me to let him sit where he felt comfortable and to realize that he had anxiety during testing and notebook checks. I agreed with his request and told him that in return, he had to refrain from verbal attacks and that I was more than willing to help him and every student feel safe and heard in our classroom.

2.       I respond to conflict with colleagues and students similarly. After adopting three sections of AP mid-semester, I had a student who wanted his previous teacher and felt that I was demanding too much, too soon. He loudly called me out and told me that he only respects teachers who respect him. I never make a scene with students or colleagues so I asked him to talk with me outside. I asked him to tell me what I could do better to make him open to learning the material while feeling sad about his teacher leaving. He calmed down and said to me that he needed me to let him sit where he felt comfortable and to realize that he had anxiety during testing and notebook checks. I agreed with his request and told him that in return, he had to refrain from verbal attacks and that I was more than willing to help him and every student feel safe and heard in our classroom.

2.I am intrigued by the discussion presented to make space for difficult topics. Making space subsumes building community and integrating students’ existing experiences. The students have to feel comfortable by having built a community to consider sharing their experiences. They also have to be shown their experiences are valuable to the class. Maintaining space for difficult topics will allow my students to express themselves authentically and open space for them to learn about material that may not be in the typical rotation.

To make differentiated instruction more sustainable, the writer recommends that teachers adopt a systematic approach that involves planning, collaboration, and reflection. This includes using accessible resources, leveraging technology, and creating a supportive classroom culture where students feel comfortable taking risks. By implementing structured routines and using data-driven decision-making, teachers can effectively manage differentiation without feeling overwhelmed. The writer emphasizes the importance of ongoing professional development and collaboration with colleagues to share ideas and strategies that support sustainable differentiation.

To make differentiated instruction more sustainable, the writer recommends that teachers adopt a systematic approach that involves planning, collaboration, and reflection. This includes using accessible resources, leveraging technology, and creating a supportive classroom culture where students feel comfortable taking risks. By implementing structured routines and using data-driven decision-making, teachers can effectively manage differentiation without feeling overwhelmed. The writer emphasizes the importance of ongoing professional development and collaboration with colleagues to share ideas and strategies that support sustainable differentiation.

2. I try to build or co-opt preexisting content knowledge. I use a Series of Unfortunate events. As my students are high schoolers, the TV series came out when they were the target demographic of tweens or near tweens at its peak. Even then my students mostly act as if they do not. It’s quite gratifying for those students who do make those connections though. I am adding more to my classroom and starting to touch on the series in other lessons. I have trouble working it in with for example DeltaMath practice or Ori lessons. To really saturate the kids like in the examples might require having students for more than one period a day and less eclectic than my Strategies class. I will continue working on building deeper connections as my students need to work on reading comprehension and writing skills.

2. I would love to use Mediated Dialogue in class. I want them to interact with each other and support one another. In the real world they will need to have those conversations and connections with other people. Those skills will be critical in these students becoming more successful adults. Too often when faced with a challenge they go silent and surreptitiously try to use ChatGPT to bypass any effort. I try to ask questions to the whole class, use elbow partners and model having conversations with my aide to start student dialogues and conversations.

It ensures that all students access grade-level material because they are actively engaged with the material. This allows students at various content levels to be able to engage in their own abilities and also from learning from their peers and by doing tasks on their own. This allows the teacher to be able to see what abilities their students have and the opportunity to re-teach or to address any missing gaps because they are actively participating or engaged in the content specific activities.

2. Discuss how you have used/can use one or more of these strategies in your classes?

I can definately use some of these strategies in my classroom, and have used them. Specifically the activating prior knowledge part. I think that this is the way that I begin all my lessons and build on the lesson itself to introduce new concepts. Students can build on the prior knowledge because they are not empty vessels, they come to us with a lot of knowledge and life experiences and it is up to us to build on that knowlege as best as we can. Students can gain confidence and feel part of the instruction while building on this prior knowlege they will get stronger in their content. Also, having students work in groups is very important and something that I like to do when possible. This allows students to learn from each other and speaking to tthers engages them in the actiity better.

2. A purpose statement clarifies what grades represent and what they are intended to do for all interested parties. This reduces the situation where other parties find reasonable fault with the logic from their point of view. For example, there are parents upset if students are getting 50’s without any effort. Without such a statement; students, parents and teachers might have very different understandings of what a grade means. For many families there are A’s or nothing while others are happy with just passing. While these variations will remain, a purpose statement allows for a common ground upon which these other perspectives can be compared rather than each assuming theirs is the one true only interpretation.

2. I have a cycle to cover all the skills my students need for their IEPs and build base skills. Consequently my lessons tend to focus on fluency. For example my students’ math goals usually have a goal in 4 out of 5 trials or the like. In order to benchmark those goals we have a regular math day where the students have an appropriate Delta Math assignment to benchmark them. By this time of year it is absolutely a fluency lesson as the students are practicing the math skill assigned to them. With reading and writing goals including some goals that are explicitly stamina goals and writing essays, there is more focus on building up endurance to produce the quantities of material needed. 

Create a classroom atmosphere where mistakes are seen as opportunities for learning. This can help students feel comfortable taking risks and striving for achievement.Share your own experiences with growth and learning. Discuss how challenges and setbacks have contributed to your development.

Students may become more motivated to learn for the sake of learning rather than just for grades, fostering a deeper interest in their subjects.When students understand that abilities can be developed, they are more likely to persist through challenges and setbacks, leading to a more resilient attitude towards learning.

Tools like charts or diagrams can help illustrate differing viewpoints and facilitate discussion, making it easier to focus on ideas rather than on individuals.Demonstrate how to engage in cognitive conflict by sharing your thought process when faced with differing opinions. Show how to disagree respectfully and focus on the merits of the ideas presented.

When addressing conflict, consider applying the following strategies from the article to facilitate open and productive discussions:

1. Implementing sentence stems can guide participants in expressing their thoughts constructively. For instance:

   • “I see your point, but I also think…”

   • “What if we considered…”

   • “I appreciate your perspective on this, and I’d like to add…”

Since there is a vast body of research evidence, these strategies wish to jump-start all stakeholders with the need to build a better understanding of what works—and where to go from here.

Setting clear learning goals are similar to stating the learning objective for lessons. My students are Credit/No credit so grading doesn't apply but setting clear learning objectives similar to clear learning goals, is a good takeaway from this article.

2. Adopting a purpose statement for grading, like the American School of Paris, which states, grading is to effectively communicate student achievement toward specific standards at this point in time. Perhaps adding a statement about growth and purpose, similar to IEP objectives would further define the overall goals. Effectively communicating the goals and objectives to students is a focus point for students in my classroom. So often, a lesson may started without a clear lesson objective stated and perhaps more importantly, explained. Students tend to not have the skills or background knowledge expected, so explaining the purpose of the lesson is critical.

Highlight the connection between effort and improvement. For example, you can say, “I’ve noticed how hard you’ve worked on your reading skills, and it’s really paying off!”

Incorporate both types of praise in your feedback. Acknowledge intelligence when it’s appropriate but ensure that effort is consistently recognized. This balance can help students understand that both aspects contribute to success.

Impact of Greater Focus on Effort

A greater focus on effort can significantly impact students' willingness to take on challenges:

When students recognize that effort leads to growth, they may become more resilient in the face of challenges. They will understand that perseverance is key to overcoming obstacles.

By fostering a culture where effort is valued, students may feel more comfortable taking risks and trying new things, knowing that their hard work will be recognized regardless of the outcome.

A focus on effort can lead to a more positive attitude towards learning, as students become more motivated to engage in challenging tasks.

Help students set specific, attainable goals that allow them to experience success. Gradually increase the difficulty of tasks as they build confidence.

Create opportunities for students to engage in tasks that challenge them but are within their reach. Celebrate their successes to reinforce their belief in their abilities.

Invite students to reflect on their learning experiences, focusing on what strategies worked for them and how they overcame difficulties. This can reinforce their understanding of their capabilities.

2. I would love to use learning journals with my classes. My students are significantly impacted by overuse of technology and learning journals can help step that back. They also already use planners, so they have a basis to build from. It is something that students can show parents to help them understand the work the students are doing. One of the biggest challenges my students face is being organized. Having a visual reminder of what they have done and thought may help them understand where they have been and develop better strategies for the future.

1) I think planning at a high level is my preferred way to teach. I teach a SPED Classroom to Community class. However, I have many different levels of students. My priority is teaching high and modifying the content. This allows all students to participate in our classroom discussions and complete work with their peers. The challenges are that the frustration levels with my lower students might keep them from completing work. The benefits are that their "higher" peers help the other ones along. This promotes student teaching which has been high effective in my class.

2) The scaffolds that I use for the students that struggle would be using calculators for higher level math in the class. We have aides in the the class, so student that fall behind will sometimes sit next to them to stay with the others. In my SPED class, all students have access to assistances equally so there is no stigma. Also, students choose assistance on spelling test if they need it or not. All students have a list during the test. They often won't use it, but those that do work on matching the words that they hear. I have thought that doing work in a chromebook would help them to complete work by typing answers or using voice to text. Some of my learners have issues writing letters, so using a keyboard allows them equal access to the content. It allows them to stay with the other students during class work.

2. I suspect that a “growth culture” would have a parallel and complement in the growth mindset. The former is more external structure than the deeply internal growth mindset. Both are ways to recenter success away from whether or not a specific goal is reached and towards progress. Students who struggle in the typical goal oriented schema should feel more empowered and hopefully that can help them keep reaching for improvement. It seems to me that implementing a growth culture would be akin to a holistic embrace of growth mindset, will all the positive consequences that entails. 

2. I try to use a variety of strategies to diffuse affective conflicts and shift towards cognitive conflicts. I maintain a calm demeanor to reduce the temperature. I also try redirecting the conversation toward more productive lines of discussion. Finally I always try to keep an open mind as I consider it an important part of me that I can learn new things from anyone. Keeping the heat down in conflicts and not letting oneself fall into that energy goes a long way in directing conflicts to the cognitive side.

2. Building student academic confidence is not easy. I work with students with IEPs so many of them have long ago decided that they are “not good” at school and checked out years ago. These students need effusive praise and encouragement for small progress. I have to keep an eye on them to find anything to latch onto and praise them for. They do not respond well if praise is less than genuine or for nothing. I cannot say this is as successful as I would like with all students, but I can usually make progress with several students.

3. Just by being aware of bias can help mitigate the Pygmalion effect if one keeps it in one's thoughts. I do review interactions with students and dissect those interactions. When dissecting the interactions, I try to find where and how and if I’m showing a bias. Then I try to adjust to better support the student. I try to make assignments for the highest performing students and scaffold down so all students can complete the task. That way I am setting high expectations and supporting those who need it. 

1) I teach a SPED class for adults that work off campus. We do life skills in the classroom. I think that the moments my students "self-talk" is actually when we start an assignment. Their frustration level increases if they feel lost or challenged with the assignment. I know one young lady that will write neatly when she feels confident in her work. When she is lacking confidence, she tends to write illegible scribbles on her worksheet or she will guess if on her chrome book.

2) I do agree that teachers do model to their students how they handle challenges. If students see you get angry, frustrated, or give up, then they think that is how their supposed to interact with the assignments. My own relationship to challenge is to joke and call myself out. I let the students know if I made a mistake in an assignment that I've prepared. If I get lost in the woods while teaching, I ask the students to reorient where I'm supposed to be. I try to work out the mistake by starting over and making it a shared discovery. I do have a Promethean Board to teach my lessons. If I use a google or word doc, I can hit the reverse button and explain where I went wrong. After I do that, then I go forward and the class correctly completes the problem.

1) My students get 10 new vocabulary words to work with each week. They struggle with defining these words in an effective way. We can talk about it and I can spoon feed them the definitions, but they still struggle. I would like to try Flocabulary. It allows students to work with the words in defining them, drawing them, and a fun game of matching. This matching game comes with the building of a beat as they answer the correct match. With each student on a chrome book, they can do it together, in groups or as a class.

2) I teach a SPED Classroom to Community severe class. I had the students sign into Google Classroom. The assignment was a link to a shared Google Doc. The students had to choose a spelling word. Their goal was to describe a spelling word by typing their name and finding a picture to describe the word. I would be up at the Promethean Board and they had to "stump the teacher" with the picture. The goal is to find the right picture, and either have me guess the word or describe the picture to me. I learned that my students sometimes struggle to verbalize the meaning of the word. They have issues with the process, so it takes every staff to help the students insert pics to the shared doc. This distraction sometimes stops the assignment cold. This can make it difficult to start it back up again.

2. One of the protocols from the article that I could use to facilitate students’ higher order of thinking would be the use of Thinking Maps.  As an English teacher using Thinking Maps can help students organize their thoughts visually, enhancing their understanding and retention of complex concepts gone over during class. When using Thinking Maps in my class I have witnessed positive interactions with the text that we read in class.  Students are able to breakdown text effectively and see their thought process on the map in front of them.  This later helps students when they need to refer back to to complete later projects, assignments, etc.  I use Thinking Maps specifically with my students' essay writing process.  These Thinking Map organizers have been a very helpful tool for many of my students giving them confidence when writing a formal essay. 

I like the idea, I think that if we begin our lesson planning that way we would be easier to work our way down or break down. However, in order to be able to do that one must be able to break down or scaffold material when students are not able to keep up. With these strategies we need to have a plan in place to be able to help our students that will not be able to keep up and also to be able to identify them. The other challenge is that there might be the possibility that what you think is challenging for your students or "teaching up" might turn out to not be and to be prepared to move the lesson to even a higher level if needed. These are all possibilities that a teacher must be ready to implement as soon as the lesson is taught.

2. What scaffolds do you use to help struggling learners access more challenging content? Is there a new one you can try?

Some of the scaffolds that I try is to pair up/group up students into groups in which there are stronger or more capable students with those that might be sturggling. This allows the struggling students to learn from the more capable students. Another strategy that I use is to have my students annotate the text and provide highlighters for them to take notes and highlight the workbook. Another strategy is to do think pair share in order to see what ideas they are coming up with while I am teaching the lesson, this allows me to be able to reteach or to clarify information on the spot. Some that I am willing to try to to do socratic seminars or more wholistic approaches to education, I think that I am open to see how I can use that in my practice.

2. Adopting a purpose statement for grading could help improve fairness and accuracy when it comes to grading for my classes. A purpose statement defines the goals and intentions behind grading and clarifies what grades represent and how they should be used. They help focus on current student achievement rather than performance. They, in the end, encourage exploration and reduce the pressure of everything counting. By using a purpose statement this will help create and improve fairness and consistency in my grading.

I think that based on the article the moments when students' self talk is more pronounced is while they are facing a challenge or a task. In order to approach the problem or task they must begin with a way to approach it, they decide how they are going to begin or approach a task. I think that also after events such as snack or lunch when they enter the classroom, if there was an event or something that bothered them or made them uncomfortable then they are more likely to have more prounounced self talk.

1. Do you agree that teachers’ own choices around challenge can be a powerful model for students? What is your own relationship to challenge? How can you make that more visible to students?

I agree with the statment that our own choices and modeling self talk does provide guidance for our students because they are able to see how we handle challenges and how we problem solve in our heads. This is best modeled by how math teachers approach problems in math, I often observe them explain step by step and how they approach each part of the problem. This is a great way to approach other situations since students are already familiar with the process. Following this model and step by step instructions and modeling is a great way to challenge students to try problem solving in their personal lives or when they are faced with challenges. I also think that pairing them up with someone and having them model with each other various scenarios of how the step by step process should look like is also a great approach.

1) As a SPED teacher with various levels of students in my one class, this is an ideal type of way to teach. We will often do math problems with this method. I often give students the option to use a calculator of for our lesson. Some of the students can use one comfortably, others cannot. However, I can teach them higher lever math (Algebra) without having to reteach addition, subtraction, multiplication, or division. This allows us to take the higher level journey together. My aides will help those that have a difficult time finding the appropriate digits.

2) The general patterns I have noticed in my student work is how legible their writing is or is not. I can tell the ones that are not interested, so they scribble (when they know how to copy and write letters). Also, some students will take longer than others to finish completing assignments. That makes it difficult for the more efficient students who wait for the others to catch up. I have also used peer on peer assistance similar to what was in the article. I can try to find out why students are less engaged and frustrated. I have offered those students the use of chrome books to type their answers. These students seem to do better when given that offer. I have to bring in those students using these teach up lessons. They also need ownership to feel more invested in their work.

1) The challenge that makes it harder for me to "teach up" newcomers would be the inconsistent teacher training. This one resonates the most with me because I teach a SPED severe class. The few newcomer students in my class have intellectual disabilities and difficulty learning English. SPED students that are born here and in my class also face language challenges. This can be twice as hard to teach these students in a mixed class. I do not have a challenge that I face that was not listed in the article.

2) I think that using embed language in my lessons and around the classroom can help all of the students in the class. As a SPED teacher, I have to go with the basics. Signs near items in my class that would be in Spanish and English. This would not only help the newcomer students in the class, but my language challenged students would also benefit from matching objects to words. Also, we could definitely use discussions/assignments that talk about where each student came from or what they learned from their family. Family discussions can help in creating a culture where all students feel welcomed and seen.

1. In my school, I see examples of the four types of rigor in various contexts. For learning experiences, students engage in hands-on experiments, which require them to apply theoretical knowledge in practical settings. Assignments often include projects that combine research and creativity, such as creating presentations to demonstrate understanding of complex concepts. The environment is supportive of rigorous learning, with teachers fostering collaboration and critical thinking through group discussions and debates. Opportunities for rigor include extracurricular academic competitions, and mentorship programs that encourage students to stretch their capabilities.

2. Tasks Assigned in the Last 30 Days and Placement on the Rigor Grid
   In the past month, I have assigned several tasks that vary in difficulty and complexity. For instance, students analyzed a real-world housing issues using the "See, Think, Wonder" routine, which involved both observation and critical thinking, placing it in the high complexity but moderate difficulty quadrant. Another assignment required budgeting based on a monthly income which combined mathematical difficulty with application, falling in the high-difficulty, moderate-complexity quadrant. These tasks show a balance of rigor tailored to different aspects of learning, providing varied challenges to meet students’ needs.

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1. The article emphasizes that differentiation is not about giving more work to advanced students or simplifying tasks for struggling ones but about providing appropriate challenges and supports to ensure everyone progresses. To make differentiation more sustainable, the author suggests using pre-designed templates, collaborative planning with colleagues, and focusing on strategies that are versatile across multiple content areas. He also advocates for integrating differentiation into daily routines rather than viewing it as an add-on. I agree with this perspective because sustainability is key to maintaining solid instruction without overwhelming teachers. Streamlined strategies that fit seamlessly into teaching practices help ensure that differentiation remains effective and manageable.

2. One of the tools described in the article is the use of learning menus, which allow students to choose tasks that align with their interests and readiness levels while meeting the same learning goals. I like this tool because it gives students choice, fostering engagement and ownership of their learning. In my classroom, I could use a learning menu during a unit on quadratic equations. For example, students could choose between solving real-world application problems (like the arc of a golf shot), creating a visual representation of the concept, or explaining the process in a written reflection. This flexibility ensures that students engage with the content in a way that matches their strengths and needs while still meeting the objectives. Learning menus also provide a clear structure, making it easier for me to differentiate without significantly increasing my workload.

1. Balancing the need for achievement with a growth-oriented approach involves redefining success as progress rather than perfection. In my classroom, I emphasize effort, perseverance, and learning from mistakes as key indicators of achievement. For example, instead of focusing solely on final grades, I celebrate milestones, such as improving on a concept or mastering a skill over time. This shift encourages students to take risks and embrace challenges, knowing their growth is valued as much as their results. By adopting this balance, student engagement often increases because learners feel safe to explore and experiment without fear of failure. Motivation also improves because students internalize the idea that their abilities can expand with effort.
2. Incorporating a "growth culture" in my classroom would reshape how students view their abilities and potential. This culture, as described in the article, involves framing challenges as opportunities for development and normalizing struggle as part of learning. For instance, we integrate reflective practices where students identify their growth areas and strategies for improvement after each project. Over time, this mindset shift helps students see their abilities as dynamic rather than fixed, reducing anxiety about failure and fostering resilience. It also encourages a collaborative atmosphere where peers support each other’s growth. Ultimately, a growth culture empowers students to approach learning with curiosity and confidence, transforming how they perceive their potential.

2) When I was in High School, I did want to be challenged. Well, at least in the subjects that I liked including math. However, I find that students generally aren't excited about challenges. So I try to model my what it means to be challenged in class and encourage them to reflect on how difficult a problem was. When we do our Vertical White Boards we celebrate when groups got a challenging question correct or when all groups arrive at the same correct answer.

1. Promoting cognitive conflict involves creating an environment where students can challenge ideas and explore solutions collaboratively, without making disagreements personal. To achieve this, I can set clear norms for discussions, emphasizing respect and curiosity. For instance, I can introduce sentence stems like “I see your point, but have you considered...” or “What if we approach it from this perspective?” These encourage students to critique ideas constructively while staying focused on the topic. I can also design activities like debates or problem-solving scenarios where differing viewpoints are expected and valued. 

2. When responding to conflict, whether among colleagues or students, it’s essential to maintain a solution-focused and empathetic approach. The article suggests using sentence stems such as “I feel ___ because ___” or “Can we explore why we see this differently?” to guide discussions. These strategies can be especially helpful in diffusing tension and redirecting the focus to understanding and resolution. For example, if students have a disagreement during group work, I can encourage them to use these stems to express their perspectives without assigning blame. Among colleagues, these tools help foster professional and productive dialogue, ensuring that conflicts lead to growth rather than division. Incorporating these practices would create a more open, collaborative, and respectful environment for all.

2) One example of Productive Struggle that I did was on a project my Algebra 2 students were doing. Their project was to find the path of a rocket that was launched. One of the questions was "What was the highest point of the rocket?" From the past few weeks of learning they should have known to just find the vertex of the parabola. But the students struggled with this. But, instead of just telling them "Find the vertex" I said..."Hmmm...I wonder how you find the HIGHEST point of the vertex...there must have been some key words I taught you!" This way the students think for themselves and actually learn more than me just giving them the answers.

2) I have noticed in the last few years (since Covid) that it is harder to get my students to work. It is more difficult to challenge them to think. The Covid year got them into some bad habits of just looking up answers and not doing anything that would challenge the status quo. So this prompts me to challenge them more and give them more hands-on activities that will help them in real life. They don't want to do a list of problems. They want to see how this is going to impact them personally.

2) One of the strategies I use is scaffolding. I will go back and figure out what I need to pre-teach and re-teach to make any student, but especially the newcomers, successful. I also try to celebrate and integrate students' expertise. Each student has their own backgrounds and gifts. For example in some activities, the students will draw and color things. This allows the more artistic students...who may not always thrive in math...to shine bright. This will motivate them to try more on the math part if they see that light at the end of the tunnel.

2) One strategy that I would like to introduce is graphic organizers. Sometimes taking notes in a math class can seem like a major chore to the students. But if they have a fun way to take their notes, this might motivate them to do it more often. Students want to "see" their learning, so if they have a visual way to model what they are learning, this can help them on their assessments. I want them to know the material but I need to motivate them to learn in the first place.

2) In my early years of teaching I would constantly use Thinking Maps. To be honest, I have strayed a little bit from that. But the Thinking Maps allowed the students to process information differently. One of my favorite ones was "Compare and Contrast". On this particular Thinking Map students would draw bubbles around two different concepts that they had learned that week. Then they would find the similarities and differences between the two. That way I could see if the students were truly understanding the topics or if they are struggling.

2) A purpose statement for grading seems like a great idea. This way the students and myself know more deeply why I am grading in a particular way. As the article states grading is used to effectively communicate student achievement towards particular standards. Ultimately I want the students to learn the standard being taught in some way. It might not always look the same for each student, but ultimately the learning is the goal. Like I stated in the first question, it doesn't matter if they succeed through a quiz or project. The goal for them is to just succeed!

Tomlinson's recommendation to begin lesson planning with the most advanced learners is an interesting and strategic approach, especially when viewed through the lens of differentiation. Here's an analysis of its potential benefits and challenges:

Benefits

1. Challenge for All Students: Starting with advanced learners ensures that lessons push the boundaries of complexity and rigor, benefiting all students by raising the overall expectations. When lessons are scaffolded down, every student can access the learning, but the intellectual ceiling remains high.

2. Equity through Opportunity: Advanced learners often do not receive the same emphasis in lesson planning as struggling students. Starting with them provides equitable attention to their growth, which is crucial for maintaining their engagement and preventing boredom.

3. Facilitates Differentiation: By designing the lesson at a high level, teachers can backward-design supports for students at other readiness levels, creating opportunities for meaningful differentiation.

4. Teacher Growth: Planning for advanced learners may push teachers to explore deeper content knowledge, creative problem-solving, and innovative pedagogical approaches.

Challenges

1. Time and Effort: Differentiating effectively for a wide range of learners can be time-intensive. After planning for advanced learners, the teacher must spend additional time modifying the lesson for students at other levels.

2. Risk of Oversimplification: In the effort to scaffold for struggling learners, there’s a danger that the material might be simplified to the point where the essence of the original challenge is lost.

3. Accessibility Concerns: Starting with advanced learners might lead to initial plans that seem intimidating or alienating to students who struggle, requiring careful adaptation to ensure that every learner feels capable.

4. Teacher Mindset Shift: Teachers who are used to planning for the "middle" or struggling learners may find it difficult to reverse their approach and focus first on the advanced learners.

Reflection

While starting with advanced learners could bring tremendous benefits, it requires careful consideration of the classroom dynamics, resources, and teacher training. For example, educators must be adept at creating tiered tasks, scaffolding effectively, and ensuring that no student feels left behind. To successfully implement this strategy, professional development and collaboration among educators could play a significant role.

2. What scaffolds do you use to help struggling learners access more challenging content? Is there a new one you can try?

   Scaffolding is key to helping struggling learners access more challenging content while ensuring they remain engaged and confident. Here are some scaffolds commonly used, along with suggestions for new strategies to explore:

   Scaffolds I Currently Use

   1. Chunking Information: Breaking down complex tasks or information into smaller, more manageable parts.

   2. Graphic Organizers: Using tools like Venn diagrams, flowcharts, or mind maps to visually structure ideas and relationships.

   3. Sentence Starters and Frames: Providing partial sentences or outlines to help students articulate their thoughts.

   4. Guided Practice: Modeling tasks and working through examples together before allowing students to work independently.

   5. Peer Support: Pairing struggling learners with supportive peers in structured collaboration.

   6. Visual Aids: Using images, videos, or diagrams to reinforce verbal or written instructions.

   A New Scaffold to Try

   One new scaffold I could explore is "layered questioning":

   • What it is: Developing questions that gradually increase in complexity, starting with basic recall or understanding questions and progressing to higher-order thinking (e.g., application, analysis, evaluation).

   • Why it works: It builds confidence by allowing students to succeed at initial levels before tackling more challenging ideas. It also encourages deeper thinking without overwhelming students.

   • Example in Practice:

     • Basic question: "What is the main idea of this paragraph?"

     • Intermediate question: "How does this paragraph connect to the previous one?"

     • Advanced question: "What would happen if the author presented the opposite argument?"

   Additional Scaffolds to Explore

   1. Anchor Charts: Creating classroom visuals that summarize key concepts or strategies as a reference for students.

   2. Think-Alouds: Demonstrating thought processes aloud to model problem-solving or analytical thinking.

   3. Learning Menus: Offering a choice of activities (all aligned with the same learning goals) to allow students to engage with content in ways that match their readiness and interests.

   4. Micro-Scripts: Providing short scripts or step-by-step guides for complex tasks, which students can refer to as they work independently.

   5. Pre-Teaching Vocabulary: Explicitly teaching key terms or concepts before diving into the more challenging material.

   
   

   
   
   

I would like to use the graphic organizer that was presented here. I would teach the reading (most of my students have low reading levels) knowing that they are challenged by the reading we would read it independently or out loud. After doing that, I would have students annotate the text and select words that they do not understand or struggled with. This would allow a more reflective and analytical approach to the lesson. Once they have done that we would read the text again, this time with a group or partner and have them discuss their comprehension of the text. Once the lesson is complete I would then use the graphic organizer at the end of the lesson as a way to look back at their own learning.

2. Describe a time when you engaged in productive struggle. What insights can you apply to your teaching?

I would use cooking as an example. I remember a college professor in a chemistry course explaining that her lab was her kitchen and ever since then I use that as a motto. I try to make a meal or pastry and try different ways of adding/changing ingredients, experimenting in a good way. I also have my family try it and give me feedback on what they think. Sometimes I have very delicious food but sometimes I don't. This is very similar to teaching in that we put all of our ingredients together in a lesson and then you get feedback, wheather that is from your students or peers and then you decide if that is something you will keep or if there need to be any changes to the lesson. Experimenting like scientists do in a lab but in a classroom or a kitchen has a very similar approach.

2) Scaffolding helps struggling learners engage with difficult material without lowering the standards. Some helpful strategies include using visual aids, graphic organizers, and flexible grouping to support students. Offering optional resources like guides or vocabulary support can also help students better understand the material without simplifying it too much. This ensures students still have access to challenging content. The goal is to keep expectations high while providing support for individual needs. Tomlinson’s "teaching up" philosophy aligns with this by maintaining rigor and giving each student the help they need to succeed. With these scaffolding strategies, all students can engage with complex content at their own level.

2. Teachers can influence students by showing how they handle challenges. Sharing personal stories about overcoming obstacles can inspire students to see struggles as learning opportunities. Using positive language during tough tasks sets a tone of perseverance. Teachers can also create a classroom culture that values effort and growth over perfection. Normalizing the process of working through difficulties helps students feel more comfortable with challenges. This approach encourages students to see challenges as a natural and important part of personal growth.

2. In my classes, I have incorporated visual aids to elucidate complex scientific processes, such as using diagrams and models to demonstrate cellular functions, which has significantly enhanced student comprehension. Additionally, I plan to implement shared reading sessions where students can collectively analyze scientific texts, fostering a collaborative learning atmosphere and improving critical thinking skills. To further support understanding, I intend to build background knowledge by connecting new scientific concepts to real-world applications, making the material more relatable and engaging. These strategies not only cater to various learning styles but also promote a deeper understanding of the content. By integrating these methods, I aim to create a more dynamic and inclusive classroom environment that supports all learners.

Productive struggle in the classroom involves providing students with opportunities to wrestle with challenging problems or concepts while offering support and guidance that leads to deeper understanding. Here are some strategies you might consider:

1. Scaffold Learning: Start with problems that are slightly within students' reach and gradually increase the complexity. This gives them the chance to experience success before tackling tougher challenges, while still encouraging struggle.

2. Use Open-Ended Questions: Incorporate questions that require critical thinking and don’t have a straightforward answer. This challenges students to explore different perspectives and approaches.

3. Encourage Collaboration: Allow students to work together on challenging tasks. When students discuss and work through problems with peers, they can support each other’s learning and work through difficult moments together.

4. Promote a Growth Mindset: Remind students that struggle is a natural part of the learning process. Encourage them to see mistakes as opportunities to learn and grow, rather than as setbacks.

5. Allow for Reflection: After the task, have students reflect on their struggles and how they overcame them. This helps them recognize the value of the process, not just the outcome.

2. Describe a time when you engaged in productive struggle. What insights can you apply to your teaching?

Productive struggle is when higher level learning happens in a classroom. Helping a classroom walk their way through a complex exercise they have had time to struggle with. I like to lead them with questions that direct them to their goal.

2. One time I experienced productive struggle was when I was learning to use google slides. At first, I found it very frustrating because I kept running into errors and obstacles that felt impossible to overcome. But I didn’t give up. Instead, I broke down complex problems into smaller, manageable steps, which helped me stay focused and make progress. I also looked for help from online forums and tutorials while trying out different approaches to find what worked best for me. Over time, I began to see real progress, and the satisfaction of solving tough problems motivated me to keep going and improve my skills. This experience taught me strategies I could use in teaching, like sharing my own struggles to model perseverance, giving timely feedback, and creating a classroom environment where mistakes are seen as valuable learning opportunities. By using these ideas, I hope to build a culture where students feel safe to take risks, work together, and develop resilience, helping them embrace challenges as a natural and important part of learning.

2. Currently my students are finishing up our introduction to the play The Crucible (English 11). The introduction of the novel includes the necessary background information for the play such as Puritan history, the Salem Witch Trials, and the author’s purpose for writing The Crucible (persuasion through his play for Communist Red Scare in the USA).  The introduction of this unit would fall under the category of “Struggle Tasks”.  We focus on the history of the events from the Salem Witch Trials and The Communist Red Scare…students watch videos for both of these historical events and study the hysteria in which both of them caused in their respective time frames in history.  Students are to then compare the similarities and find the reasons both these events caused hysteria…and then focus on how the hysteria took over the event and the people involved during that time.  They will write an informative essay after their research and collection of evidence.  This is a rigorous activity that makes students learn both the history and hysteria of the time, analyze, and then inform the reader of their similarities. 

2. Learning menus, one of the four tools for differentiating instruction discussed in the article, allow students to choose activities that reinforce, review, or enrich their learning after completing a primary task. In a high school English classroom, these menus could be used to differentiate instruction effectively. For example, after a literary analysis assignment, students might choose from activities such as reviewing key literary terms with flashcards or quizzes, analyzing challenging passages, writing creatively based on the literature, creating visual representations of themes or characters, or researching the historical context of the work. I think learning menus are a great tool for the classroom. They let students work at their own pace and level while giving them choices, which helps them feel more in control of their learning. They’re also a great way to keep faster learners engaged without having to plan entirely different lessons. They can be used for review, reinforcement, or enrichment depending on what each student needs. Best of all, they make it easier to manage the class since I don’t have to micromanage every group.

2. A "growth culture" in my school could change how students view their abilities and potential. By focusing on growth and progress instead of just achievement, my students might start to see their skills as something they can develop, not something fixed (or some goal they just reach and then move on to another goal). This could encourage them to embrace challenges with better attitude and push through tough moments (assignments, lessons, etc.), knowing that struggle is just part of learning. When students see their efforts recognized and celebrated, they’re likely to become more motivated to improve, no matter where they start. Emphasizing individual growth could also reduce harmful comparisons between students and help them focus on their own accomplishments. For students who struggle, seeing their progress could boost their confidence and lead to better long-term outcomes. In the end, a growth culture could inspire a joy of learning and a belief in their ability to keep improving.

2. Strategies such as using sentence stems can be very effective and helpful.  Sentence stems are a great way to get conversations started and deeper and more effective responses from students. Many students have ideas of what they want to say, or that they may disagree with a point being made, but have trouble expressing themselves in a constructive way.  Sentence stems can be a useful tool to help students be productive and respectful to other students and groups of students during a class/group discussion.  I know modeling the use of sentence stems can be very helpful as well before the students use them themselves.  That guided instruction can build some confidence among students so conversations can be productive.

2. Reflecting on recent student work, I see varied comprehension levels, especially on tasks requiring deeper critical thinking. Some students excel in making nuanced connections and offering sophisticated insights, while others struggle with surface-level understanding. These differences can guide me in creating tiered tasks to challenge advanced learners while supporting those who need more help. For instance, in literature analysis, advanced students might examine complex character motivations, while others receive textual evidence and guiding questions. By addressing these patterns, I can create a classroom that meets students where they are and helps them grow. These differences are opportunities to design engaging, responsive instruction that honors every student’s potential.

2. Building self-efficacy and helping students believe in themselves, especially when it comes to very difficult and challenging assignments and assessment, is necessary to their success. Students having self belief can be the most effective way to success, understanding, and gaining the education needed throughout school (and their life).  To reinforce this regularly in my class, positive reinforcement is necessary to build self-efficacy in my students.  This can be done with positive affirmations, positive reinforcement when students are working on assignments and projects, along with a student-teacher relationship that enforces positive reactions to all they do in the classroom.  

3. The Pygmalion effect can be a positive or negative situation in a classroom.  It is important, for me as a teacher, to build confidence in the students so they may reach their full potential.  It is important to challenge students and have them reach for lofty goals that can challenge them in my English classroom.  But I need to be aware of building confidence in the students so they may have confidence to be able to reach the goals needed.  I know the importance of building this confidence, and have seen it do wonders in the classroom.  Students who are full of confidence are always more likely to succeed on various elements of the class.

2. In my US history classes, I regularly use strategies like building background knowledge and incorporating visual aids. Before starting a unit on the Civil War, for instance, I provide historical context through primary source analysis and interactive timelines. This helps students grasp key events and perspectives before diving into deeper discussions. Visual aids, such as political cartoons and battle maps, support understanding of complex historical developments. I also incorporate shared reading by having students read and analyze historical speeches together, fostering collaboration and critical thinking. These methods ensure that all students, regardless of their starting point, can engage meaningfully with the curriculum.

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2. I can implement Thinking Maps in my US history classes to promote higher-order thinking. For example, during a unit on the Progressive Era, students could use a cause-and-effect map to analyze the social, political, and economic impacts of major reforms. This visual structure helps them organize complex information, recognize patterns, and make connections across historical events. I could also have students collaborate on Thinking Maps in groups, promoting discussion and collective reasoning. By consistently using this tool, students would improve their ability to think critically, synthesize information, and present well-organized historical arguments.

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2. Adopting a purpose statement for grading would encourage a more intentional and student-centered approach to assessment. A clear purpose statement could help me align grading with the goal of fostering learning and growth rather than merely assigning scores. It would remind me to focus on mastery of skills and knowledge while emphasizing meaningful feedback. For example, I could increase the use of formative assessments to guide instruction and provide students with actionable next steps. This shift would likely reduce grade-related anxiety and support a classroom culture centered on continuous improvement rather than performance alone.

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2. In the past 30 days, I’ve assigned tasks like writing a DBQ (Document-Based Question) and created annotated timeline of key events in the Gilded Age. The DBQ essay falls in the high-difficulty, high-complexity quadrant, as it requires interpreting multiple primary sources, crafting a thesis, and constructing a well-supported argument. The annotated timeline is moderately difficult but highly complex because students must organize events chronologically while analyzing their historical significance. Additionally, I assigned a reflective journal entry on Reconstruction policies, which is lower in difficulty but still complex due to its analytical nature. These tasks aim to balance both content mastery and critical thinking development.

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2. To encourage students to use all their languages in social studies, I suggest designing projects that value their multilingual abilities, such as creating cultural presentations in multiple languages. This approach recognizes the strengths newcomers bring while enriching learning for everyone through diverse perspectives. Embracing linguistic diversity can help foster empathy, cultural understanding, and communication skills. It also shows students that their languages and cultures are assets, not barriers, to learning. By focusing on the knowledge and experiences newcomers contribute, we can create more inclusive classrooms that benefit all students and promote a deeper understanding of the world.

Benefits of Designing the Most Advanced Task First:

1. Focus on High Expectations: By starting with the most advanced version of a task, you ensure that your planning centers around the upper limits of student potential. This avoids inadvertently "dumbing down" instruction.

2. Scaffolding for Diverse Learners: Once the advanced task is designed, it becomes easier to scaffold and differentiate for students who may need support, providing access points without compromising rigor.

3. Engagement Through Challenge: Advanced tasks often integrate deeper thinking, creativity, or real-world application, which can engage students who thrive on challenge and complexity.

4. Efficiency in Planning: By starting at the top, you create a clear continuum of tasks, making it easier to modify for learners at varying readiness levels.

Patterns in Recent Student Work:

Reflecting on student work is critical to designing tasks that meet all learners' needs. You might notice patterns such as:

• Strengths: Consistent creativity, engagement in collaborative activities, or strong foundational skills in certain subjects.

• Challenges: Gaps in critical thinking, struggles with applying concepts to new contexts, or difficulty with independent work.

• Varied Readiness: Some students may excel in analytical tasks, while others thrive in hands-on or creative approaches.

The one that resonates most with me is communication barriers.

Jargon and Terminology: Using advanced or technical language without proper context can alienate or confuse newcomers.

Cultural Differences: Different backgrounds and languages may lead to misunderstandings or hesitations in asking for clarification.

To answer the why question, I teach a population that is quite diverse and my wife is a language learner as well. 

2.  Discuss how you can implement one of the strategies listed that support relevance and rigor in your content area. How can the strategy support all students, including newcomers?

The strategy I use is scaffolding instruction through collaborative learning.  This gives all students the opportunity to work together.  Language barriers become less a barrier, content knowledge is translated into student level language.  Students learn from each other, enhance their content knowledge, and improve their confidence.

Developing Students' Background Knowledge

A robust foundation of background knowledge is crucial for reading comprehension and overall learning. When students possess prior knowledge about a subject, they can more easily grasp new concepts and vocabulary related to that topic. This foundational understanding enables them to engage with grade-level materials more effectively, bridging comprehension gaps and promoting academic success.

Engaging in Shared Reading

Shared reading involves interactive read-aloud sessions where teachers and students read together. This practice enhances students' language skills, vocabulary, and comprehension. Through shared reading, students are exposed to fluent reading models and are encouraged to participate, fostering a collaborative learning environment. This method supports students in accessing complex texts and ideas, aligning with grade-level expectations.

Using Visual Aids in Math and Science

Incorporating visual aids—such as diagrams, charts, and videos—into math and science instruction can make abstract concepts more tangible. Visual representations help students better understand and retain information, catering to diverse learning styles. This approach can increase engagement and motivation, enabling students to grasp grade-level content more readily.

2. By integrating these strategies into the classroom, educators can create a more inclusive and effective learning environment that empowers all students to engage with and master grade-level material.  Teaching Geometry, I rely on visual aids to connect properties to specific problems.

Using This as an Asset to "Teach Up"

"Teaching up" involves challenging students with higher-order thinking tasks that push them beyond basic knowledge and skills. Gen Alphas' technological fluency can be leveraged to facilitate deeper learning in several ways:

1. Incorporate Digital Collaboration Tools: Use platforms like Google Workspace, Microsoft Teams, or collaborative apps where students can work together on projects. By doing so, you teach them teamwork and problem-solving while building their digital literacy.

2. Emphasize Research and Critical Thinking: With access to vast amounts of information online, teaching Gen Alphas how to critically evaluate sources, identify bias, and synthesize data into meaningful conclusions will help them become informed global citizens.

3. Engage Them in Real-World Problem Solving: Challenge students to use technology to address real-world issues. For example, they could design a digital campaign to promote sustainability or create apps that address community needs.

4. Flip the Classroom: Provide content (e.g., videos, articles, simulations) for students to explore on their own time, then use classroom sessions for discussions, hands-on projects, and application of knowledge.

By using technology as a teaching asset, educators not only "teach up" but also prepare Gen Alphas for the demands of a rapidly evolving digital world. This approach aligns with their strengths and ensures that learning remains engaging and relevant.

2. Learning about learning is the process of understanding how people learn and using that knowledge to improve their learning skills. Here are some tips for learning about learning: 

• Use effective learning strategies: Try techniques like spaced repetition, chunking, and active recall. 

• Develop a growth mindset: Embrace challenges and believe that you can improve your learning. 

• Practice material multiple times: Space out your practice sessions over weeks or months. 

My grading aligns well with the principles.  A students’ grade is a reflection of several factors combined to give an overall picture of how well they understand the subject matter, the quality of work they have submitted, and their punctuality.  We are tasked with preparing the next generation with the tools necessary to thrive in society.  I can’t think of many jobs that will compensate a worker simply based on their ability to do a job.  Ultimately, they will need to have the ability to do a job, show up for the job, and then perform.

2.     How would adopting a purpose statement for grading, such as the one used by the American School of Paris, influence your own grading and feedback practices?

The American School of Paris calls it a purpose statement.  Other schools use ESLRs, mission statements, or something that falls in the Social Emotional Learning category.  I believe they are each different titles for a similar goal.  None of them are a ‘catch all’ at the student level, but they help the cause.

2. Explain how you can use one of the four tools the article describes to help you differentiate instruction in a class that you teach. What makes you want to use this particular tool?
One tool the article discusses is using learning menus or choice boards. In my high school US history class, I could create a learning menu for a unit on the Civil Rights Movement. Students could choose from activities like analyzing primary sources, creating a multimedia presentation, or writing a historical fiction narrative from the perspective of a civil rights activist. This tool appeals to me because it offers student choice, fostering engagement while catering to different learning styles and interests. Additionally, learning menus allow for tiered assignments that can challenge advanced learners while providing supportive options for those needing more guidance.

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2. How might incorporating a “growth culture” in your school or classroom, as described in the article, change the way students view their abilities and potential?
Incorporating a growth culture could reshape how students perceive their abilities by fostering a belief that skills and intelligence can be developed through effort and persistence. In my classroom, I could integrate reflective practices like goal-setting and progress tracking to make growth visible. Publicly celebrating milestones, regardless of the starting point, reinforces that success is about improvement. Encouraging peer feedback and collaborative learning can help students see themselves as capable contributors. This approach can increase students’ confidence, resilience, and willingness to embrace challenges, shifting their mindset from fixed ability to unlimited potential.

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When addressing conflicts among students or colleagues, staying calm and solution-focused is crucial. The article’s suggestion of using sentence stems like "I felt ___ when ___ because ___" can guide individuals toward expressing their concerns without blaming others. In my classroom, I could teach students to use "I statements" to voice frustrations constructively. During team meetings, I can model active listening and rephrasing points to ensure understanding. These strategies promote empathy, reduce defensiveness, and encourage collaborative problem-solving, transforming conflicts into opportunities for growth and relationship-building.

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2.     I remember a time when I was working on a math assignment, and I really struggled with a concept at first. At first, I was frustrated and didn’t think I could get it, but I decided to take a break and come back to it later. When I returned, I tried a different approach, and slowly I started to understand it more clearly. This experience taught me that sometimes stepping away for a little while can help you come back with a fresh perspective. In teaching, I can use this to remind students that it’s okay to not get something right away and that persistence, taking breaks, and trying different methods can help them figure it out

2. A pattern I’ve noticed in recent student work is that many students struggle when they have to explain their reasoning or make connections between ideas. They can often complete the basic tasks, but when it comes to showing how they arrived at the answer or thinking about the bigger picture, they have trouble. This pattern shows me that I need to focus more on encouraging critical thinking and helping students explain their thought process. To meet the needs of all learners, I can provide more opportunities for them to discuss their ideas in small groups or pair work, where they can practice explaining things in a less stressful setting. This will help both struggling students and advanced learners improve their reasoning skills and deepen their understanding of the material

2. One strategy I can use to support relevance and rigor in my content area is connecting the lessons to real-world situations. For example, in a social studies lesson, I could link historical events to current events or issues students care about. This would make the content more engaging and meaningful for all students, including newcomers, because they can see how the material relates to their own lives. By connecting learning to real-world examples, it can help all students feel more invested in the lesson and see the value of what they’re learning. This strategy also allows me to present the content in different ways, so it can be more accessible to students at different levels of understanding.

2.I have used shared reading in my classes, especially when we read complex texts in English or history. By reading together, I can explain difficult words and ideas in real-time, which helps everyone follow along. I also use visual aids in science, like diagrams and charts, to help explain processes like photosynthesis or the water cycle. These visuals give students something concrete to look at and help them understand the concepts better. In the future, I could focus more on developing students’ background knowledge by giving them brief overviews of topics before diving into the lesson, so they feel more prepared to tackle the material

2. One way I can implement the Thinking Maps protocol in my class is by having students use graphic organizers to break down complex topics into smaller, more understandable parts. For example, when studying a historical event, I could have students create a flow map to show the sequence of events, or a bubble map to explore the different causes and effects. These visual aids would help students better understand the material by organizing their thoughts and making connections between ideas.  This method would not only improve comprehension but also help students develop critical thinking skills that are useful across all subjects.

1.      learning experiences, our science classes often use labs where we get to experiment and apply what we’ve learned, making the material more challenging and hands-on. The environment is rigorous too, as teachers set high expectations and encourage us to participate in discussions and share our ideas. Lastly, there are opportunities for rigor, like joining clubs or competitions that push us to go beyond the classroom and apply what we’ve learned in real-world situations. Altogether, these examples create a challenging but supportive atmosphere for learning.

2.  In the past 30 days, I’ve worked on a variety of tasks, like writing a persuasive essay, solving multi-step math problems, and creating a presentation for history class. On the grid of difficulty and complexity, the essay would probably fall in the high difficulty, high complexity category because it required research, organization, and strong arguments. The math problems might be medium difficulty and low complexity since they were challenging but straightforward in terms of steps. The history presentation felt like medium complexity and medium difficulty because it involved gathering information and making it visually appealing, but it wasn’t overly hard. Each task challenged me in different ways, showing how assignments can fit into different spots on the grid.

2. When dealing with conflict among students or colleagues, it’s important to stay calm and focus on understanding both sides. Strategies like using sentence stems could help make the conversation more respectful and open. For example, I could encourage people to start with, "I see your point, but I think..." or "Can we explore this idea together?" These kinds of sentences keep the discussion respectful and focused on solutions. Instead of letting emotions take over, these strategies can guide everyone to a better understanding and a common goal. This would help conflicts feel less stressful and more productive.

2.To help students build self-efficacy, I can remind them of past successes and show how their efforts helped them overcome challenges. Setting small, achievable goals can also make the work feel less overwhelming and show students that progress is possible. I can use positive feedback, like pointing out specific things they’re doing well, to help them feel confident about their abilities. Incorporating strategies like peer support or collaborative learning could also make students feel more capable by working together and learning from others. Regularly reinforcing the idea that they can master tough content with effort and practice will help them believe in themselves.

3. The Pygmalion effect reminds me to set high expectations for all students because they often rise to meet them. To make these expectations feel achievable, I can break them down into smaller steps and provide the support students need to succeed. I need to be careful not to let unconscious biases influence the way I view or treat students. For example, I can regularly reflect on my expectations and ask myself if they’re truly fair and equal for everyone. By treating every student as capable and providing encouragement, I can create a positive learning environment where all students feel motivated to do their best.

2.  To help struggling students work with challenging material, I use tools like graphic organizers, sentence starters, and different levels of questions. These make complex ideas easier to understand and help students build their skills step by step. One new idea I want to try is pairing advanced learners with their peers for guided discussions. This would give struggling students extra support while helping advanced learners strengthen their own understanding by teaching others.

2.  I strongly agree that teachers’ choices about facing challenges can greatly influence students. When teachers share their own struggles with learning something new—like trying a different teaching strategy or working on a big project—it makes perseverance and hard work feel normal. I try to take on challenges by stepping out of my comfort zone, l Sharing these experiences with students can include telling personal stories, talking through struggles, or showing moments of uncertainty. This helps students see that growth comes from effort and taking risks, not just from being naturally good at something.

The four types of rigor identified by Baylor University—learning experiences, assignments, environments, and opportunities—offer a framework for cultivating high academic standards and engagement. Below are examples of how each type might manifest in a school or department:

1. Learning Experiences

These are direct instructional methods and activities designed to challenge students intellectually.

2. Assignments

Assignments can be rigorous when they demand application, synthesis, or evaluation rather than simple recall.

3. Environments

A rigorous learning environment supports high expectations while fostering growth and perseverance.

4. Opportunities

These extend beyond traditional coursework to encourage deeper engagement and application.

2. Identify tasks that you have assigned students in the previous 30 days. Where would these tasks fall on the grid of difficulty and complexity?

Last week I assigned a quiz, students were tasked with solving multi step equations.  This would fall into the assignment category.  For this particular group of students, this assignment can be considered rigorous because they need to recall the properties and apply them in the correct order.

In the October 2024 issue of Educational Leadership, the writer emphasizes that the primary goal of differentiated instruction is to meet learners where they are, ensuring that each student can engage with the material in a way that aligns with their individual needs and readiness levels.

To make differentiated instruction more sustainable, the writer recommends implementing strategies that empower students to take charge of their own learning. This approach not only fosters student autonomy but also alleviates the instructional burden on teachers, making differentiation more manageable and effective over time.

I completely agree.  Each student comes to my class with different needs, strengths, and weaknesses.  In order to convey the material, I need to accommodate those needs/strengths, and weaknesses.

2. Explain how you can use one of the four tools the article describes to help you differentiate instruction in a class that you teach. What makes you want to use this particular tool?

One of the tools discussed is scaffolding learner agency, which encourages students to take an active role in their learning journey.

Implementing Scaffolding Learner Agency in the Classroom:

1. Student Choice in Assignments:

   • Application: Provide students with a selection of project topics or formats to demonstrate their understanding. For instance, in a history class, students could choose to create a video presentation, write an essay, or develop a timeline about a historical event.

   • Benefit: This approach allows students to engage with the material in a way that aligns with their interests and strengths, fostering deeper engagement and ownership of their learning.

2. Goal Setting and Self-Assessment:

   • Application: Guide students in setting personal learning goals and regularly assessing their progress. This could involve reflective journals or self-assessment checklists where students evaluate their understanding and identify areas for improvement.

   • Benefit: Empowering students to set goals and monitor their progress promotes self-regulation and a growth mindset, essential components of learner agency.

3. Flexible Grouping:

   • Application: Allow students to choose group members for collaborative tasks based on shared interests or complementary skills. Alternatively, let them decide whether to work independently or in a group for certain assignments.

   • Benefit: Flexible grouping caters to diverse learning preferences and encourages students to take responsibility for their learning environment.

By integrating scaffolding learner agency into your teaching practices, you create a more student-centered classroom where learners are active participants. This not only makes differentiation more manageable but also cultivates an environment where students are motivated and engaged in their educational journey.

I like this tool because it allows students to approach the material from their comfort zone.

Balancing the pursuit of achievement with a growth-oriented approach in the classroom involves fostering an environment where students are encouraged to embrace challenges, understand the value of effort, and view mistakes as opportunities for learning. This balance can be achieved through several strategies:

1. Emphasize the Learning Process Over Final Outcomes:

   • Implementation: Encourage students to focus on their learning journey by highlighting the importance of effort, strategy, and perseverance. Provide feedback that acknowledges their hard work and the strategies they've employed, rather than solely praising innate ability or final grades.

   • Impact: This approach helps students develop a growth mindset, where they see their abilities as improvable through effort. It reduces fear of failure and promotes resilience, leading to increased engagement and motivation.

2. Set Individualized Learning Goals:

   • Implementation: Work with students to set personalized, achievable goals that are tailored to their current skill levels and areas for growth. Regularly review and adjust these goals to ensure they remain challenging yet attainable.

   • Impact: Personalized goals provide students with a clear sense of direction and purpose, enhancing their intrinsic motivation to learn and succeed.

3. Promote a Classroom Culture That Values Mistakes as Learning Opportunities:

   • Implementation: Create a safe space where mistakes are openly discussed and analyzed to extract lessons. Encourage students to share their errors and the insights gained from them, normalizing the learning process's iterative nature.

   • Impact: When students understand that mistakes are a natural part of learning, they become more willing to take risks and engage deeply with the material, leading to enhanced learning outcomes.

4. Provide Constructive and Specific Feedback:

   • Implementation: Offer feedback that is specific, actionable, and focused on the task rather than the individual. Highlight areas of improvement and provide guidance on how to enhance performance.

   • Impact: Constructive feedback helps students understand their progress and areas needing improvement, fostering a sense of competence and motivating them to continue striving toward their goals.

Implementing these strategies can lead to a classroom environment where students are motivated by the intrinsic rewards of learning and personal growth, rather than extrinsic measures of achievement alone. This shift encourages sustained engagement, resilience in the face of challenges, and a lifelong love of learning.

2. How might incorporating a “growth culture” in your school or classroom, as described in the article, change the way students view their abilities and potential?

Incorporating a "growth culture" in your school or classroom can significantly transform how students perceive their abilities and potential. A growth culture emphasizes the belief that intelligence and talents can be developed through dedication, effort, and learning from mistakes. Here's how this shift can impact students:

1. Enhanced Self-Perception:

• Shift in Mindset: Students begin to see their abilities as malleable rather than fixed. This perspective encourages them to embrace challenges and persist in the face of setbacks.

• Increased Resilience: Viewing failures as learning opportunities fosters resilience, enabling students to recover from difficulties and continue striving toward their goals.

2. Improved Academic Engagement:

• Active Participation: A growth culture promotes active engagement, as students understand that effort leads to improvement. They become more willing to participate in discussions, ask questions, and seek help when needed.

• Intrinsic Motivation: Focusing on the learning process rather than solely on outcomes cultivates intrinsic motivation, where students find joy and satisfaction in the act of learning itself.

3. Collaborative Learning Environment:

• Peer Support: In a growth-oriented setting, students are more likely to support each other's learning journeys, sharing strategies and providing constructive feedback.

• Reduced Performance Pressure: Emphasizing growth over grades can alleviate the pressure to perform perfectly, leading to a more collaborative and less competitive classroom atmosphere.

4. Long-Term Benefits:

• Lifelong Learning: Students internalize the value of continuous improvement, preparing them for lifelong learning beyond the classroom.

• Adaptability: A growth mindset equips students with the adaptability to face future challenges in various aspects of life, including their careers and personal development.

Implementing a growth culture involves practices such as providing constructive feedback, celebrating effort and progress, and creating an environment where mistakes are viewed as integral to the learning process. By adopting these approaches, educators can profoundly influence students' perceptions of their own potential, leading to increased engagement, motivation, and achievement.

Promoting cognitive conflict—focused on ideas and solutions rather than personal disagreements—requires intentional strategies to create a constructive, respectful, and solution-oriented classroom environment. Here’s how you can foster cognitive conflict effectively:

1. Establish Norms for Respectful Dialogue

2. Focus Discussions on Evidence and Logic

3. Use Structured Activities

4. Teach Emotional Regulation and Perspective-Taking

5. Provide Constructive Feedback

6. Model the Behavior

By promoting cognitive conflict and teaching students how to engage in it constructively, you create a classroom environment where critical thinking flourishes, and students learn to approach problems collaboratively and creatively. This skill prepares them not just for academic success, but for effective participation in diverse communities and workplaces.

2. Consider how you respond to conflict among colleagues or students. Which strategies from the article, such as using sentence stems, could help facilitate more open and productive discussions?

Addressing conflicts among colleagues or students requires strategies that promote open, respectful, and productive discussions. Implementing sentence stems can facilitate this process by providing structured ways to express thoughts and engage in dialogue. Here are some strategies to consider:

1. Establish Clear Communication Norms

2. Model Effective Communication

3. Facilitate Structured Dialogue

4. Encourage Reflective Practice

By integrating these strategies and utilizing sentence stems, you can create an environment that fosters open and productive discussions, effectively addressing conflicts and enhancing collaboration among colleagues and students.

2. Incorporating a “growth culture” in the classroom could help students see their abilities as something they can develop rather than something fixed. For example, if we emphasize feedback over grades and highlight stories of people who succeeded through hard work, students might start to believe they can improve too. This shift can make students more willing to challenge themselves and less afraid of failure. They might also see their potential as something they control, which could increase their confidence and motivation. A growth culture can create a more positive environment where students focus on learning and growing rather than comparing themselves to others

2. When dealing with conflict among students or colleagues, it’s important to stay calm and focus on understanding both sides. Strategies like using sentence stems could help make the conversation more respectful and open. For example, I could encourage people to start with, "I see your point, but I think..." or "Can we explore this idea together?" These kinds of sentences keep the discussion respectful and focused on solutions. Instead of letting emotions take over, these strategies can guide everyone to a better understanding and a common goal. This would help conflicts feel less stressful and more productive.

2.  Having a purpose statement for grading would make my grading practices clearer and more thoughtful. A purpose statement could focus on grades showing how well students understand learning goals, instead of just measuring effort or following rules. This would push me to make sure my assignments are connected to the most important skills and knowledge. It would also encourage me to give more helpful feedback rather than just a grade, so students know how they’re doing and where they can improve. A statement like this would help create a classroom where learning and growth are important

Using a Tool to Differentiate Instruction
One of the tools the article talks about is learning menus. These give students choices about how they want to learn, so they can pick tasks that match their interests and skill levels while still working toward the same goal. I like this idea because it lets students take charge of their learning, which can make them more interested and involved. For example, in a unit on quadratic equations, students could choose to solve real-world math problems, make a creative visual showing the concept, or write an explanation of how to solve the equations. This way, everyone is learning the same topic, but in a way that works best for them. Learning menus also keep things organized for teachers, so it’s easier to use without adding too much extra work.

Students’ self-talk is most pronounced during moments of high pressure, such as taking tests, presenting to the class, or working on a challenging task where they feel their abilities are being judged. It also surfaces during transitions, like entering the classroom or starting a new activity, when students are assessing their readiness or confidence. Additionally, self-talk plays a significant role when students receive feedback, as they interpret its meaning about their skills and potential. These internal dialogues can shape whether they persevere or give up in the face of obstacles. Understanding these moments helps teachers create supportive environments that foster positive self-talk and resilience.

2. Do you agree that teachers’ own choices around challenge can be a powerful model for students? What is your own relationship to challenge? How can you make that more visible to students?

I strongly agree that teachers’ responses to challenges set a powerful example for students. When teachers embrace challenges with persistence and reflect openly on their experiences, they show students that struggle is a natural part of growth. Personally, I see challenges as opportunities to learn, although I sometimes have to manage my own self-doubt. To make this mindset more visible, I can share specific challenges I’ve faced, like trying a new teaching method or navigating unexpected classroom dynamics, and how I worked through them. Modeling this process helps students see that persistence and a growth mindset are essential for success.

To introduce more productive struggle into my lessons, I could design tasks that require students to grapple with complex, open-ended problems without providing immediate solutions. For example, in an agriculture lesson on soil management, instead of directly teaching the ideal conditions for plant growth, I could present students with a scenario involving poor soil health and ask them to develop a restoration plan based on prior knowledge and research. This approach encourages critical thinking, collaboration, and persistence. I would also scaffold the process by providing guiding questions or checkpoints to keep students engaged without reducing the challenge. By allowing students to wrestle with the material before offering direct instruction, they can deepen their understanding and build problem-solving skills.

2. Describe a time when you engaged in productive struggle. What insights can you apply to your teaching?

I remember engaging in productive struggle while learning to use a new digital platform for creating interactive lessons. At first, I felt frustrated as I navigated its features, made mistakes, and watched tutorials repeatedly to understand how it worked. However, by persisting and experimenting, I eventually mastered the tool and gained a deeper appreciation for the learning process. This experience reminds me that struggle can be uncomfortable but is often necessary for meaningful growth. In my teaching, I can share similar experiences with my students to normalize the challenges they face and emphasize the value of perseverance. Additionally, I’ve learned the importance of providing encouragement and resources during moments of struggle to help learners stay motivated.

Designing the most advanced task first, as described by Doubet, would encourage me to create lessons that are both rigorous and inclusive. By starting with the most challenging task, I can ensure that the content pushes all students to engage critically, while also planning appropriate scaffolds for those who need additional support. This approach would also allow me to focus on key concepts that are most meaningful for student growth, rather than simplifying material too early. It would help me provide opportunities for students to stretch their thinking, encouraging them to solve complex problems and think deeply about the subject matter. As I plan backward from the advanced task, I can better align the lesson with the expected learning outcomes, ensuring that all students are exposed to high-level content that encourages deeper learning.

2. What general patterns have you noticed in recent student work? How can these help you teach up to meet the needs of all learners?

In recent student work, I’ve noticed a pattern of varying levels of engagement with critical thinking tasks—some students are eager to tackle complex problems, while others struggle with confidence and perseverance. I also see that while students can complete routine tasks, they often hesitate when faced with more abstract or challenging material. To teach up and meet the needs of all learners, I can focus on providing clear, high-level tasks that are framed in ways that spark curiosity and motivate students to push beyond surface-level understanding. I can incorporate collaborative work to allow students to learn from each other, creating a supportive environment where struggling learners benefit from peer interactions. Additionally, by introducing tasks that integrate real-world applications, I can help students see the relevance of the challenging content and encourage them to take intellectual risks.

The challenge that resonates most with me is the difficulty of balancing the need for language acquisition with the demands of academic content. For newcomers, particularly English Language Learners (ELLs), mastering academic language while simultaneously engaging with complex content can feel overwhelming. As a teacher, I’ve experienced this challenge firsthand, as it can be tough to find the right balance between scaffolding language and maintaining the academic rigor of the lesson. It requires constant adjustment to ensure that content remains accessible without diluting its complexity. One challenge not listed in the article is the issue of student confidence; newcomers often struggle to engage fully because they feel unsure about their ability to communicate or contribute. This lack of confidence can impede their overall learning and participation.

2. Discuss how you can implement one of the strategies listed that support relevance and rigor in your content area. How can the strategy support all students, including newcomers?

One of the strategies listed in the article that I can implement is using real-world applications to make learning relevant and engaging. In my agricultural education lessons, I can introduce real-world scenarios related to agriculture, such as analyzing the impacts of climate change on farming practices. By framing the content around real-world issues, students can see the direct relevance of what they are learning, which can increase motivation. This strategy supports all students, including newcomers, by providing a tangible connection to the content that transcends language barriers. For newcomers, using visual aids, collaborative group work, and hands-on activities can further support comprehension and language development while maintaining academic rigor. This approach helps bridge the gap between language skills and content mastery, ensuring that all students remain engaged and challenged.

The evidence-based strategies mentioned in the article, such as developing students' background knowledge, engaging in shared reading, and using visual aids, can significantly enhance students' ability to access grade-level material. Developing background knowledge is crucial because it provides a foundation upon which new information can be built, making complex concepts more understandable. Shared reading promotes comprehension by allowing students to engage with the text together, discussing difficult ideas and words, which can support deeper understanding. Using visual aids, especially in subjects like math and science, helps clarify abstract concepts by providing concrete representations, making them more accessible to students with diverse learning styles. These strategies can bridge gaps for struggling learners and ensure that all students, regardless of their starting point, can engage with grade-level content in a meaningful way.

2. Discuss how you have used/can use one or more of these strategies in your classes?

I have used these strategies in my agricultural education classes to help students better engage with complex topics. For example, when teaching about plant growth and soil science, I often incorporate visual aids like diagrams and soil samples, which help students visualize and understand abstract concepts. Additionally, I regularly use shared reading techniques, especially when introducing new concepts or case studies. By reading aloud and discussing the material with students, I can ensure they understand key ideas before diving deeper into the content. I also spend time building background knowledge by connecting the material to real-world scenarios, such as discussing current agricultural challenges, which helps make the content more relatable and easier to grasp. Moving forward, I plan to incorporate more interactive elements, such as group discussions and collaborative activities, to further engage students in building background knowledge and accessing the content more deeply.

One of the pieces of "good news" about Generation Alpha is their increased comfort with technology and their ability to multitask in digital environments. This tech-savvy nature enables them to access information quickly, engage in collaborative online learning, and adapt to new tools and platforms with ease. I can use this asset to "teach up" by incorporating more interactive, digital-based activities into lessons that challenge students to solve real-world problems using technology. For example, I could create virtual simulations or use interactive apps to enhance complex agricultural concepts, allowing students to explore and experiment independently. By leveraging their familiarity with technology, I can design more engaging, student-centered learning experiences that promote critical thinking and problem-solving skills.

2. How can you implement at least one of the three protocols for facilitating students' higher order thinking and accelerating learning (Learning about Learning, Thinking Maps, and Mediated Dialogue) in your classes?

I can implement Thinking Maps in my agricultural education classes to facilitate higher-order thinking and accelerate learning. Thinking Maps provide a structured way for students to organize and visualize their thoughts, making complex ideas more manageable. For example, when exploring topics like sustainable farming practices, I could use a "Tree Map" to help students categorize and analyze different aspects of sustainability, such as environmental impact, economic viability, and social implications. This would allow students to make connections between ideas and deepen their understanding of the subject matter. By using Thinking Maps, I can guide students in breaking down complex concepts into digestible parts, fostering critical thinking and helping them develop a stronger grasp of challenging material.

My current grading practices align with fairness, transparency, and equity in that I try to provide clear expectations and consistent rubrics for all students. I aim to give constructive feedback that helps students improve, and I consider individual learning differences by offering opportunities for reassessment and revisions. However, there are areas that may need adjustment. For instance, I could focus more on grading for growth and improvement rather than on a fixed snapshot of performance at a single point in time. This would align more with the equity principle of grading that allows students to demonstrate their learning process rather than just their end result. Additionally, I could work on better communicating how grades are determined and ensure students understand the reasoning behind the feedback they receive, ensuring greater transparency.

2. How would adopting a purpose statement for grading, such as the one used by the American School of Paris, influence your own grading and feedback practices?

Adopting a purpose statement for grading, like the one used by the American School of Paris, would help clarify the goals of assessment and ensure that grading is focused on student learning and improvement. Having a clear, shared purpose would allow me to place more emphasis on formative assessments and provide more detailed, actionable feedback rather than just assigning a grade. This could foster a growth mindset in my students, as they would understand that grades reflect progress and mastery, not merely a final evaluation. It would also help guide my decisions about reassessment, ensuring that students are given every opportunity to demonstrate mastery over time. By aligning grading with the purpose of promoting learning, I can ensure that my grading practices are more equitable and supportive of all students’ learning journeys.

In my department, I see examples of the four types of rigor identified by Baylor University in various aspects of our teaching. For learning experiences, we often design hands-on activities in agricultural education, such as soil testing or plant growth experiments, where students engage in inquiry-based learning and problem-solving. For assignments, I regularly assign tasks that require students to apply their knowledge to real-world scenarios, such as developing a sustainable farm plan or analyzing market trends. In terms of environments, our classroom and outdoor learning spaces are structured to promote collaboration and active engagement, with flexible seating and areas for group work. Regarding opportunities, students are encouraged to participate in extracurricular activities, like FFA competitions or internships, that offer additional chances to deepen their understanding and develop practical skills. All of these components work together to foster rigor in a comprehensive way.

2. Identify tasks that you have assigned students in the previous 30 days. Where would these tasks fall on the grid of difficulty and complexity?

In the past 30 days, one task I assigned involved having students analyze the environmental impact of different farming practices. This task required students to research and synthesize information from multiple sources, making it moderately complex but not overwhelming, so it would fall into the "moderate difficulty and complexity" quadrant. Another task involved designing a business plan for a small-scale agricultural venture, which required students to apply both their theoretical knowledge and practical skills, pushing them into the "high difficulty and high complexity" quadrant. These tasks encourage critical thinking and application of knowledge in real-world contexts, ensuring that students are challenged in ways that deepen their understanding while still being accessible with appropriate supports.

The writer describes the goal of differentiated instruction as meeting the diverse needs of all students by providing multiple pathways for learning. The focus is on tailoring content, process, and product to ensure that every student can access the material and make progress at their own pace. To make differentiated instruction more sustainable, France recommends using strategies that are practical and manageable, such as flexible grouping, ongoing formative assessments, and clear learning targets. These strategies help avoid overwhelming teachers while still ensuring that differentiation is happening effectively. I agree with this approach, as it emphasizes creating a sustainable system where differentiation becomes part of regular teaching practices, rather than an added burden. By making it systematic and flexible, it’s easier to adapt to student needs without losing sight of the overall instructional goals.

2. Explain how you can use one of the four tools the article describes to help you differentiate instruction in a class that you teach. What makes you want to use this particular tool?

One of the four tools described in the article is the use of flexible grouping to differentiate instruction. In my agricultural education classes, I can implement this tool by grouping students in different configurations—sometimes by ability, sometimes by interest, and sometimes randomly—to tackle various tasks or projects. This allows me to tailor instruction based on the students’ needs while encouraging collaboration and peer learning. For example, when working on a soil science project, I could have high-achieving students assist others with research while also giving everyone opportunities to contribute based on their strengths. I want to use this tool because it creates dynamic learning environments where students can benefit from different perspectives and talents, which supports deeper learning and engagement for all learners. Flexible grouping also allows me to monitor and adjust groupings as needed, ensuring that all students have access to the appropriate level of challenge.

Balancing the need for achievement with a growth-oriented approach involves creating an environment where students are encouraged to focus on their progress and learning journey, rather than just on their final outcomes or grades. In my classroom, I can set clear, challenging goals for students while also emphasizing the importance of effort, perseverance, and learning from mistakes. For example, I could provide regular feedback that highlights improvement, effort, and next steps for growth, rather than solely focusing on the grades or test scores. This shift would likely increase student engagement, as students would feel more motivated to take risks and try harder, knowing that growth and learning are valued more than perfection. Additionally, this focus on growth could build intrinsic motivation, as students begin to see challenges as opportunities for development, which can lead to greater resilience and long-term success.

2. How might incorporating a “growth culture” in your school or classroom, as described in the article, change the way students view their abilities and potential?

Incorporating a “growth culture” in my classroom would shift students’ focus from fixed abilities to the idea that their skills and intelligence can improve with effort and persistence. If students consistently hear messages about the value of growth and improvement, rather than just success, they may start to embrace challenges as part of the learning process, rather than avoiding them for fear of failure. For example, when students struggle with a concept in agriculture, I would encourage them by reinforcing the idea that mastery comes through practice and persistence, not innate talent. This could help break down the mindset that some students are just “not good” at certain subjects and replace it with a belief in their ability to improve. Over time, this shift could foster a classroom environment where all students are more motivated to push beyond their current abilities, leading to greater self-confidence and a deeper understanding of their potential.

To promote cognitive conflict that centers on ideas and solutions rather than personal disagreements, I can focus on creating an environment where the discussion is framed around the topic or issue, not the people involved. Encouraging students and colleagues to focus on the merits of different ideas helps shift the conversation away from personal attacks. I would ensure that everyone feels respected by setting ground rules for civil discourse and emphasizing the importance of constructive criticism. Encouraging open-ended questions and problem-solving discussions also invites diverse perspectives while keeping the conversation centered on finding solutions. For example, when discussing a complex topic in agricultural education, I would frame the conversation in a way that challenges assumptions and encourages critical thinking, rather than allowing personal opinions to dominate the discussion.

2. Consider how you respond to conflict among colleagues or students. Which strategies from the article, such as using sentence stems, could help facilitate more open and productive discussions?

When responding to conflict among colleagues or students, I tend to approach it with a focus on maintaining respect and guiding the conversation toward understanding. One strategy from the article that could help facilitate more open and productive discussions is the use of sentence stems, which provide a structured way to express thoughts while ensuring the conversation remains respectful. For example, using stems like “I understand your perspective, but I wonder if…” or “Can you explain more about how you arrived at that conclusion?” helps keep the focus on ideas rather than emotions. By encouraging participants to use these stems, I can help create a more thoughtful and calm environment where both sides are heard. This approach can reduce defensiveness, foster empathy, and promote more collaborative problem-solving, ultimately leading to more productive discussions.

In my classroom, I aim to balance praise between recognizing both effort and intelligence by emphasizing the process of learning, rather than just the outcomes. When students demonstrate hard work, perseverance, or problem-solving, I make it a point to praise these aspects, as it reinforces the idea that effort is key to success. This helps students understand that intelligence is not fixed, and they can improve with practice. Focusing more on effort rather than innate ability can have a significant impact on students’ willingness to take on challenges, as they may feel more empowered to tackle difficult tasks, knowing that their success is largely dependent on their work and persistence, not just natural talent. By celebrating effort, I also help students develop a growth mindset, where they are more likely to take risks and view mistakes as opportunities for learning.

2. How might you support students in building self-efficacy, helping them to believe in their own abilities to master challenging content? What strategies or practices could you incorporate to reinforce this belief regularly?

Supporting students in building self-efficacy involves providing opportunities for success and reinforcing the belief that they are capable of mastering challenging content. One strategy I use is breaking down complex tasks into smaller, manageable steps, allowing students to experience success along the way. I also provide regular, specific feedback that focuses on their progress and effort, encouraging them to see how far they've come. Another practice is setting achievable goals and celebrating when students reach them, which helps build confidence and a sense of accomplishment. I can also incorporate self-reflection activities, where students assess their own growth and identify areas for improvement. Regularly reinforcing this belief in their ability to succeed by offering praise for effort, providing constructive feedback, and setting clear goals can foster a mindset that they are capable of overcoming obstacles and mastering new challenges.

3. Reflecting on the Pygmalion effect, how can you set higher expectations for all students while ensuring those expectations feel attainable? How can you prevent unconscious biases from affecting the expectations you communicate?

Reflecting on the Pygmalion effect, setting higher expectations for all students involves ensuring that every student feels capable of meeting those expectations while providing the necessary support. To make these expectations attainable, I would set differentiated goals based on each student's abilities, providing clear steps and resources to help them reach those goals. It’s important to communicate that I believe in their potential, and that with hard work, they can achieve success. To prevent unconscious biases from affecting the expectations I communicate, I would ensure that I approach each student as an individual, focusing on their strengths and areas for growth without making assumptions based on past performance or stereotypes. I can also work to be reflective about my own biases and regularly engage in self-assessment to ensure that I’m providing equal opportunities and high expectations for all students, regardless of their background or current ability. By maintaining high but attainable expectations and consistently supporting students, I can help all students realize their potential.

2) We can help all of our students by scaffolding our material. For example, we can provide directions in different ways and as many times as necessary to ensure students understand what the assignment is and what they are supposed to do. We can also help our students create their own organizers for students to access the information during individual or group work. Additionally, we can use diverse visual aids during instructions so students can "see" what the lesson is about. We can also model the process the students are going to use to get the work done multiple times before releasing students to do individual or group work. And we can give students the opportunity to demonstrate their learning in different ways (their choice).

1. I like the idea of beginning each lesson plan with my most advanced students in mind. This starts my plan off with the most in depth content and creates a more rigorous lesson plan. The challenge to this type of planning is that I need to think about supporting my students through this content. I can consider taking some information out. I go through a thought process asking myself, "what do the students really need to know" and "what background information do they need in order to learn this information". The benefits to this type of planning is that I have all of the content I need. I find it challenging to go back and add to a lesson and this way I'm simply subtracting. I have plenty of material to work with.

2. Some scaffolds that I use are vocabulary practice, real-world examples, and student-generated questions. Vocabulary practice is a great place to begin. The students have often encountered the vocabulary terms that we use but they don't understand their meaning. They memorize snippets but these snippets don't mean very much to them. I give the students simple vocabulary assignments to help them connect with the terms. Student-driven questions keep the lessons interesting and they fold into the vocabulary part of the lesson. I let the students watch a video clip or look at an interest-grabbing image and I ask them to come up with questions about the topic.

1. I think students' self-talk is the most determinative when they are in classes they like and classes they have experienced success in. When a student feels confident in a subject they are more determined to do well in it. They are also more likely to ask questions, try to help other students and persevere. Confidence is the key to getting students to try. Sadly, so many students believe that they are "bad" in a particular subject. This is reinforced when they hear their parents say that they were bad in the same subject.

2. I believe that students need to see adults struggle and persevere. They need us to model how to get through hard times. This is a challenge because strive to be or at least appear perfect. We don't like to show our flaws. I would never tell me class that I wrote their quiz 15 minutes before class started. I don't want them to know that I procrastinate sometimes. Students need to see that we are all working hard to be our best but that sometimes we fall short or we barely make it. I make my struggles visible to my students by sharing the things I am working on in my life. I recently explained to my students that my goal for 2024 was to be more consistent. I explained areas I was successful and areas where I failed.

1. I can introduce more productive struggle in my lessons by using guiding open-ended questions. Each question can build on the previous question. The students can discuss the questions and figure out the solutions. They can start by using only their brains and then every 10 minutes I can add a resource they can use. Some examples are, their notes, their books, online help, etc.

2. I engage in productive struggle when I am learning how to speak a second language. Nothing has stretched my brain more than trying to comprehend Spanish. I use this experience when I am working with my EL students. I understand how hard it is for them to learn science through a second language. I am patient with these students and I provide many scaffolds to help them learn science. We use a lot of pictures and videos with captions.

Tomlinson's approach of planning first for advanced learners represents a significant paradigm shift in traditional lesson planning. Rather than starting with grade-level content or remedial needs, this "teaching up" approach sets a higher ceiling that benefits all students. One clear benefit is that it prevents inadvertently limiting student potential by starting with lower expectations. This approach also helps avoid the common pitfall of simply adding more work for advanced students rather than providing genuinely challenging content. However, this method does present challenges - teachers need to carefully consider how to scaffold the advanced content to make it accessible to all learners without watering it down. Additionally, teachers may need to overcome their own hesitations about whether struggling students can handle more challenging material, requiring a mindset shift about student capabilities.

2. Regarding scaffolds for struggling learners:

Effective scaffolding requires a thoughtful combination of supports that can be gradually removed as students gain mastery. Traditional scaffolds like graphic organizers, structured templates, and breaking complex tasks into smaller steps remain valuable but could be enhanced with more contemporary approaches. One powerful scaffold is using collaborative learning structures where students can learn from peers while engaging with challenging content. Additionally, providing multiple entry points to complex topics - through visual, auditory, and hands-on learning experiences - helps students access content in ways that match their learning preferences. A new scaffold worth trying might be using technology tools that allow students to process and demonstrate their learning in various formats, such as creating multimedia presentations or using interactive modeling tools. The key is ensuring scaffolds support student independence rather than creating dependency on the supports.

I believe students' self-talk is particularly intense during high-stakes or novel situations that challenge their self-perception. Test-taking moments often trigger powerful internal dialogues, especially at the beginning when students first see questions they're unsure about. Group work situations can also amplify self-talk as students compare themselves to peers and worry about how their contributions will be received. Additionally, moments of public performance - whether giving presentations, answering questions in front of the class, or demonstrating a skill - tend to heighten internal monologues about capability and belonging. Independent work time, particularly when students encounter obstacles, can be another critical period where self-talk determines whether they'll persist or give up. The beginning of class can also be a pivotal moment, as students' internal dialogue about their ability to handle the day's challenges often sets the tone for their engagement.

2. Regarding teachers modeling their relationship with challenge:

Yes, I strongly agree that teachers' approaches to challenge can powerfully influence students' mindsets. When teachers openly discuss their own learning struggles and demonstrate resilience, it normalizes difficulty as part of the growth process rather than a sign of inadequacy. My personal relationship with challenge has evolved from viewing it primarily as a threat to seeing it as an opportunity for growth, though I still sometimes catch myself falling into avoidance patterns. I can make this more visible to students by explicitly narrating my thought process when tackling difficult tasks, sharing real examples of challenges I'm currently working through, and demonstrating that mistakes and initial confusion are natural parts of learning. Importantly, this modeling needs to feel authentic rather than performative - students can tell the difference between genuine vulnerability and manufactured examples. By being honest about both my struggles and my strategies for persisting through them, I can help students develop healthier responses to their own challenges.

I would begin by identifying a lesson where I typically provide too much direct instruction and restructure it to allow students to grapple with concepts first. For example, rather than demonstrating how to solve a particular type of math problem, I could present students with a rich, real-world problem that requires similar mathematical thinking and let them explore solution strategies in small groups. I would carefully scaffold the experience by providing clear success criteria, checkpoints for understanding, and strategic questions that guide without giving away answers. Throughout the lesson, I would normalize struggle by explicitly discussing how confusion and multiple attempts are natural parts of the learning process. I would also build in opportunities for students to share their different approaches, including failed attempts, to highlight how various strategies and mistakes contribute to deeper understanding.

2. Regarding personal experience with productive struggle:

When I first began implementing project-based learning in my classroom, I experienced significant productive struggle as I had to completely reimagine my role as a teacher. Initially, I felt uncomfortable with the messiness of the process and the temptation to step in and "rescue" students was strong. However, by persisting through this discomfort and reflecting on my practice, I learned that my most powerful teaching moments came when I resisted providing immediate answers. This experience taught me that productive struggle requires creating a supportive environment where risk-taking is encouraged and failure is viewed as a stepping stone to understanding. The key insight I gained was that the emotional aspects of struggle - uncertainty, frustration, and eventual breakthrough - are as important as the cognitive aspects, and teachers need to support both. These lessons now inform how I structure learning experiences for my students, helping me find the right balance between challenge and support.

Starting with the most advanced task would fundamentally shift my instructional planning by anchoring all learning in rich, complex thinking rather than basic skills that get incrementally more difficult. This approach would help prevent inadvertently setting a low ceiling for student achievement, as the challenging task becomes the baseline from which appropriate scaffolds are developed. When I design lessons starting from the most sophisticated understanding I want students to achieve, it helps ensure that all students have access to meaningful, intellectually stimulating work rather than some getting relegated to simplified busywork. Additionally, planning backwards from the advanced task helps me better identify the specific supports different learners might need to access that high-level thinking, rather than assuming certain students can't handle complex work. This method would also likely increase student engagement across ability levels, as everyone would be working toward the same meaningful learning goals rather than completing differentiated tasks that may feel disconnected or watered down.

2. Regarding patterns in student work:

In reviewing recent student work, I've noticed that many students struggle not with core content knowledge but with expressing their understanding in sophisticated ways or making connections across concepts and units. I've also observed that when students are given creative freedom in how they demonstrate learning, they often exceed expectations and reveal depths of understanding that don't come through in more traditional assessments. Another pattern is that students who typically struggle can perform at high levels when working collaboratively or when allowed to leverage their unique strengths and interests. These patterns suggest I need to focus less on remediation of basic skills and more on providing multiple entry points to complex tasks while maintaining high expectations. Finally, this analysis indicates I should incorporate more opportunities for student choice in how they engage with and demonstrate their learning while ensuring all options require rigorous thinking.

The challenge of "deficit views of newcomer students" resonates most strongly with me, as I've observed how easily educators can unconsciously slip into viewing English language learners through the lens of what they can't yet do rather than recognizing their rich linguistic and cultural assets. This deficit mindset often leads to lowered expectations and oversimplified curriculum, which can limit students' opportunities for deeper learning and academic growth. The assumption that limited English proficiency equals limited cognitive ability is particularly problematic because it ignores the sophisticated thinking and problem-solving skills students have developed in their first language. Beyond the challenges listed in the article, I would add the pressure of standardized testing timelines, which can push teachers to prioritize English acquisition over meaningful content engagement, potentially sacrificing opportunities for deeper learning. Additionally, the emotional and social challenges newcomer students face during cultural transition often get overlooked in our focus on academic and linguistic support.

2. Regarding implementing strategies for relevance and rigor:

The strategy of "embedding language instruction into content that inspires" could be powerfully implemented in a social studies classroom through thematic units that connect historical events to students' lived experiences. For example, when teaching about migration and settlement patterns, I could create a unit that invites all students to explore their family histories and community changes over time, allowing newcomer students to share their migration experiences while engaging with historical concepts and academic vocabulary in meaningful contexts. This approach would support all students by making abstract historical concepts more concrete and personal, while providing multiple entry points for engagement regardless of English proficiency level. I would incorporate multilingual resources, visual aids, and collaborative projects that allow students to demonstrate understanding through various modalities. The key is ensuring that language support doesn't simplify the content but rather scaffolds access to complex historical thinking and analysis. Students could create digital storytelling projects that combine personal narratives with historical research, allowing them to develop academic language while engaging in higher-order thinking skills.

The evidence-based strategies mentioned in the article work together to create multiple entry points for students to engage with rigorous content while maintaining high expectations. Building background knowledge systematically, as illustrated in the example of studying the Grand Canyon through various media and approaches, helps students construct a foundation that makes complex texts and concepts more accessible. By using shared reading experiences and class discussions, teachers can model sophisticated thinking and provide immediate scaffolding while keeping all students engaged with the same high-level text, rather than relegating struggling students to simpler materials. Visual aids and concrete representations in math and science serve as bridges to abstract concepts, allowing students to access grade-level content through multiple modalities while building deeper understanding. This layered approach to instruction maintains rigor while providing strategic supports that help all students engage meaningfully with challenging material. Most importantly, these strategies avoid the common pitfall of simplifying content for struggling students, instead focusing on making complex content accessible through thoughtful scaffolding.

2. Regarding implementation of these strategies:

In my own teaching practice, I have found the strategy of building systematic background knowledge particularly powerful, especially when combined with visual supports and collaborative discussions. For example, when teaching a complex scientific concept like cellular respiration, I begin by activating prior knowledge about familiar processes like breathing and eating, then use a combination of videos, diagrams, and physical models to help students visualize the abstract processes. Students work together to create and revise their own visual models, which allows them to process the content through multiple modalities while engaging in meaningful discussion with peers. I deliberately incorporate academic vocabulary throughout these experiences, helping students connect new terminology to concepts they're actively exploring. Rather than simplifying the content, this approach provides scaffolded paths to understanding sophisticated ideas. The key has been maintaining high expectations while strategically layering supports that help all students access and engage with the material meaningfully. Looking ahead, I plan to more intentionally incorporate the article's suggestion of using systematic visual models across units to help students build and organize their understanding over time.

1. My current grading practices align with the principles of fairness and equity because they are clear and consider students' cultural backgrounds. Some examples of how my grading practices support students from different backgrounds are, student choice, work samples are graded instead of each assignment, the focus is on what did learn and not what did you complete. I use assignment folders in my class instead of class notebooks. My students keep all of their work in their folders and I grade the work at the end of the week. I randomly select 2 of the assignments to review as "work samples". If a student was absent and did not complete the assignment I am checking, I can select a different assignment to grade for that student. This keeps the student from receiving a zero in the grade book. This is just one example of how my grading is equitable.

2. Adopting a purpose statement would help my students understand what I want them to learn with each task. They would also know when they "got it" and when they are prepared for the assessment. By adding "at this point in time" it encourages student growth. I use learning objectives and grade based on these. However, my grades are still averaged and the learning objectives do not all for growth. They are more concrete. I still have a lot of room to grow in this area.

For implementing protocols, I would particularly focus on Mediated Dialogue in my gothic literature classroom. The protocol's emphasis on building upon others' responses would work beautifully when analyzing complex gothic texts, as students could collaboratively unpack layers of meaning while practicing critical thinking skills. I would structure these dialogues around key gothic elements like the supernatural, psychological terror, and romantic themes, allowing students to facilitate their own discussion cycles while connecting the literature to their independently acquired knowledge. By explicitly teaching the thinking skills needed for gothic analysis within these student-led dialogues, I would leverage Gen Alpha's preference for authentic discussion and collaborative meaning-making. Through this approach, students would develop both their analytical abilities and their confidence in engaging with challenging literary works. The combination of clear cognitive strategies and student agency would help create the kind of enriching, challenging curriculum that characterizes "teaching up."

2. Adopting the American School of Paris purpose statement - "effectively communicating student achievement toward specific standards, at this point in time" - would fundamentally change how I determine and communicate grades in my gothic literature class. Rather than averaging all work across a term, I would need to emphasize students' current level of mastery in analyzing gothic elements, understanding historical contexts, and crafting analytical writing. The purpose statement's focus on "at this point in time" means I should allow students to revise and improve work without being penalized by earlier attempts, supporting their willingness to take intellectual risks. I would need to clearly separate academic achievement (like analysis skills) from learning habits (like turning work in on time). The emphasis on specific standards would require more detailed feedback about students' current performance rather than vague comments about effort or past struggles.

2. I build self-efficacy by breaking down complex tasks into achievable steps. For Poe analysis, we start with identifying Gothic elements before moving to deeper thematic work. Students track their growing mastery through writing portfolios and peer feedback sessions. Having ASB students lead increasingly complex events helps them build confidence through concrete successes.

3. High expectations are communicated through challenging texts and leadership opportunities paired with clear support structures. Rather than assuming certain students "can't handle" complex works, I provide scaffolds like reading guides and discussion preparation worksheets. Regular check-ins help identify where students need additional support to meet rigorous goals. The key is making the path to success visible and attainable through deliberate effort.

2. Planning for these lessons is always a productive struggle for me…finding the right balance in challenging the students while having them be able to achieve. With so many different levels of math competency in a single classroom, it is hard to thread this needle.  Many times my plans go out the window during the lesson if I find the majority of the students struggling too hard…I have to improv new ways to have them feel gradual success in order for them to want and try to struggle through the more difficult problems.  This, in itself, is a productive struggle for me. It’s a constant battle but one that brings satisfaction and joy when it all works out. 

2.There has been a lot of cheating.  Students copy from one another and complete the bare minimum to earn a grade. I have especially seen this become more prevalent since students returned to the classroom after the covid lockdown and distance learning. I have found that designing the highest-level assignments first can help reduce cheating, as these tasks typically don't have a single correct answer, making dishonest work easier to identify and less likely to occur. Presenting these advanced tasks can also encourage students to aim higher and fully engage with their assignments, rather than settling for minimal effort. With the heavy incorporation of scaffolds to support regular or struggling students, the likelihood of cheating may further decrease, as these students will be better equipped to complete the work independently. Having high-level tasks/problems/work/assignments to all students can inspire them to strive for greater achievement and take more ownership of their learning.

2. One strategy from the article that I could implement in my content area is celebrating and integrating students' existing expertise. Many of my students have unique experiences and perspectives that would enrich our classroom environment and engage others, including myself. By recognizing and valuing the assets students bring, we can foster a sense of confidence and comfort, creating a supportive learning environment where all students can thrive. This approach also encourages newcomers to connect with their peers and feel included. Through guided assignments, students would have opportunities to share their backgrounds, promoting self-expression and building a more inclusive and dynamic classroom culture.

1. Evidence-based strategies mentioned in this article ensure student success by ensuring all students are receiving information in their preferred learning style. Students may also not understand something told to them in one format but may understand a visual or kinesthetic example or vise versa. Students also come in with different content knowledge so building their background knowledge puts them on an even grade level playing field. The same can be said for shared reading. If left on their own, students will take away different ideas from reading but with shared reading, the teacher can guide students to understand the most important take aways from the reading. Visual aids allow all students, including high level, low level, and EL students understand concepts in math and science in depth compared to words alone.

2. In my classroom, we use shared readings. During the first semester, my US History class does a shared reading of a novel in addition to our other content. By doing a shared reading of the novel, the students gain valuable background knowledge on American History of the 1800's. In addition, I can help my students shore up their background knowledge that all should have brought with them from Middle School. I also use use shared reading to improve their reading skills, concentrating on historical perspectives and bias. The shared reading allows me to show students how interpret primary historical sources in different ways than they have used in earlier classes to help them prepare for college level work.

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1. Tomlinson's "Teaching Up" approach effectively creates a challenging and engaging learning environment that benefits all students. This approach keeps students engaged and motivated by offering them challenging tasks while helping high achievers avoid boredom and stay interested. A key challenge of this approach is making sure that other students don’t feel overwhelmed or overlooked while the focus is primarily on advanced learners. To address this, thoughtful planning and regular assessments are crucial. These strategies help ensure the needs of all students are met.

2. I use several strategies to support my lower-functioning students, including utilizing visual supports, such as those embedded in N2Y. I also break complex tasks into smaller, manageable steps through chunking, and model tasks to provide clear examples.  I incorporate assistive technology, like text-to-speech and speech-to-text tools, to further support their learning. Moving forward, I plan to explore cooperative learning groups as another strategy to encourage collaboration and peer support. I believe this will help create a more inclusive and dynamic classroom environment. My goal is to continue fostering an atmosphere where all students feel supported and engaged.

On the flip side, I know from experience that if the proper support is not provided to the students who are starting at lower levels, they are likely to get lost and/or give up completely, which could cause behavioral issues. With so many students in my classes starting below grade level in math and language arts, having sufficient time to provide all of the support needed may be a challenge however.

2. Since so many of my students do struggle with language arts, I try to present new information using more sophisticated language and technical terms, but I also make sure to provide a simple explanation of the meaning. For example, a word like "indicates" may cause some students to shut down and miss the meaning of a scientific term, even though they may understand the rest of the definition, but the simple addition of a simple explanation next to it, like ("tells us"), can provide the key to decoding the whole thing for those students.

Since math can be a problem as well, especially word problems, I make sure to demonstrate strategies for approaching these problems no matter which subject they pop up in.

I also work hard to build relationships with and among my students, allowing plenty of time for collaboration and even free socialization time where they can simply build up their comfort and confidence in the class. I have found that given the students this sort of free time paradoxically increases the amount of material we are able to cover and my students' learning overall.

One new approach that I would like to incorporate more is to build in more freedom in experiments to allow students to improve their ability to think and reason like scientists.

I do agree that teachers' choices around challenge can be a powerful model for students. How I as a teacher approach and handle challenges daily with IT and computer issues, login and account issues and just in answering their never ending questions with a positive and helpful demeanor, I can significantly influence students' perceptions of their own ability to handle difficulty. If I can model how to approach challenges with curiosity, perseverance, and positivity that can show students that challenges are opportunities to learn and grow, not obstacles to avoid. Lead by example!

2) When annotating non-fiction passages, I do it along with the students.  They can see it on the board as well as follow along in Kami.  Students can either annotate independently or use the prompts I am showing them.  With my EL students, I give them the option to have non-fiction passages in their own language or English, and the same is true with worksheets (though they do have to answer in English).  When we complete labs, I will go back and review a station that they struggled with and review the answers as a group, showing information on the board that they can then use to complete their reports.  I like the science example in the article about the three columns of what we know, what is important, and ideas we don’t accept as important, to engage students in conversation.

In my own personal experience in relationship to art I often struggle with taking an idea and concept, visualizing this, and then making that vision an actual reality. (not always do you have the skillsets to make a vision reality) It takes a lot of patience and tweaking, but eventually as an artist you figure it out to compromise and come up with an end result you can be proud of.

When I apply this to my teaching of creativity and photography persistence and problem-solving are key and I can pass that on to my students. Sharing personal experiences with them about creativity and the process hopefully they understand that struggling is just part of the process and helps them grow as photographers and artists and humans. Art related or not.

In my classroom, this approach might involve starting with a project that takes multiple concepts or requires innovative thinking and then building lessons and supports that help all students achieve that goal. In general in my photography classroom this is what I do. It is the design and artistic process.

I find the most strugglesome pattern is when it comes to creative thinking and using ideas that I don't just give them on a list of to do for practice. Asking a student how can you use this technique to photograph something that you think is cool etc. With that being said I know I need to teach up additional ways to think and brainstorm creativity, think outside the box, and even find was to make happy. accidents. Not easy, but part of the job.

2). I definitely think that teachers impact how a student faces a challenge.  Sharing personal experiences helps students to see that others struggle with new ideas.  Going step by step through a problem to explain the importance of each step, gives the student a foundation.  When we begin a new concept in science, I will go over the steps with the group.  I often have them highlight key parts so they can see how I solved the problem.  They can then use the one we completed together to work on similar problems and be successful. I often talk about my challenges with math in college, and needing a tutor, and the importance of showing their work.

The challenge of a language barrier resonates most to me. Understanding and communication in the classroom can be a huge challenge when using photography equipment and trying to teach software. and tools in a different language.

To support relevance and rigor, one strategy from the article could be incorporating culturally responsive teaching by connecting lessons to students backgrounds and experiences. In photography one of our first lessons is about this sharing with peers and classmates more about self and thier likes interest. and building repor. Not only for newcomers but for all students including newcomers this is relevant to building relationships and connections beyond the subject matter. Recognizing and incorporating diverse perspectives allowing those to be explore this strategy builds an inclusive learning environment that benefits everyone. It teaches skillsets and hopefully allows more engagement and supports around the language barrier.

The article highlights strategies such as discussion to build knowledge and using real-world examples to make learning meaningful.

In my classroom as a photography teacher I also argue that real life experiences of using equipment and software and manipulating and making content helps all students access deeper learning. Discussion regarding strengths and struggle and self reflection aree also beneficial. Without a solid knowledge base, students would struggle to make connections or fully participate in higher-level learning tasks that build project to project, experience to experience.

2. I absolutely agree that the way a teacher chooses to handle their own challenges has a huge effect on their students. Human beings are social creatures and tend to model their behaviors and responses to various stimuli on those around them, particularly those they respect. So, the first step to helping guide the kids is to build a positive relationship with them so they will look up to you and let you act as a role model. For me, I tend to react to unexpected challenges with an initial wave of anxiety, but then I take a deep breath and start working through it one step at a time, often asking myself what is my "one thing?", meaning, what one thing will I focus on first to solve the problem at hand. I often have this conversation with myself aloud, knowing that the students are always listening and learning. One thing I could add to this is verbalizing the problem itself rather than just jumping to verbalizing the steps I am taking to solve it. For example, "my Promethean Board suddenly froze in the middle of a lesson, and now I have to figure out how to fix it quickly so this period doesn't fall behind" The kids may thing I am a little off my rocker, but it will help them grow.

2) I have engaged in productive struggle as an adult learner learning new math concepts.  I took a thermodynamics grad class and the teacher realized I was in over my head and assigned me a tutor right away.  I took full advantage of that.  I also took a statistics class and had to have several video conferences with the instructor, because while I could answer the question, I didn’t understand the “why” behind it.  The article references “growth mindset” concepts.  I try to integrate that into my lessons that you may not get the idea today or tomorrow, but you still can use it as building blocks to see the bigger picture. I think it is important that students realize that a failure or struggle today, does not mean it will continue to be that way.

The article emphasizes that by "teaching up"—setting high expectations and offering rigorous, culturally relevant instruction—educators can inspire deep engagement and foster a love of learning. Within examples, schools that affirm students' identities and connect instruction to their interests and experiences are seeing increased motivation and academic success.

In my classroom I use thinking maps, graphic organizers and several ways to. enhance creativity through the artistic process of brainstorming. There are always ways in arts and photography to bring in students interests and experiences. Thats what the visual arts do.

2) Several years ago, I decided to earn my Master's in Science Education. This involved coursework (both online and in person), and the design, completion, and publishing of an original educational research idea. This process took me the better part of 2 years and was extremely challenging. At the start, I didn't know how I would accomplish it, but, step by step, I did. In doing so, I learned so much and gained so much confidence. None of this would have been possible without the help and unwavering support of my advisor, which goes to show that my role in my students' success is to believe in them and help them achieve what they may currently believe is impossible.

A purpose statement for grading, like the one used by the American School of Paris, serves as a clear and guiding framework to define the role of grading in education.

Such statements clarify that grades are not punitive but are tools to measure progress and understanding, guide instructional decisions, and motivate students toward improvement.

In many ways grades are always subjective but I do like the idea of this and feel like including more student reflections into my own practices could benefit student improvement as a long term grading goal semester to semester.

1. Learning Experiences: A challenging art project requires students to explore a complex themes.This type of experience encourages students to think deeply about the subject and how they can represent it visually, fostering critical thinking and creativity.

2. Assignments: Assignments that require not just the technical execution of art skills but also critical analysis and reflection. For instance, students might be tasked with creating a piece of art using specific photography techniques such as leading lines and rule of thirds while also writing a reflective statement on how their choice of technique enhances the meaning of their work.

3. Environments: Duh.. A art classroom environment supports collaboration, experimentation, and risk-taking. We have flexible workspaces with various materials and tools available to encourages students to explore different media and techniques. The environment is open to mistakes and creative risk-taking.

   Opportunities:Providing students with real-world opportunities to apply their artistic skills outside of the classroom, such as participating in gallery community arts shows, collaborating with professional artists, or engaging in community art projects. These opportunities allow students to see the relevance of their work and gain practical experience.

Each of these elements helps create a rigorous yet supportive art education environment that challenges students and encourages their artistic and intellectual growth.

As far as tasks that I have assigned in the last 30 days. Students at the end of semester 1 had to create a final holiday card in photoshop.

A first task such as brainstorming for a theme would fall under the low difficulty, Low Complexity. Straight forward and simple ex my holiday theme will be dinosaurs.

The final product of using photoshop to create a scene, include a photograph, images from the web, a holiday greeting etc would be high difficulty and complexity in that it requires advanced skills, the ability to manage different elements, use past knowledge, higher order thinking and problem-solving

2) I used a choice board at the end of the semester.  Many students embraced it and worked hard to complete enough tasks to gain 100 points.  Some students stopped before reaching 100 points, and other students had difficulty getting started.  One of their choices was to make an Instagram page for a scientist.  In the future, I would do that activity as a group activity with me demonstrating and asking for suggestions so that they all could accomplish the task and have a starting point to feel successful. Another thing I noticed recently when learning about the cell's organelles was that some students could draw analogies while others could not.  Changing the sequence I was teaching it in may help students to get a better understanding of the organelles before asking them to make the jump to analogies.

I would agree with him to some extent the tools help teachers address the different needs of students without having to create lesson plans for each one.

Tiered assignments are not something I would necessarily call what Ido but in a sense I thinkI do already do these in my photography projects. The author outlines how it can be particularly useful for projects or skill-based tasks, ensuring that each student can engage meaningfully without feeling overwhelmed or under-challenged. I feel that in. using this tool, I can provide multiple levels of support, demos, written steps, videos etc and students can use or not use what they. require. and need to accomplish the assignment or project. Helping those. who struggle but nit harming thos that understand and get things right away.

2) I encourage the “trans-language” in my classroom.  When we read non-fiction, students have the option to read the story in their native language or English.  The same goes for some of the worksheets that can be translated.  Students are also encouraged in group activities to practice their English skills with other students, while still being supported by native speaking paras.  With my EL classes I do a lot more of explaining at the board and going over worksheets so that they are able to see and hear the answers to questions.

2) Using “phenomenas” to teach science is part of the NGSS standards.  By giving the students a science concept and letting them do the research and then decide how they can visually explain it (sketches, 3D models, videos) it lets them take a part of their learning.  I also use some of the AVID techniques of having them take notes one day, but then going back on subsequent days to add additional notes, or make sketches, to help reinforce what they are learning. Another technique I use is a daily “Bell Ringer”.  It may be introducing a new concept, but often times it is referring to previous lessons.  I use it to help the students make the connections between the concepts and the actual work they have done in class.

2) The protocol that I could implement would be “thinking maps”.  I think it would help the students to organize their thoughts.  It would also help them to make connections between the concepts and then real world examples. Thinking maps could also be used in a sharing situation where they could explain their maps to a partner and then add additional information to their own maps.  This would encourage engagement and collaboration among classmates.

2) One of the concepts I have discussed with other teachers is grading based on comprehension, not on day-to-day work comprehension.  This is similar to the purpose statement used.  Flipping your classroom to this type of learning and grading takes some thought and effort, which I have not done at this time.  I do think if I could find a way to embrace it, it would make grading easier and timelier, and also offer the opportunity to give feedback to my students. I have had students not turn in the day to day work, but yet they participate effectively in class discussions and demonstrate competency on the chapter tests.

2) We used a choice board for the end-of-the-semester project.  It had projects of varying degrees of difficulty, but one choice was creating a video explaining a concept.  Some of the videos that students completed showed their abilities not just to write a script but also to film and add graphics to their videos. We also completed a lab explaining osmosis and diffusion that was on the more difficult level as they had to identify what was happening in the experiment and then use their knowledge to explain why it was happening and how it related to what happens in cells. Many of my other assignments probably fell on the lower end of rigor.

2) I have used the “learner-friendly assessment tools”, i.e., rubrics.  I have used rubrics on different tasks and have walked through them with students before the task began.  I think rubrics, if done correctly, clearly set the expectations for the assignment.  Students can use it as a checklist to make sure they have completed all parts of the assignment. I also try to provide the students with exemplars of previous students’ work, so they have a reference to what a successful paper or answer should look like.

2) In previous years, I have spent a lot of classroom time talking about the “growth mindset.”  When students understand how they learn and why they and their classmates are at different levels, they feel better about where they may be academically. Understanding that you might not get something “now,” but you may in the future, helps students feel more confident about themselves. It is too easy for students to fail at something and not try again.  Even with offering test retakes, too many of my students don’t take advantage of it, and that is something I’ve been working on.

2) The use of sentence stems is a good way to promote conversations among students.  It can be used in a positive way, not just to avoid conflicts.  Sentence stems give quieter or EL students a starting point to join the discussion.  They also help to keep the group on task for the assignment. I have found that having sentence stems posted for lab discussions, after several times, students don’t have to refer to the list but can actively participate in the discussion.

2) Students who learn to problem-solve out of their mistakes will be able to apply that to future issues. Some of the strategies we focus on in class are note-taking and annotating. Both are skills that can help students with organizational and study skills. We also talk about test-taking skills, which is another way to analyze a question and then apply what you know to narrow down choices.  The other thing we do is goal setting and then checking in to see how they are doing with their goal and what needs to be adjusted.

3)   I think both teachers and students are guilty of setting expectations too low.  For teachers, using scaffolding, by teaching skills in incremental steps, then you can set those higher expectations, because you’ve given the student the foundation to build on. You can prevent the unconscious bias by being very clear in your expectations and relating the current project to previous ones, and explaining how those were just helping you to get to this next step in their learning and understanding.  Teachers can also monitor students’ progress to see if they are on track or need additional support.  Teachers can also demonstrate expectations to students, by reviewing requirements and providing previous students’ completed works for current students to use as a reference point.

2) Most of my students seem adept at understanding the concepts I teach. There are a few for whom even basic knowledge acquisition is a challenge, though. These students struggle to even understand straightforward ideas when explained or demonstrated. There are also a few who seem to easily apply the lessons to a wide range of phenomena, both natural and otherwise. This last group always asks the most thought provoking questions in class and typically finish their work the fastest. Using this protocol would allow me to assign the advanced students to complete a more meaningful task, like research or experiment design, and the intermediate students to try to think of (or find) an additional application of the principle at hand. This would leave me with time to help support the low end students as they develop their skills.

I also find that it can be much more tricky to find meaning cultural touchstones with students from different cultures. Stories, traditions, and dishes that are part of many native students' background knowledge are often meaningless to students from another culture.

2) Of the six strategies listed, there is one that stands out to me. The idea of encouraging students to draw on all their languages is not new, but I have often struggled with figuring out how to incorporate this in my class. This has been especially challenging for students who speak a language that I do not understand. While reading this article, though, something hit me. What if I encouraged students to annotate their notes and books in their first language? Whether I understood them or not would be irrelevant as it isn't something I would need to grade or provide feedback on, per se. Also, it would encourage the kids to really think about the meaning of what they are reading and/or writing in a way that would make their learning more rich and meaningful.

2) As a science teacher, I am constantly using these strategies. First, when explaining new concepts, I go out of my way to provide the students with pertinent vocabulary before digging into anything more complex. Not only do I teach them the relevant scientific terminology, but I make sure to do so in a way that allows them to truly understand it. Next, we use that new vocabulary to discuss new concepts and their applications, making sure to always relate it back to real-world phenomena they are likely familiar with. Whenever possible, I bring in examples, demos, or labs to allow them to see it first-hand. This also gives the class a shared starting point for any who may not have been familiar with the concept or phenomena before. Then we take these ideas and create models of them which often lead to experimental verification of the ideas we have learned. With all of that being said, there is still room for me to do more.

2) I think that Thinking Maps would be a great place for my students to start. The concepts taught in Chemistry are complex, but are usually made of smaller, simpler ideas. By helping the students create thinking maps, they would be able to visualize and better understand how all the various facts and ideas connect to one another. This should make it easier for them to understand the lessons, their own thoughts, and to also make new connections to things from their personal experiences/background. It would also serve as an excellent way to help them figure out where new ideas fit more quickly and easily.

On top of that at the end of each project. I do a rubric/reflection sheet with my students. The goal is very much in tune with the fact that understanding one’s strengths, weaknesses, and triggers is critical for growth.

I think overall as outlined in the article embracing growth requires intentional effort, resilience, and a willingness to learn from challenges. These are skill sets that I hope to foster in my classroom and I believe if this. is done as a whole as a school and as a district students can embrace lifelong learning curiosity, experimentation, and a commitment to acquiring new skills and knowledge.

When dealing with conflict among colleagues or students, using sentence stems can help keep things calm and productive. “What I hear you saying is…” to show I’m listening or, “Can you help me understand ....?” to get more clarity. These kinds of phrases keep the focus on the issue instead of personal feelings.

For students something like, “I wonder if…” or “Have you considered…” to encourage them to think about other perspectives in their art or solutions toa problem i notice on their. screen without having them feel criticized. It’s all about making sure everyone feels heard and turning the conflict into a chance to learn and work together.

To help students build self-efficacy, I give them chances to take on more challenging projects, but with the support they need to succeed. Giving projects flexibility to push themselves and also supports for those that are struggling . We might start with practice photoshoots mastering basic techniques and then use that to move onto more complex photo assignments involving edits in photoshop. I also regularly remind them of how far they’ve come, pointing out improvements along the way, which helps them believe they can take on more and continue to grow.

When it comes to setting high expectations, I can ensure that every assignment has clear, high standards but also provide the support they need to reach them . At thee end of the year I ask everyone to submit a portfolio that shows creativity and technical skill, but I break it down into smaller tasks, offer resources, a template, examples, and check in with them individually to make sure they stay on track. This makes the high expectations feel more achievable.

To avoid unconscious biases, I try to pay attention to how I interact with each student and make sure I’m treating everyone equally. Rubrics also help. providee a checklist assignment to assignment . All students have potential and i have to make an effort to understand their individual strengths. Using clear rubrics and criteria for grading helps me stay objective and ensures that I’m holding all students to the same standard.

Assignments--I see this in the English classes where students are given topics to write on. This can be about a book or an important topic of our time. They can express these in words or with actual physical projects.

Environments--I see this in the art classes where they are in an environment to learn new types of art. They are surrounded with examples around them of students who have done the same thing in years past.

Opportunities--Our school provides numerous opportunities for those who are struggling in their class. This includes tutoring in the library, Winter/Summer Intersession where students can improve their grade, and Independent Study where a student can catch-up if they are behind on their credits.

2) It is difficult, especially in my Algebra 1 class, to find tasks that are difficult and/or complex. Students are far behind in their skills so it is not easy to find something that will challenge them without overwhelming them. But recently we did a "Design a City" project. They had to use linear graphs and knowledge about coordinate points to make their own city. Some of it was this type of math, and some was them deciding what kind of businesses they wanted in their city. So they were challenged with the math and got to have fun with it as well. There was a decent amount of difficulty and had a certain level of complexity.

2) What tool that I would like to implement more is choice boards. This may require extra work, but I like the fact of students being able to choose which activity to demonstrate their learning. Giving students a choice gives them more buy-in with the assignment and my class. It lets them know they are important and that each way of learning is good and acceptable. It gives them the freedom they need to feel important and seen.

2) As in the first question, creating a growth culture is no easy task, especially in the math classroom. But we talk about making progress in math even if it hasn't been their favorite subject over the years. My goal is not for them to fall in love with math over the course of the year. My goal is for them to grow in their skills. They don't have to be A-students according to our standards. They just have to make the effort to be better than they were before. I believe there is a higher likelihood of success with this growth mindset/culture.

2) Most conflicts that I have seen over the years, whether it be over a math problem or a personal one...they usually come from one person not understanding the other's perspective. So I do like using phrases such as "Explain it from your perspective" or "Why do you think that?" This allows the other person to see it from the perspective of another. To learn about their past experiences that led them to this opinion. It doesn't mean that one person is always right. But it at least allows an understanding and to walk in someone else's shoes, even if it is just for that moment.

2) The biggest way I can help build self-efficacy is by verbal and written praise. Students want to be acknowledged for the work they are putting in. So if I can let them know that I see the work and the effort, that would go a long way. This could also be seen in constantly helping them as well. Even if I have to answer the same question over and over, if I do it with patience and a genuine love for my students, this will challenge them. And this challenge will help them master the content of what I am teaching.

3) We all tend to live up to the expectations that someone gives us. I struggled in school because of a form of dyslexia that I had. But my English (and other) teachers still had high expectations for me. So I rose to those expectations. As math teachers we sometimes have the bias that "kids can't do math these days". We might be tempted to lower our expectations of them. But we need to keep challenging them to be better at math and not just accept the complacency. We don't want to have impossible/unattainable expectations, but we can set the bar high so they strive to be better.

I definitely agree that a teacher's choices around challenge can be a powerful model for students. Our students look to us for guidance and support, so when they see that we are calm and solution-orientated in the face of challenge, they are more likely to exhibit the same behaviors when faced with it themselves. When I am faced with a challenge in my classroom, I am normally very open about it with my students. Oftentimes, I will pause the class, and explain what has happened. I take accountability for my mistakes when they arise, and will walk through my solution process with my class. Depending on the situation, I will ask my students for their thoughts as well. For example, I teach an Animal Science class that primarily includes 11th and 12th grade students. When faced with a problem with our school animals, I will almost always include my students in the problem-solving process. I have found that this helps them to not only collaborate and apply what we have learned in class, but it also gives them a space to practice calm approaches to challenge.

A time that I engaged in productive struggle was when I began a goat breeding program for our school's livestock program. While I do have a solid background in animal science, I have never managed a breeding operation. I began small, and did as much research as possible to find success. I ran into many different challenges, and still do. By researching and problem-solving, while reaching out to experienced members of the agricultural community, I was able to learn and grow in this skill set. I have now been able to expand this breeding herd, and moved it to the school farm to share the experience with the students in the Ag program. This has been a great learning experience for myself as well as the students.

In my classes, I have noticed that a lot of my students choose to complete the bare minimum to earn a passing grade. Oftentimes they are not willing to put in the extra work to challenge themselves to truly master the material. I have noticed that it helps to discuss our objective for the lesson beforehand, so the students know the "why" behind what we are doing. I think that by giving them a more challenging objective right off the bat, they may be more likely to challenge themselves to meet a higher standard.

2) The purpose statement of the American School of Paris basically states that grades are based only on student achievement, not effort or work habits. Adopting something similar at my school would have several major effects on my grading and feedback processes. Truthfully, I think that it would hurt many students. First, the students who are naturally gifted and can comprehend material easily but have poor self-discipline. These students would pass along through the educative process earning high marks and believing they were ready for what lays beyond, but will not have developed necessary life skills, like organization, time management, and prioritization. Second, the students who work hard but just can't quite wrap their head around the material. Now, in a perfect system, those students would be placed properly based on their current skill levels, but that is not what happens at our school where students are placed based primarily on their age. Those students would likely fail and lose confidence and hope in themselves and their future. While I think this is a great idea in many way, I think there are many underlying problems that would need to be addressed first, both in schools and at home, and, frankly, I think it is unlikely that we will see a resolution (at least in schools that serve high-risk students) in my lifetime... unfortunately.

1. In the article different challenges are listed but the one that resonates with me is the deficit teaching. If students are considered only based in their English language deficit their are placed in lower levels of education when they are probably in higher level in their native language. This does not mean that students are incapable of deeper learning they just don’t have the advantage of a bilingual education. Then, they lack of active participation may be not because they are in a lower levels but they don’t feel connected, included in the classroom and they are afraid of being wrong( in their English use) in front of others.

2. One of the strategies I use in my class with my students where everyone can take advantage of is the real-world situations. For examples when they are learning food vocabulary, I pies it with numbers so they can “order” food and pay for it. We do role-plays for ordering food. This activity is more engaging and meaningful to my students because they can apply it to their own lives outside of the classroom. Also, this approach requires collaborative learning where students have to work together to achieve the learning goals. My students learn from each other while supporting each other. They build community by sharing their ideas and experiences.

Tomlinson’s recommendation to begin lesson planning with the most advanced learners is an interesting perspective on the approach to ensuring high student expectations and rigor. It challenges teachers to stretch their instructional strategies and avoid limiting the potential of advanced learners, which often results from focusing solely on struggling students. However, this approach may pose challenges in addressing diverse learning needs, as creating scaffolds and supports for less advanced students requires additional planning and resources. Many teachers are already drowning in planning, and adding extra items to their plates with limited planning time is a struggle. The benefits, however, include fostering a culture of high achievement and providing opportunities for all students to rise to more complex and meaningful tasks. Ultimately, this method can inspire creativity in teaching and encourage equity by prioritizing upward differentiation rather than settling for minimum standards.

To help struggling learners access more challenging content, I use scaffolds such as graphic organizers, sentence starters, vocabulary support, chunking complex tasks into smaller steps, and using visual aids or manipulatives. I also implement peer collaboration, where students work with more advanced classmates and provide additional modeling or think-aloud to clarify complex concepts. A new scaffold I could try is using AI-driven tools to create personalized learning pathways where struggling students receive tailored practice or explanations based on their specific needs. These tools can offer real-time feedback and adaptive content, making challenging material more approachable. Integrating these strategies ensures struggling learners are supported without diluting the rigor of the content.

Students are always watching us, so we must model positive self-talk. Students need to see that teachers make mistakes, which does not mean we are low-skilled or less successful. English allows for analysis with revision. This allows students to revise mistakes instead of being afraid of imperfection. As an educator, I encourage students to take academic risks and empower them with tools to feel confident with their writing without fear of punitive grading. This article reminds me to praise students for working through the material using positive feedback such as: 1.“I see many students taking their time as they create an outline. Your first draft will be much more organized because of that careful planning.”

2. “Your clarifying question shows me that you want to understand this problem deeply. What strategies have you tried so far?”

Completing the Teacher Performance Assessment (TPA) for a teaching credential was a significant productive struggle. The process required planning detailed lesson sequences, analyzing student data, and reflecting deeply on teaching practices while balancing the demands of student teaching and coursework. One challenge was articulating the rationale behind instructional decisions in a way that aligned with academic standards and demonstrated student impact. I had to revisit feedback repeatedly, refine my writing, and revise lesson plans to ensure they met the rigorous requirements. This struggle taught me the importance of organization, self-reflection, and persistence in overcoming complex tasks. As a teacher, I apply this insight by scaffolding challenging tasks for students, encouraging them to embrace revision as part of learning, and modeling the value of resilience when tackling demanding goals.

2)The pattern I have noticed with recent student work lacks analysis. Students like to summarize content rather than discuss how a piece of literature impacts the reader. The daily objective is always posted, and I remind students of the “why’ for each assignment. However, students still prefer the simpler task of regurgitating information over analyzing information. To help students feel prepared for how to add their own thoughts to writing, I provide them with sentence starters and academic vocabulary in order to help them gain confidence in their analytical abilities. Sentence starters help meet the needs of all learners because they provide a template for academic language with supports EL students but also allows creative freedom for more advanced students. 

1. Developing a students background can help a student with a shared reading. We can start with vocabulary words that are used with inferential sentences as well as pictures representations. This will help students to understand the words as they are used in the story. Math can be better developed where students use money and a cash register to understand concepts. This also teaches a life skill that can be used in job training. The kitchen can be used as a lab to combine ingredients and learn about reactions. Science in the kitchen can be yummy!

2. I teach a Classroom to Community special education class. I have used this prior knowledge to help students with life skills. These skills like ordering a lunch in the community and understanding what they have in their wallets to pay for it. Also, they look up the calories, price and compare options in a retail environment. We start with a lesson on money in the class and generalize a skill in the real world. Also, they use maps in the class along with bus schedules for travel train opportunities in the community.

1. One of the pieces of good news is that Generation Alpha is wired in to technology. A lot of them have had access to internet devices like ipads, chromebooks, etc. They know how to use Google to find information and even to translate language. This can be used to reach them in a way that they are comfortable. The conventional paper versions are less engaging and can be changed to games such as kahoot. They can also use padlet to share videos and information in a Social Media type of way. This is their language.

2. I would use thinking maps to help my special education students better organize their thoughts. It can be used a map to their ultimate goals. They can use pictures on a grid to learn vocabulary. This can lead to a better understanding of how to make purchases in the community. They would start with the money, move to what they want to purchase, and what they need to do to complete a purchase. I like the idea of using a device or a picture of a thinking map for my students. They can take the the map out into the community as a reference if needed.

1. My students are special needs and they get a credit/no credit grade. If my students show up and complete their goals, they earn credits based on credit/no credit. My students have IEPs where they have goals. These goals are tracked on N2Y. Students get progress reports that explicitly show their progress and what they need to do. This is used in determining their success and future goals. I think that the students need to be graded more to show how they are doing in a way that can be understood. Many special education students are not motivated if they are getting credit/no credit. The need that motivation of passing by doing quality work. I have students who just phone it in and are distracted by their devices. Since they can't be giving no credit if they show and attempt their goals, they don't have to excel and evolve.

2. I think that adopting a purpose statement would help guide teachers on how to grade. I would like to see one that focused on effort, learning, and achievement. It should be transparent and equitable. This statement could allow other factors to influence grading and passing. If a student understands the concept and self corrects, that should count for something. A student might need extra time to achieve their best. We hear students who cannot test without blanking out. This could be addressed in how they test and what grade they get. I think this roadmap could be a real assent for general and special education.

1. I have seen it in the Special Education Department. Video projects that involve our special needs students working on creating their own videos. They are assisted by general education peers and create their own soundtracks on software, learn editing and competition. The general education students are in the video classes and are reinforcing concepts that they have learned by teaching special needs students. As overseen by the teacher, this allows them opportunities to be creative and empathy to other students.

2. Student in my class are assigned with creating a community based trip. They have to work on scheduling, maps, and location of landmarks. They also have to budget for lunch and shopping. The students are in 3 groups with staff overseeing progress. Students are tasked with working together on a location and how to get there, read bus schedules, etc. I think they would be easy, but the strategic thinking could pose challenging for our less than verbal students. We have to give them picture choices in order to help them figure out where to go and how to get there.

2) In my class, we regularly take notes. This would fall under the Fluency part of the grid, as it is neither difficult nor complex. Recently, we have been learning about Molar Mass. Students have had to complete many related calculations, which would fall under Stamina. The calculations aren't very hard, but they require time and effort. When we return from break, students will learn how to use dimensional analysis for unit conversions. These problems will offer them practice in Strategic Thinking as they are forced to understand how one unit relates to another and how to make these conversions, sometimes needing to complete 2 - 3 conversions in a row to get what has been asked for (example: Days -> seconds). Finally, we will move into Stoichiometry which will fall under Struggle as the students work to use all the skills they have been practicing to convert from one chemistry unit to another (ex: grams of one chemical to grams of another). Due to the high complexity and difficulty of these questions, students will only be asked to complete a few per day.

1. The goal of differentiated instruction is to give equitable access, not variety. This means less work for the teacher. Teachers would create these modifications to allow access to every student. If you create separate assignments for each student, marginalization happens. This will create more work for the teacher. He suggests that we use a universal design. This allows students to make choices. I think allow students choices, they will take ownership of their own education. Success matters to them, because of choices they have made. This also allows teachers to better address the needs of their students.

2. I would like to use the learning journals. I would use this for our weekly vocabulary list. This can include notes, spelling tests, assignments, even some art. Also, it is open ended and can offer learning choices for our students. Students can express themselves by making their own covers, pictures, cut outs, etc. I want to use this as a way to see how their learning is evolving. This would be a great help for grading. There was an earlier article that suggested having a way to grade based on understanding. Grades should show how the students are learning and where they might need remediation. This journal might help us to facilitate and send a better graded snapshot.

1. The students in my class are high school aged special needs. Their IEP's are written to based on assessment. We often build these assessments into our assignments for the day. We also use online stuff like "flocabulary" that shows challenges and growth for each student. We can do our vocabulary words and the online software shows growth and challenges. I think this could impact engagement because it is a group effort. The student has a stake in their own education. They can ask for specific goals to work on in their own meeting. It is a group effort. This motivation can be grown from this seed.

2. Students are impacted when they can see, feel, hear about their success. This kind of encouragement is a fuel that motivates student excitement. Students feed off of positive reinforcement. Their self-esteem will increase and frustration levels will decrease. This fundamental change in how student view that success and their own prowess, will only benefit and encourage student success.

2)I implement a holistic approach to learning and grading. Addressing the social and emotional needs of newcomer students is essential. Providing access to counseling services, creating a welcoming school environment, and fostering connections with peers can support their overall well-being. Additionally, collaborative learning is necessary, especially for Latino students who come from a culture that values conversation and the ideas of community. Students can learn language through conversation with their peers and shared common interests.

2.)In my class, we do not do traditional memorization of vocabulary. Instead, students manipulate the content and annotate text to identify unknown words. I also use Flocabulary to expose students to new vocabulary in a fun and engaging way. In addition, students have access to Zinc and Quizlet, which allow them to practice vocabulary beyond memorization. I have never understood the point of having students memorize words for the sake of the test. I want students to be able to use context clues and take ownership of language. 

2)Thinking Maps can facilitate higher-order thinking and accelerate learning in 9th-grade English by providing visual tools that support critical analysis and organization of ideas. For instance, a Circle Map can help students brainstorm and define complex concepts like "identity" in literature. A Double Bubble Map allows students to compare and contrast characters, themes, or settings in texts, encouraging analytical thinking. Using a Flow Map, students can sequence events in a novel or track the development of a character, fostering comprehension and synthesis. Finally, a Tree Map can help students categorize and organize evidence for an essay, streamlining the writing process and enhancing their ability to construct coherent arguments.

2)Adopting a purpose statement for grading, like the one used by the American School of Paris, could profoundly influence my grading and feedback practices by providing clarity, consistency, and alignment with educational goals. A clear purpose statement emphasizes that grading should reflect mastery of learning objectives rather than compliance or behavior, prompting a shift towards standards-based grading. This would encourage providing constructive, actionable feedback that helps students understand their progress and how to improve. It could also foster transparency, helping students and parents interpret grades as accurate indicators of learning. Lastly, it would encourage reflection on my grading biases or practices that may unintentionally hinder equitable assessment, ensuring all students have fair opportunities to demonstrate their understanding.

1. As the article stated, affective conflict is personal and about winning. Cognitive is about understanding and clarification. I like the idea of using questions to clarify ideas. Students need to be open to new ideas, even if they might disagree with parts of it. I think assignments focused on the why they feel about a certain subject. They need to be out of the echo chambers to expand their minds. If students are collaborating in groups, then they have to come to a solution everyone can agree upon. A type of debate to argue ideas and try to come to a commonality.

2. I think asking questions to probe for a deeper understanding. This would also go hand in hand with curiosity. I also would like to personally use the stem list to promote healthy discussion. I would like to see staff trainings that use these various sentence stems. This would push educators to understand other views. This could then be used in the classroom.

1.      I praise students for their efforts to complete the assignment.  As a special needs teacher, we are focused more on effort to achievement.  We need to focus on what the student succeeded at to promote their self-esteem.  If students believe in themselves, they will be motivated to keep trying to do their best.  Getting it right is also important to measure their abilities, but it’s important to recognize what they can accomplish.  I think that with effort promoted in the classroom, I see my students work harder.  They often want to recreate that feeling of accomplishment each time they do a task.  My students work in the community and it’s critical to praise the on their efforts to work independently.  I have personally seen them be more independent when given this incentive.  They look forward to going to work off campus.

2.      We could have students create digital portfolios.  These portfolios could show their work projects.  Students could see their efforts rewarded in real time.  When we have our annual meetings, students could even present these portfolios.  This would help them to take ownership and show pride.  Earlier we discussed a journal that students could profile their work.  This could also reinforce how they are evolving intellectually.  Students could be graded on their efforts and growth.  Students could make choices on their own activities and encourage independence.

3.      Students with special needs have accommodations.  This accommodation allows for equity and access to content.  All students need to be expected to succeed.  Each student might need a modification, but still access higher level learning.  Algebra could be taught to me special needs students with the use of calculator.  Unconscious biases have a bad habit of creeping in from time to time.  I always assume that each student will work on the same thing at a different rate.  I have some students that might breeze through it and some that take longer.  Everyone gets it done.  I also promote class discussions to work out an assignment together verbally.  Some of my students work better with answering questions during discussion.  Others like to answer questions solitary on their own. 

I strive to balance my praise by emphasizing both effort and growth while occasionally acknowledging intelligence to validate students' natural strengths. Highlighting effort, such as persistence in solving a challenging problem or revising an essay for improvement, sends a message that hard work and strategies lead to success. By focusing on effort, students often feel encouraged to tackle challenges because they learn that failure is a step toward growth. A greater focus on effort cultivates a growth mindset, encouraging students to embrace difficulties and seek improvement rather than fearing failure. However, I ensure that my praise feels authentic and relevant to each student’s progress to build their confidence in both their intelligence and their work ethic.

Balancing Praise: Recognizing Effort vs. Intelligence

I strive to balance my praise by emphasizing both effort and growth while occasionally acknowledging intelligence to validate students' natural strengths. Highlighting effort, such as persistence in solving a challenging problem or revising an essay for improvement, sends a message that hard work and strategies lead to success. By focusing on effort, students often feel encouraged to tackle challenges because they learn that failure is a step toward growth. A greater focus on effort cultivates a growth mindset, encouraging students to embrace difficulties and seek improvement rather than fearing failure. However, I ensure that my praise feels authentic and relevant to each student’s progress to build their confidence in both their intelligence and their work ethic.

Setting High Expectations and Preventing Bias

In reflecting on the Pygmalion effect, I set high but realistic expectations by scaffolding tasks so students have the tools to meet challenges successfully. To ensure expectations are equitable, I use data and individual student needs to inform my decisions rather than assumptions. I reflect on my own biases through ongoing professional development and discussions with colleagues to stay aware of any unconscious stereotypes that could affect how I communicate expectations. Regularly revisiting students' progress ensures my expectations remain both ambitious and achievable, promoting a cycle of growth. By communicating confidence in every student’s potential, I create an environment where all learners feel capable and valued.

2)In my English 11 class, students have been reading The Things They Carried by Tim O’Brien. Before Winter Break, students read “The Sweetheart of the Song Tra Bong” and individually created double-entry journals to collect quotes and analyze how war changes people. Then, students brought their knowledge to a group and created a presentation documenting the protagonist's change. The complexity of this assignment included analyzing textual evidence, communicating information effectively, and collaborating with a group to come up with a shared opinion of the reading. 

2)One of the tools from the article, flexible grouping, can be effectively used in an English 10 class to differentiate instruction by organizing students into groups based on their reading levels, writing skills, or interests. For example, during a literature unit, students can be grouped to analyze texts with varying levels of complexity or discuss themes that resonate with their experiences. This tool allows targeted support for struggling students while challenging advanced learners with deeper analysis or creative tasks. Flexible grouping is appealing because it fosters collaboration and allows students to learn from peers while ensuring each group receives instruction tailored to their needs. Its dynamic nature makes it easy to adjust groups as students progress, ensuring continued engagement and growth.

1. I think that it's a good way to construct classes. Students are smarter than even they know and give themselves credit for so providing them the space to realize their potential is super important. And then, of course, we will build appropriate scaffolds for students who need them, but allowing students to stretch and grow and engage in academic struggle is great. Spoon-feeding them content has become what students expect and think that they want but it's really boring for teachers and students alike. If they are engaged in a critical thinking project or activity they will end up doing more "work" than they realize but it really doesn't have to feel like work.

2. I liked the example of having multiple ways for students to absorb the material, such as bullet points, graphic organizers, etc., in addition to an article or textbook. I am constantly surprised by how helpful a good graphic organizer is. You can tailor it to your lesson and make it so that it is a visual representation of what the student is learning. I also liked the group work example because students really do learn a lot from one another and it is a chance for the student to is being taught just as much as it is for the student explaining the concept. Choice boards are also a great way for students to pick an "easier" task that appeals to their learning style.

2) Of the four tools described in this article, the one I am most likely to utilize in my own class is the Learning Journal. I regularly have students explain their reasoning when they are writing up lab conclusions, but I like the idea of having a dedicated place where students can articulate their own thought process. Not only will this allow them more chances to practice, as I can easily throw in a few of these each week into the regularly scheduled lessons, but it will also give them the opportunity to go back and review their own progress through the year. I believe this will rapidly improve their conclusion writing skills and help them gain confidence in their own abilities. Additionally, it will give them something to go back to should they forget how to solve a particular type of problem.

In Agriculture Science, I can implement strategies written in this article to support relevance and rigor in my classroom. One of the strategies describes celebrating each students' existing expertise. Many of my students come into my classroom with experience in farming and livestock that they have gained through living or working on a family ranch in Mexico. These students are able to bring a unique perspective to my curriculum when we apply our knowledge to different farming principles.

2)According to the article, the foundation of a “growth culture” entails assessment and data analysis. I understand that data can be used to drive growth; however, a growth mindset begins with empowering students with ways to create short-term and long-term goals. At the beginning of each semester, I have students do a growth-mindset activity in which they create goals for themselves, both personal and academic. This activity encourages students to get into a habit of making goals and reflecting on their successes. Creating a growth culture requires a consistent focus on goal setting, reflection, and readjustment. 

2)When responding to conflict among colleagues or students, I focus on staying neutral and guiding the conversation toward problem-solving. Using sentence stems like, "Can you help me understand your perspective?" or "What outcomes are you hoping for?" can encourage participants to articulate their thoughts constructively. These phrases help depersonalize the conflict and shift the focus to shared goals. I also emphasize active listening, ensuring each person feels heard and valued, which reduces defensiveness. By framing disagreements as opportunities for collaboration, I can help redirect tension into productive dialogue. Additionally, modeling calm and respectful behavior sets a tone that encourages open and solution-oriented discussions.

2) Scaffolding for struggling learners often involves breaking tasks into smaller, manageable steps, providing graphic organizers, or offering sentence starters to guide their thinking. In a U.S. History class, for example, I might use a timeline activity or guided questions to help students analyze a dense primary source, such as the Emancipation Proclamation. Collaborative grouping, where students of varying abilities work together, allows struggling learners to engage with peers who can model analytical thinking. A new scaffold I could try is using tiered questioning techniques. These would allow all students to engage with challenging content at their level of readiness, progressing toward higher-order questions as their understanding deepens. For instance, while studying the Constitution, I might begin with comprehension questions about the purpose of specific amendments and scaffold toward evaluative questions like whether those amendments address modern challenges effectively. This approach maintains rigor while supporting growth.

2) Yes, teachers’ responses to challenges can be a powerful model for students, as they observe how we handle setbacks and adapt to difficulties. My own relationship with challenges involves viewing them as opportunities for growth, which I strive to communicate to my students. For example, if a lesson doesn’t go as planned, I openly discuss what went wrong and how I intend to adjust, showing that even teachers face obstacles and learn from them. To make this visible, I narrate my thought processes, such as breaking down a complicated concept into manageable steps or seeking feedback from peers to improve my teaching. By normalizing mistakes and modeling resilience, I hope to foster a classroom culture where students feel empowered to take risks and persist through difficulties. This approach helps students see that learning is a journey, and challenges are integral to their development.

2) One memorable experience of productive struggle was when I developed a lesson on the economic causes of the Great Depression. I struggled to balance the complexity of the content with my students’ varying skill levels. Through trial and error, I crafted a simulation where students acted as businesses, banks, and consumers navigating stock market speculation and bank runs. Although it was difficult to design, the students’ engagement and understanding made it worthwhile. From this, I learned that meaningful struggle often requires persistence and creativity. In teaching, I now apply this by encouraging students to tackle challenging tasks while providing tools like role-play or graphic organizers to guide their thinking. I also reflect on how I approached my own challenges and share that process with students, modeling the perseverance I hope to instill in them.

2) Patterns in student work, such as challenges with synthesizing evidence or varying abilities to contextualize historical events, provide valuable insights for differentiation. By sorting work into patterns, I can identify groups ready for advanced tasks and those needing targeted support. For example, if some students excel in identifying causes of the Civil War but struggle to connect them to broader themes like sectionalism, I can design tasks that deepen this understanding for the whole class. Advanced learners might explore competing interpretations of sectionalism, while others analyze simpler but related primary sources. Using these patterns as a roadmap allows me to scaffold tasks effectively, ensuring all students grow from their current skill levels. This strengths-based approach respects each learner’s potential, creating a dynamic and inclusive classroom.

2) One strategy I can implement is embedding language instruction into content that inspires, such as thematic units. A theme like “Where I’m From” naturally ties into history topics such as immigration, cultural heritage, and identity while encouraging students to draw on their own experiences. This approach allows all students, including newcomers, to share their personal stories and connect them to broader historical narratives, fostering relevance and inclusivity. For example, students could write about their neighborhoods using descriptive language or create visual maps highlighting significant places, which integrates vocabulary building with critical thinking. Such activities validate newcomers’ experiences while building their English proficiency and engaging them in rigorous academic content. By connecting their lived realities to the curriculum, this strategy creates a sense of belonging and supports deeper learning for all students.

2) In my high school U.S. History classroom, I implemented several effective strategies to enhance student learning, as described in the article. During a unit on the American Revolution, I began by building background knowledge through primary source readings, historical fiction, and engaging videos, gradually moving from the basics of colonial life to the rising tensions with Britain. To support all learners, I used shared reading of challenging texts like Thomas Paine’s Common Sense, paired with think-alouds and class discussions to break down complex arguments and vocabulary. Visual aids and interactive activities further enriched learning as students created timelines, analyzed political cartoons, and even reenacted key events like the Boston Tea Party. By providing pre-reading activities and vocabulary lists for those who needed extra support—while ensuring all students worked with grade-level materials—every student participated in meaningful discussions about the causes and effects of the American Revolution, demonstrating the value of scaffolding without compromising rigor.

Balancing praise between recognizing effort and intelligence is key to fostering a growth-oriented classroom culture. By striking the right balance and placing greater emphasis on effort, you empower students to view challenges as opportunities to grow, rather than threats to their self-image. This approach not only enhances their willingness to engage with complex tasks but also builds essential life skills like perseverance and adaptability.

2. How might you support students in building self-efficacy, helping them to believe in their own abilities to master challenging content? What strategies or practices could you incorporate to reinforce this belief regularly?

Building self-efficacy in students is essential for helping them believe in their ability to master challenging content.  

• Set Achievable Goals

• Provide Mastery Experiences

• Use Positive and Constructive Feedback

• Teach and Model Growth Mindset

• Encourage Peer Modeling

• Offer Scaffolding and Gradual Release of Responsibility

• Celebrate Effort and Progress

• Create a Safe Environment for Risk-Taking

By consistently implementing these strategies, you help students develop confidence in their abilities, persevere through challenges, and achieve mastery in even the most demanding content areas.

3. Reflecting on the Pygmalion effect, how can you set higher expectations for all students while ensuring those expectations feel attainable? How can you prevent unconscious biases from affecting the expectations you communicate?

Reflecting on the Pygmalion effect, which suggests that higher expectations can lead to better student performance, it's essential to set high standards for all students while making sure those expectations feel attainable. By setting high, achievable expectations and working actively to combat unconscious biases, you can create an environment where all students feel empowered to succeed, motivated to meet those expectations, and confident that their abilities will grow with effort and support.

2) In my classroom, I could implement the "Thinking Maps" protocol to support students’ higher-order thinking and accelerate learning. Thinking Maps are visual-verbal organizers that help students map out their thinking processes, making their cognitive strategies more visible and organized. For instance, I could use a "Bubble Map" to help students explore and define key concepts, encouraging them to think critically about how ideas connect and interact. By incorporating Thinking Maps into daily lessons, students can better structure their ideas and enhance their understanding, which aids retention and application. This approach fosters metacognition, as students will not only learn content but also understand how they are processing and organizing their thoughts. It also provides them with a common language to discuss their thinking, promoting communication and collaborative problem-solving skills.

My grading practices include rubrics that communicate assignment expectations to students, supporting both clarity and transparency. The practice of averaging scores throughout the term may not fully capture students' growth, as early challenges can affect their final grades even after they've gained understanding. When students don't submit work, I currently record zeros, though this approach may impact both their grades and their engagement more severely than intended. While I do provide some chances for students to improve their scores, I could develop a more structured system for addressing academic setbacks. Moving toward a system that emphasizes recent performance over averaging all scores could create a more accurate picture of student achievement while supporting their learning journey.

2)Here's a more moderate version that maintains the key points:

Using a clear grading purpose statement similar to the American School of Paris could help students understand how their work will be evaluated. This approach would encourage looking at subject mastery rather than just task completion. Having distinct measures for academic understanding and work habits would provide more specific feedback to students. Considering student performance based on current evidence could encourage them to view learning as an ongoing process. This framework would also support students in learning from setbacks while maintaining their interest in the subject matter.

2. In my Geometry classroom, I leverage visual aids to meet students where they are by providing multiple entry points to complex concepts. I utilize dynamic geometry software like GeoGebra, allowing students to visualize abstract ideas like transformations and constructions. I incorporate real-world examples, such as architectural drawings and engineering diagrams, to connect abstract concepts to tangible applications. I use colorful diagrams and models to illustrate theorems and postulates, making them more accessible for visual learners. I encourage students to create their own diagrams and sketches to deepen their understanding and solidify their learning. By strategically integrating visual aids, I cater to diverse learning styles and ensure that all students have the opportunity to grasp and apply geometric concepts.

2) In my history and civics classes, I frequently use background knowledge-building strategies to help students engage with complex topics like the U.S. Constitution or the Gilded Age. For example, before discussing landmark Supreme Court cases, I introduce key legal terms and historical context through multimedia resources like videos and primary source excerpts. Shared reading has been instrumental in analyzing pivotal documents like the Gettysburg Address, where students collaboratively dissect phrases to uncover their meaning and historical significance. Additionally, visual aids are a cornerstone of my economics lessons; for instance, I use flowcharts to illustrate concepts like supply and demand or budget planning. These methods not only support struggling students but also enrich the learning experience for advanced learners by fostering deeper analysis and connections. By combining these strategies, I ensure that every student has access to the material and opportunities to engage meaningfully with the content.

2) Implementing Thinking Maps in a history classroom can significantly enhance students’ higher-order thinking skills. These visual-verbal organizers help students structure their understanding of complex historical events and themes. For example, during a unit on the Civil Rights Movement, students could use a cause-and-effect map to analyze the impacts of landmark legislation, such as the Civil Rights Act of 1964. The process of creating these maps encourages students to articulate their thinking and make connections between historical events, social movements, and broader societal changes. By making their thought processes visible, Thinking Maps help students internalize key concepts, improve their analytical abilities, and develop a deeper appreciation of history’s interconnected nature.

2) Adopting a purpose statement for grading would encourage a more intentional focus on assessing what students know and can do at the present moment. This shift would likely lead me to prioritize formative feedback and ongoing assessments rather than emphasizing cumulative averages. It would also reinforce separating academic achievement from behavioral factors like effort and participation, promoting clearer communication of student progress. By embedding mastery-based principles into grading, I could foster a learning environment where students feel empowered to take risks and recover from setbacks. This approach would enhance both the meaning of grades and students’ motivation to engage with challenging material.

2) I would use learning journals to differentiate instruction in my Civics class. This tool iwould be useful because it encourages students to reflect on their thought processes and articulate their understanding of complex concepts. For example, after a debate on a constitutional amendment, students could use their journals to summarize their stance, explain their reasoning, and identify areas for further research or clarification. This not only promotes critical thinking but also provides a record of their growth over time, which can be revisited during assessments or conferences. I like how learning journals allow for differentiation by enabling students to express their understanding in ways that resonate with their learning styles. They also help me as a teacher identify patterns in student thinking and tailor future lessons to address specific needs.

Balancing praise between recognizing effort and intelligence is key to fostering a growth-oriented classroom culture. By striking the right balance and placing greater emphasis on effort, you empower students to view challenges as opportunities to grow, rather than threats to their self-image. This approach not only enhances their willingness to engage with complex tasks but also builds essential life skills like perseverance and adaptability.

2. How might you support students in building self-efficacy, helping them to believe in their own abilities to master challenging content? What strategies or practices could you incorporate to reinforce this belief regularly?

Building self-efficacy in students is essential for helping them believe in their ability to master challenging content.  

• Set Achievable Goals

• Provide Mastery Experiences

• Use Positive and Constructive Feedback

• Teach and Model Growth Mindset

• Encourage Peer Modeling

• Offer Scaffolding and Gradual Release of Responsibility

• Celebrate Effort and Progress

• Create a Safe Environment for Risk-Taking

By consistently implementing these strategies, you help students develop confidence in their abilities, persevere through challenges, and achieve mastery in even the most demanding content areas.

3. Reflecting on the Pygmalion effect, how can you set higher expectations for all students while ensuring those expectations feel attainable? How can you prevent unconscious biases from affecting the expectations you communicate?

Reflecting on the Pygmalion effect, which suggests that higher expectations can lead to better student performance, it's essential to set high standards for all students while making sure those expectations feel attainable. By setting high, achievable expectations and working actively to combat unconscious biases, you can create an environment where all students feel empowered to succeed, motivated to meet those expectations, and confident that their abilities will grow with effort and support.

2) In the past 30 days, I assigned tasks that cover a wide range of difficulty and complexity. For example, a note-taking exercise on neural structures during an AP Psychology lesson was a fluency task—straightforward but crucial for studying and retention. A series of word problems on economic trends required stamina, as students spent extended time interpreting and analyzing data. A strategic thinking task involved analyzing patterns in historical events, like the causes of WWI, which required complex reasoning but was scaffolded to avoid overwhelming difficulty. Lastly, a struggle task was a group project on Kohlberg’s stages of moral development, where students dealt with abstract ideas and designed scenarios to illustrate each stage. This balance ensured students developed fluency, stamina, strategy, and resilience in their learning. To further illustrate, a close reading activity on the Treaty of Versailles required students to analyze multiple perspectives, a struggle task that combined deep critical thinking with complex textual interpretation. Additionally, students engaged in a debate on the Senate's rejection of the Treaty, a task that demanded strategic thinking as they synthesized historical evidence to construct and defend arguments, balancing complexity with manageable difficulty.

Their constant access to information allows them to independently learn through resources like TikTok and YouTube. This tech-savviness presents a valuable opportunity for educators. By incorporating technology into lessons and creating assignments that align with their interests, we can foster engaging and relevant learning experiences for our students.

2. Thinking maps can be a valuable tool in my Geometry classroom. They can help students organize information and develop a deeper understanding of concepts. For example, students can use tree maps to classify different types of triangles (equilateral, isosceles, scalene) based on their side lengths and angles. Comparison charts can also effectively illustrate the similarities and differences between various geometric shapes, such as squares, rectangles, and parallelograms. These visuals enhance students' ability to identify key characteristics and understand the relationships between different geometric figures. Beyond classification and comparison, thinking maps can also foster the development of geometric vocabulary. Students can use bubble maps to brainstorm and define terms like "congruence," "symmetry," and "transformation." This active process of defining and connecting terms strengthens their understanding of geometric concepts.

2) Incorporating a growth culture in the classroom can profoundly change the way students perceive their abilities and potential. By emphasizing effort and improvement, students begin to view challenges as opportunities rather than obstacles. Celebrating progress at all levels helps dismantle the fixed mindset that often accompanies traditional achievement-focused systems, encouraging students to see themselves as capable learners. This cultural shift nurtures a sense of agency, where students understand that their actions and dedication directly influence their growth. Recognizing and valuing growth also builds a more inclusive environment, where high-achieving and striving learners alike feel their contributions and progress matter. Ultimately, a growth culture creates a positive feedback loop that boosts confidence, fosters perseverance, and cultivates a love of learning.

2) Responding to conflict among colleagues or students requires intentional strategies that steer discussions toward mutual understanding and problem-solving. When conflicts arise in my classroom, I can use sentence stems like, “I hear your perspective, but let’s consider another angle,” to encourage students to reflect on different viewpoints. Similarly, in professional settings, using phrases like “I have some concerns about that idea. Can you explain it more?” can help shift the focus to understanding rather than confrontation. Practicing conflict resolution through role-playing historical debates or team-based decision-making exercises can help students and colleagues develop these skills. This strategy not only resolves immediate conflicts but also equips everyone with tools to navigate future disagreements effectively. By normalizing respectful conflict, I can foster a culture of curiosity, collaboration, and shared growth.

2) Responding to conflict among colleagues or students requires intentional strategies that steer discussions toward mutual understanding and problem-solving. When conflicts arise in my classroom, I can use sentence stems like, “I hear your perspective, but let’s consider another angle,” to encourage students to reflect on different viewpoints. Similarly, in professional settings, using phrases like “I have some concerns about that idea. Can you explain it more?” can help shift the focus to understanding rather than confrontation. Practicing conflict resolution through role-playing historical debates or team-based decision-making exercises can help students and colleagues develop these skills. This strategy not only resolves immediate conflicts but also equips everyone with tools to navigate future disagreements effectively. By normalizing respectful conflict, I can foster a culture of curiosity, collaboration, and shared growth.

2) Supporting students in building self-efficacy begins with creating an environment where they feel their efforts lead to tangible progress. I break challenging tasks into smaller, achievable steps, providing encouragement and feedback at each stage. For instance, when guiding students through a research project, I celebrate milestones, such as narrowing a thesis or finding compelling evidence, to show their progress toward mastery. Consistently connecting success to their efforts—such as saying, “You worked hard to revise this paragraph, and it’s much clearer now”—reinforces their belief in their capabilities. Reflective activities, like journaling about their learning experiences, help students internalize their growth and understand how persistence leads to success. These practices encourage students to take ownership of their learning, building confidence that they can tackle increasingly complex material with effort and determination.

3) Setting high yet attainable expectations involves framing challenges as opportunities for growth while ensuring students feel supported throughout the process. I explicitly communicate my belief in their abilities by saying things like, “This essay requires critical thinking, but I’m confident you can succeed because I’ve seen your strong reasoning skills.” Providing resources, such as rubrics or guided examples, helps make expectations clearer and less intimidating. To avoid unconscious biases, I regularly analyze student performance data and reflect on how I interact with different groups to ensure fairness in my expectations. Collaborative planning with colleagues and seeking diverse perspectives also help refine my practices. Additionally, fostering an inclusive classroom culture—where all students feel valued and capable—ensures that high expectations inspire rather than discourage. This approach not only supports equitable learning but also encourages every student to strive for their best.

2) The analogy of a chess match highlights the importance of strategic thinking, patience, and planning ahead—qualities essential for both chess and academic success. In my classes, tools such as role-playing historical decision-making or using platforms like "iCivics" promote similar critical thinking. These activities require students to analyze situations, weigh consequences, and develop strategies, mirroring the cognitive engagement chess provides. They also enhance engagement by making abstract concepts tangible and relatable. For instance, a simulation of the Cuban Missile Crisis lets students grapple with high-stakes decision-making, fostering a deeper understanding of historical complexities while encouraging collaboration and strategic thought.

1. I think that self-talk is more determinative when students are struggling. This often happens during the "You Do" independent work time when students are trying out a new skill by themselves. It's really hard for current students to realize that it's okay and actually good for them to struggle while they are learning and developing a new concept. Today, students are used to having content spoon-fed to them in very small bites (thanks TikTok). And if students don't get a concept right away they have a tendency to feel that they are dumb and they don't realize that struggle and effort are valuable and part of the learning process.

2. I do agree with modeling struggling with students. When I was teaching a HUGE EL cohort at EHS I had an amazing number of newcomers in one class, I think there were about a dozen or so and I didn't speak Spanish. Of course, it's difficult to want to risk speaking in a new language because it's difficult and you make mistakes. So I made a deal with them, I would try to learn as much Spanish as I could that year and practice out loud with them and they would try to learn English and practice out loud with me and each other. So I would talk to my students in English and then try to talk with them in Spanish afterward, and I was terrible at it and would make mistakes. They would laugh and we would laugh together because I sounded like Tarzan trying to conjugate my verbs, but it showed them that it's okay to make mistakes and that I was okay laughing at myself because I knew I was practicing and it was a safe learning space. Because of that, they started to practice speaking English out loud as well. They just need permission to fail and to struggle and to see that no one gets it right on the first try, regardless of what YouTube or someone's socials say.

In my classroom I often use number lines and graphical models, when appropriate, to represent complex math concepts. I attempt to use step-by-step examples and worked-out solutions for complex problems. I also think problems designed at various levels of complexity can help students see connections. I want to experiment with "menu" problems, where students can choose their activity based on comfort or confidence. I think this would alleviate pressure from students and allow them to connect with material more easily.

Yes, teachers’ responses to challenges can greatly influence students in either a positive or negative way. When educators demonstrate a growth mindset, they teach students that setbacks are part of learning. The opposite is also true as if a teacher immediately becomes defeated after a challenge, students will inherently pick up on that mindset as well. My relationship with challenge, specifically in math, involve a lot of trial-and-error to come to solutions and I try and make my students aware that mistakes can only help you grow and learn and are a critical part of math and higher thinking. I feel sharing times when I have been stuck or frustrated allow students to see that " if my teacher gets stuck, then its ok that I get stuck and I can work through it."

Based on my own experience, I can remember when I first went back to college after many years away from school. I took a CS class in a language I was unfamiliar with. Initially, the class was frustrating. I encountered errors repeatedly and began to doubt if I was even capable of completing the course. Through hard work, and "chunking down" the material I was able to gradually grasp the material and build my confidence. I think the idea of breaking down material into manageable chunks is something I feel is invaluable and I use it in my classroom as much as possible.

In math especially, I see common mistakes during procedure frequently. It allows me to see student thinking and adjust future lessons to be sure the students have clarity on that particular part. I also see disengagement from certain procedure heavy tasks or reviews. This lets me know I need to push the rigor and challenge students to keep them engaged. Both of these patterns give me insight into where my students are during each lesson and allow me to begin to make adjustments so that my students have the best chance at learning the material. The patterns give me a very informal measure of the day and allow me to make the necessary changes for an effective lesson moving forward.

One strategy from the article that can be effectively implemented in math is encouraging students to draw on all their languages. In a math class, this could involve allowing students to solve problems, explain their reasoning, or label diagrams using their home language alongside English. Teachers could also provide bilingual resources, such as math vocabulary charts or instructions in multiple languages, and encourage group work where peers can aid students in the language development and ease the barrier. For example, we could have students create posters and label them in multiple languages to allow everyone to show their mastery. Using strategies like this allow all students to feel valued and be shown that they are both welcome and involved in the process of problem solving.

In my class I have implemented a few of these concepts. Before starting a unit on linear equations, I introduced students to the real-world applications of them such as rate of change and price models. When we get to word problems I can use shared reading to collaboratively read and break down complex scenarios to identify the relevant information. As far as visual aids, I frequently use tools like number lines, fraction bars, and area models to support students in visualizing math concepts. This can make the material more approachable and allow students to get a lower floor entrance to newer more complex material.

Thinking Maps provide a structured way for students to organize and visualize their thought processes, enhancing their cognitive and analytical skills. I could start introducing the different types of thinking maps and where each one excels and is deficient. For math, a brace map can be used to break down the components of a geometric shape. You can also allow students to work in small groups and discuss their thinking processes while designing maps. We can also use the maps as a launching pad for deeper discussions, asking students to analyze, or evaluate the information they organized.

A purpose statement emphasizing students' current level of achievement would encourage me to base grades on their most recent evidence of understanding. This could mean weighting later assessments more heavily or allowing retakes and revisions to reflect growth and mastery. I currently incorporate the retakes and revisions to try and accomplish this. By reassuring students that trying and failing will not permanently harm their grades, I could foster a classroom culture that values growth and attempting new concepts with less fear of failure. This would allow students to engage with material in a more meaningful and productive manner. Improved transparency would also ensure that grades are consistent across my classes, reducing confusion about the averaging and weight of different assignments.

My warm ups involve prior days work and concepts. These would be low on difficulty and complexity and serve to reinforce prior concepts. I have also used progressing worksheets where problems increase in difficulty. This is high difficulty but low complexity to challenge students on a more procedural level. Lastly, an assignment about sequences and our ability to predict the nth term. This is low difficulty but high complexity as they must design an equation to complete the task.

The tool I would use is learning menus. I feel learning menus give students the autonomy to choose tasks that interest them while staying aligned with what tasks need to be completed. They also allow students to complete meaningful activities at their own pace, ensuring engagement even after finishing a task early. In addition, you can easily scaffold menus to incorporate review, as well as new material to meet the needs of all students. Menus are something I have been interested in for some time because of their flexibility. They allow you to pivot and redesign lessons to meet the needs of your changing and diverse classroom.

Firstly, this might work to shift students mindsets. These would work to take students from a fixed to a growth mindset. When we recognize growth students can focus on themselves and spend less time comparing to their peers. If we celebrate progress students can build confidence in the subject matter and progress even further. These combined give students the tools and confidence to tackle new material in any subject matter. It works to give students the confidence to believe they are capable learners that can tackle any challenge that comes their way.

2) Learning journals are one helpful way to support different students' needs in the classroom. These journals give students a place to write down their ideas, show how they solve problems, and reflect on their work. I like this approach because students can express their understanding in ways that work best for them. Using learning journals helps me see how each student is doing, understand their thinking, and help them be more aware of their learning. The journal entries also give me good information for giving feedback and showing students how they've grown, which helps keep them motivated. Having students write in journals helps them see that learning takes time and that making progress is what matters. When students write in journals regularly, they often become more confident as they see themselves improving and feel proud of what they've learned.

I agree that teachers' choices around challenge serve as a significant model for students, as they directly influence students' perceptions of their own capabilities. When teachers approach challenges with a growth mindset, demonstrating resilience and a willingness to learn from mistakes, students are more likely to adopt similar attitudes. Personally, I view challenges as opportunities for growth, but I sometimes struggle with feeling overwhelmed. To make my relationship with challenge more visible to students, I can share personal anecdotes about my experiences with difficult tasks and how I overcame them. Additionally, I can incorporate reflective practices in the classroom, encouraging students to discuss their own challenges and strategies for overcoming them, fostering a supportive learning environment.

2.       I use multiple types of scaffolds for my students.  I often give directions for assignments in multiple ways, literally going over it a least 3 times (written, reading it aloud, and acting out what they need to do).  I often allow students to work collaboratively which allows them to help each other out.  I also will often have a pre-made model of the work to show students what is expected of each assignment.  Sometimes the work model is made by me and sometimes the work model is a former student’s work.  A scaffold that I would like to incorporate more (and I have tried in the past, but it is so hard for me) is allowing students time to think after I ask a questions (pausing) before calling on a student to answer.

2)Implementing a growth-focused approach involves establishing systems that track and celebrate progress, using tools like periodic assessments to provide insights into student development. Teachers should have access to professional development and resources to analyze data and adapt instruction to meet students’ needs. Collaboration among educators is essential for planning interventions and strategies to support diverse learners, while involving students in setting and reflecting on their goals helps them take ownership of their progress. Lessons should be designed to meet students where they are, providing scaffolded support for those who need it and enrichment opportunities for those ready to extend their learning. A growth focus requires clear communication with stakeholders, including parents and school boards, to emphasize its value and impact on student success. Recognizing and rewarding progress alongside achievement helps motivate students and reinforces the importance of improvement. By embedding these practices into the school culture, educators can create an environment where all students experience meaningful growth and are supported in reaching their potential.

2. I would look to incorporate learning journals into my Geometry classes, as they provide students with a valuable tool for brainstorming, reflection, and organization. Many of my students struggle with organization, and having a tangible record of their thoughts and progress could help them develop better strategies for learning. Given their frequent use of technology, learning journals would offer a refreshing step back. Students could use these journals to write what they know about a topic, note any questions they have, and revisit their reflections at the end of an assignment or project to assess their growth. This process would not only help them track their successes in math but also give them something to share with parents, providing insight into their learning journey.

2) When responding to conflict, I try to stay calm and focus on the issue rather than letting it become personal. Using strategies like sentence stems can help keep the conversation constructive. For example, asking, "I understand your perspective, but have you considered ___?" encourages open dialogue and problem-solving. Sentence stems offer a clear way to challenge ideas respectfully while promoting understanding and teamwork. Saying something like, "I have some reservations about that suggestion. Could you elaborate further?" can steer the discussion toward clarifying the issue instead of creating defensiveness. Practicing these techniques regularly, even in less stressful situations, helps build the skills needed for effective, solution-focused conversations. Over time, these strategies can create a culture of respectful communication, even in challenging moments. Giving people tools to manage conflict empowers them to approach disagreements with confidence and a willingness to collaborate.

2) Building self-efficacy begins with creating opportunities for students to experience success in manageable steps. Breaking down challenging content into smaller, achievable goals allows students to see their progress more clearly. Regularly reinforcing positive messages, such as, "You’ve mastered this part—now let’s tackle the next," builds their confidence in their abilities. Incorporating peer collaboration or mentorship can also help students feel supported and capable when tackling difficult tasks. Celebrating milestones, however small, reminds students that their efforts matter and that they are capable of growth. Modeling a “you can do it” attitude as an educator further reinforces the belief that persistence leads to mastery.

3) To set high yet attainable expectations, it’s important to frame learning as both rigorous and achievable. This can be done by saying things like, "This is a tough concept, but I know you can handle it with effort." Providing scaffolding and ongoing feedback ensures that students have the tools they need to meet these challenges. To prevent unconscious biases, I regularly reflect on my expectations and ensure they are consistent for all students, regardless of background or past performance. Strategies like analyzing grading patterns or engaging in peer observations can help identify and correct biased behaviors. By focusing on each student’s potential and maintaining a growth-oriented approach, I can ensure expectations remain both equitable and encouraging.

During my graduate studies, I engaged in productive struggle while learning advanced statistical analysis techniques for research. The concepts were challenging, and I often felt overwhelmed, but I persisted by breaking down complex problems, seeking guidance from professors, and collaborating with peers. This experience taught me the importance of creating a supportive learning environment where students feel safe to take risks and make mistakes. I learned that providing timely feedback and encouragement is crucial in maintaining motivation during difficult tasks. The experience highlighted the value of teaching metacognitive strategies, helping students understand how to approach and overcome challenges. I also realized the significance of celebrating small victories along the way, which can boost confidence and maintain momentum in learning. These insights remind me to design learning experiences that challenge students while providing the necessary support and tools for them to succeed.

In recent student work, common patterns often include varying levels of conceptual understanding, differing abilities to apply knowledge to new contexts, and diverse approaches to problem-solving or analysis. These patterns can be leveraged to teach up by informing the design of tiered tasks that address specific areas of strength and challenge for different groups of students. By identifying these patterns, teachers can create targeted interventions and extensions that push all learners to grow, regardless of their starting point. Recognizing patterns in student work also allows educators to group students strategically for collaborative learning experiences, fostering peer support and encouraging the exchange of diverse perspectives. Furthermore, these observed patterns can guide the selection of exemplars and models to share with the class, helping students see multiple approaches and levels of sophistication in tackling complex tasks.

One effective strategy for supporting relevance and rigor in my content area is to embed language instruction into content that inspires. By organizing lessons around thematic units that reflect students’ lives and experiences, I can create a more engaging and meaningful learning environment. For example, I could design a unit around the theme "Where I’m From," allowing students to explore vocabulary and concepts related to their neighborhoods and backgrounds. This approach not only benefits newcomers by validating their experiences but also fosters a sense of belonging among all students, encouraging them to share their unique perspectives. Ultimately, this strategy promotes collaborative learning and helps students develop critical language skills in a context that feels relevant and supportive.

In my classes, I have implemented the strategy of developing background knowledge by introducing relevant topics before diving into complex texts. For instance, when studying the theme of environmental science, I first engage students with documentaries and articles that provide context about ecosystems and biodiversity. I also incorporate shared reading sessions where we analyze texts together, allowing students to voice their thoughts and questions, which promotes deeper understanding. Additionally, I use visual aids such as diagrams and charts to illustrate mathematical concepts, making it easier for students to grasp difficult ideas. By combining these strategies, I create a dynamic classroom atmosphere that encourages all students to participate and succeed in their learning.

To implement the Mediated Dialogue protocol in the classroom, educators can create structured opportunities for students to engage in authentic conversations about the content being studied. This can be achieved by organizing small group discussions where students share their thoughts and build on each other's ideas, guided by specific questions related to the lesson. Teachers can facilitate these dialogues by modeling active listening and encouraging students to ask clarifying questions. Additionally, incorporating Thinking Maps during these discussions can help students visualize their thoughts and articulate their understanding more clearly. By fostering a classroom environment centered around collaboration and open dialogue, students can develop critical thinking skills and deepen their comprehension of the material.

Adopting a purpose statement for grading, similar to the one used by the American School of Paris, would significantly reshape my grading and feedback practices. By clearly articulating that grades should reflect a student's current level of achievement, I would focus more on the most recent evidence of learning rather than averaging scores over time. This shift would encourage students to engage in new learning opportunities without the fear of jeopardizing their overall grade due to past performance. Furthermore, it would promote a growth mindset, allowing students to understand that their learning journey is ongoing and that improvement is always possible. Ultimately, such a purpose statement would foster a more supportive learning environment that prioritizes student development and mastery of content.

In the past 30 days, I assigned students a task to analyze a piece of music from a historical perspective, requiring them to research the socio-cultural context of the composer. This task falls into the category of strategic thinking tasks, as it involves complex analysis but is manageable with the right resources and guidance. Additionally, students participated in a group presentation where they discussed different musical genres and their evolution, which required collaboration and critical thinking, placing it in the struggle tasks category. Another task involved listening to various pieces and writing reflective responses, which promotes stamina as it demands sustained attention and engagement. Overall, these tasks balance difficulty and complexity, pushing students to think deeply while providing opportunities for growth and understanding.

One of the four tools described in the article is the use of learning journals, which can be an effective method for differentiating instruction in a classroom setting. By integrating learning journals, students can engage in cognitive writing and express their thoughts in various ways, allowing for personalized learning experiences. This tool appeals to me because it not only promotes self-reflection and mindfulness in students but also enables them to document their learning journey over time. Additionally, learning journals encourage students to take ownership of their learning, which aligns with the principles of learner agency and universal design. Implementing this tool can help create a more dynamic and responsive classroom environment, catering to the diverse needs of all learners.

Incorporating a “growth culture” in the school or classroom can fundamentally change how students view their abilities and potential. When growth is prioritized, students begin to understand that intelligence and skills are not fixed traits but can be developed through effort and perseverance. This perspective encourages a mindset where challenges are seen as opportunities for learning rather than insurmountable obstacles, promoting resilience and a willingness to take risks. As students witness their peers being recognized for their growth, they are likely to feel empowered to pursue their own improvements, fostering a collaborative learning environment. Ultimately, this shift cultivates a sense of agency in students, allowing them to take ownership of their learning journey and view their potential as limitless.

When responding to conflict among colleagues or students, employing strategies from the article can significantly enhance the quality of discussions. Utilizing sentence stems can provide a structured way to express differing opinions while maintaining respect for others’ viewpoints. For instance, saying “I have some concerns about that suggestion. Could you explain it more?” encourages dialogue rather than defensiveness. Additionally, demonstrating a willingness to change one’s mind, as suggested by the stem “I disagree with you about that, but I’m willing to change my mind,” fosters an atmosphere of collaboration. Ultimately, these strategies can help transform potentially contentious interactions into constructive conversations that lead to better understanding and solutions.

To support students in building self-efficacy, educators can implement several strategies that reinforce their belief in their abilities. One effective approach is to provide regular, constructive feedback that highlights specific areas of improvement and celebrates progress. Additionally, setting achievable goals for students allows them to experience success incrementally, which can bolster their confidence. Incorporating collaborative learning opportunities also helps students see their peers overcoming challenges, reinforcing the idea that they, too, can succeed. Finally, modeling self-efficacy through sharing personal experiences of overcoming obstacles can inspire students to believe in their own potential.

Reflecting on the Pygmalion effect, educators can set higher expectations for all students by clearly communicating that they believe in their potential to succeed. It is important to ensure that these expectations feel attainable by providing appropriate support, resources, and scaffolding tailored to individual student needs. To prevent unconscious biases from affecting the expectations communicated, educators should engage in self-reflection and seek feedback from colleagues about their perceptions of student abilities. Additionally, using data-driven assessments can help educators maintain objectivity in their expectations. By fostering an inclusive classroom environment, educators can encourage all students to rise to the occasion and meet elevated expectations.

2. At the beginning of the semester in my Geometry class, we start with a review of Algebra and first-semester Geometry to help students get back into a math mindset after their three-week break. These review tasks are designed to focus on both strategic thinking and fluency, as they cover familiar concepts and should be relatively low in difficulty. Additionally, we conducted NWEA testing, and to provide some extra preparation, students also completed Exact Path minutes. The complexity of these tasks varied depending on the problems assigned by the program. Once we move into new Geometry topics, we’ll shift toward activities that will tackle the struggle and stamina parts of the grid.

2. Incorporating a growth culture in my school could fundamentally change how students view their abilities and potential. Rather than labeling themselves as "smart" or "dumb," they would begin to see learning as a continuous journey of improvement. This mindset shift would empower all students by reinforcing that intelligence and skills are not fixed but can always be developed. By focusing on progress rather than just achievement, students would be more willing to embrace challenges, push through difficulties, and recognize struggle as a natural part of learning. Celebrating individual growth could also reduce harmful comparisons between peers, helping students focus on their own accomplishments. Hopefully this approach would not only boost confidence and motivation but also inspire a lasting love of learning and self-improvement.

2. I use various strategies (although I hate to use that word here) to de-escalate emotional conflicts and steer them toward productive, cognitive discussions. I try to maintain a calm demeanor to help lower tensions and create a more constructive atmosphere. I also work to redirect conversations toward meaningful dialogue that encourages understanding. I try to keep an open mind, believing that everyone has something valuable to teach me. Managing conflicts with composure and resisting the pull of heightened emotions (especially difficult with colleagues that like to “stir the pot”) plays a crucial role in fostering thoughtful and solution-oriented discussions.

2. I try to build students’ self-efficacy by encouraging a growth mindset and creating an environment where effort and persistence are valued over immediate results. I normalize struggle by emphasizing that mistakes are an essential part of learning, using encouraging language, and reinforcing the idea that growth takes time. I try to provide incremental challenges with the goal that students experience small successes before tackling more complex problems, which helps build their confidence. Peer collaboration plays a key role as working together allows students to learn from one another while realizing that everyone struggles at times. I also offer opportunities for reassessment, reinforcing the idea that learning is an ongoing process rather than a one-time event.

3. I understand how much my expectations shape student performance, so I work to create a growth-oriented classroom where effort, persistence, and progress are valued. I set high but reachable expectations by framing learning as both challenging and achievable while using encouraging language to hopefully motivate my students. By providing scaffolding and ongoing feedback, I make sure students have the support they need to meet these challenges and build confidence in their abilities. To keep my expectations fair and free from unconscious bias, I try to regularly reflect on how I interact with students, ensuring I offer the same level of challenge and encouragement to everyone. I use clear and concise criteria to guide expectations instead of making assumptions based on background or past performance.

Tomlinson's recommendation to begin lesson planning with the most advanced learners is intriguing because it focuses on ensuring that the most challenging content is effectively addressed. It allows educators to design lessons that challenge the capabilities of advanced students while simultaneously considering how to make the material accessible to others. A challenge with this approach is that it might unintentionally widen the gap between advanced and struggling students, especially if the lesson becomes too complex too quickly. However, the benefit is that it encourages differentiation, where the advanced learners can engage with the material more deeply, and we teachers can scaffold for struggling students as the lesson progresses. Additionally, starting with high expectations sets a positive tone for the entire class, promoting a culture of academic rigor.

2. What scaffolds do you use to help struggling learners access more challenging content? Is there a new one you can try?

To support struggling learners, I use scaffolds like graphic organizers, peer collaboration, and chunking of content to make the material more manageable. I often provide sentence starters and visual aids that allow students to better engage with and comprehend complicated ideas. One strategy I’ve found effective is incorporating think-pair-share activities, where students can process the content with a peer before sharing with the class, allowing them time to build confidence. A new scaffold I can try is the use of interactive digital tools that break down complex texts into simpler, more manageable sections. These tools can help students access higher-level content without feeling overwhelmed, while also offering real-time feedback.

I believe that students' self-talk is often most pronounced during moments of challenge, such as when they are asked to solve difficult problems or when faced with tasks that require critical thinking. It is especially noticeable during independent work time, when they may question their ability to succeed or motivate themselves to push through difficult tasks. Before tests or assessments, self-talk can become determinative, as students either build confidence or become anxious depending on their internal dialogue. Self-talk also plays a significant role during group activities, where students may either encourage themselves to participate or hesitate based on their perceptions of their abilities. Moments of failure or struggle, particularly when students do not immediately understand a concept, can also trigger negative or self-limiting self-talk.

2. Do you agree that teachers’ own choices around challenge can be a powerful model for students? What is your own relationship to challenge? How can you make that more visible to students?

Yes, teachers’ choices around challenge can serve as a powerful model for students, as it shows them how to approach difficult situations with resilience and perseverance. When teachers embrace challenge, whether by tackling difficult topics or modeling how they work through obstacles, it encourages students to adopt a similar mindset. Personally, I view challenge as an opportunity for growth and an essential part of learning, which I try to communicate to my students through my own problem-solving processes. To make this visible to students, I share my own struggles with topics or a task, demonstrating how I approach setbacks and persist. This openness can help my students understand that challenge is a natural part of learning and should not be avoided, but rather embraced as a step toward mastery.

2. When I encounter conflict, I make the attempt to steer any discussion away from personal attacks and more towards productive dialogue. I think a great way to do this is to practice empathy and promote curiosity. I like to encourage people to actively listen to understand the other person’s perspective rather than preparing a counterargument. This might work to deescalate any tense situation and take it back to productive discussion. Finally reflection after discussion is a great way to encourage collaboration and reduce conflict. Leading questions like “How might we combine your idea with another approach to strengthen it?”, allows collaboration after any meaningful conflict.

To introduce more productive struggle, I could incorporate tasks that require students to apply multiple concepts or skills at once, encouraging them to grapple with ambiguity before arriving at a solution. For example, in a history lesson, I might provide students with primary sources that contain conflicting viewpoints and ask them to analyze and synthesize the information to form their own conclusions. Instead of giving immediate guidance, I could create a supportive environment where students work collaboratively to problem-solve and discuss different approaches. I can also introduce complex, real-world problems that don’t have a clear or immediate solution, asking students to engage in deeper critical thinking. Additionally, by allowing students to struggle with a concept and reflecting on their thinking as a group, I can help them recognize that struggle is an essential part of the learning process.

2. Describe a time when you engaged in productive struggle. What insights can you apply to your teaching?

A time I engaged in productive struggle was when I was learning a new teaching tool (Padlet) that required me to figure out how to integrate it effectively into my lessons. At first, I struggled with the software’s features and wasn’t sure how to make it work for my students, but through trial, error, and collaboration with colleagues, I figured it out. The process helped me realize that struggling with something new doesn’t equate to failure—it’s part of the learning. I can and do apply this insight by sharing my own struggles with students, showing them that persistence and learning from mistakes is a valuable skill. This can also reinforce the idea that struggling with a concept or task should not be avoided but accepted as an essential part of learning and growth.

2. Some scaffolds that I use to help struggling learners are peer tutoring, checks for understanding (whole class and individual), 5-finger or thumbs up/down checks, “talk with your elbow partner” activities, mini-presentations, and tutorial videos. Some student struggle to follow along with in-class instruction, but respond better to self-paced video tutorials. One scaffold that I could try could be written mid-project exit tickets in regards to higher-level concepts that I am trying to get my students to do. I usually talk about higher level concepts and show examples, but I do not often have students write down their reasoning and plan for those concepts as the students are doing the projects. Instead, I have students do brainstorming activities at the beginning of units, then have students work on summative projects to demonstrate their learning, so the mid-project formal assessments could help collect data regarding how much progress students have made on those objectives.

2. I agree that a teacher’s own choices around challenges can be a powerful model. When I demonstrate technical skills in Photoshop or Illustrator, sometimes I intentionally embed “mistakes” into my demonstrations, in order to model how to work around those challenges. In general, I try to work through challenges alone, researching online to see how others have done it. I reach out to others when I need clarification. It is essential to model myself dealing with technical challenges in my class, because my students will inevitably experience technical issues. Even needing to close a program and re-open it can send some students into a tailspin if they do not understand what is happening, so if I work through technical challenges aloud, it can help students feel like they are in a low-risk environment when they experience their own technical challenges. Troubleshooting is a core skill needed in the technology classes I teach, so guided practice is essential.

Describe a time when you engaged in productive struggle. What insights can you apply to your teaching?

2. When I first learned Adobe Premiere, I was learning it on-the-job at an internship. I knew another similar editing program, but each program is unique, and Premiere has its own quirks that were challenging to figure out. I tried to play around with the program to figure out things that I needed to do for the projects. When that did not work, I researched how to do things online, and when that did not work, occasionally asked my supervisor how to do specific things. When I model how to edit or create art on multimedia programs, it is important for me to walk students through the process of working through challenges. How do you apply your previous knowledge of other programs to this program? Can you hover your mouse over a button to see what it does? Are there YouTube tutorials that show you how to do that thing? By showing students how to address a challenge, it gives them the tools to be effective problem solvers.

2. One pattern I have noticed from one class period is that the majority of students in the class will do the bare minimum on assignments, even when other classes readily engage in extra credit opportunities or more complex versions of the same assignments. Teaching up would help this group in particular, because it would set the "bare minimum" higher. I have found that when most students sit with friends, they are more engaged with the activities, and more likely to complete the assignments on time. When I changed the seating chart, there was a change in work completion. The reason is because students can ask each other questions and work through issues together. The higher-performing students often support the students who are struggling. This means that in the midst of "teaching up," I can incorporate high-level discussion questions into the learning activities, and have friends talk through the concepts. 

2. Developing students' background knowledge is something I try to do at the beginning of each unit. For a recent lesson, I had my students illustrate a plant they "discovered" in the Amazon rainforest, but some students did not know what the Amazon rainforest is. As such, I pre-taught about the Amazon rainforest before students did the illustration; otherwise, they could get confused and frustrated. I would then check for understanding as students did the lesson: when they showed me their assignments, I would ask, "Does the plant look like it lives in the Amazon?" Using visual aids is a core component of my art classes, and I encourage students to look up the Amazon rainforest on Google to gain a deeper understanding of how the environment looks.

2. The strategy I chose to support relevance and rigor in my content area is "Encourage students to draw on all their languages." The article discusses translanguaging in projects. I have my Multimedia students create a calligram in Illustrator, and I could have students use whichever language they want, or combine languages. For the calligram, students design a silhouette, then fill it in with words or a poem; it could easily be a multilingual poem. This strategy could support all students, and especially newcomers, because they can draw upon all of their vocabulary, rather than a portion of it. This increases the likelihood that students will creatively respond to the project prompt.

Benefits:

1. High Expectations: Planning for advanced learners establishes a challenging environment, fostering growth for all students.

2. Depth of Exploration: This approach allows for deep dives into topics, encouraging critical thinking, with adaptable modifications for other learners. 3. Easier Differentiation: Beginning with advanced learners simplifies scaling lessons down for those requiring extra support.

Challenges:

1. Time Investment: While it may require more upfront effort, this strategy enhances your ability to address diverse student responses.

2. Neglecting Other Needs: It's essential to ensure that focusing on advanced learners does not overlook those needing more assistance.

3. Managing Pressure: Starting with advanced students might increase pressure, but with careful planning, this can be handled effectively.

2. Scaffolding is essential for engaging struggling learners with challenging content. Here are some effective strategies I employ: 1. Chunking Information: Break content into smaller, manageable parts and provide guided practice. 2. Graphic Organizers: Utilize visual tools such as concept maps to help structure students' thinking. 3. Sentence Stems: Offer structured sentence starters to support discussions and writing. 4. Guided Questions: Pose leading questions that promote critical thinking and comprehension. 5. Modeling & Think-Alouds: Demonstrate problem-solving processes while verbalizing my thought process. **New Strategy to Implement:** Cognitive Apprenticeship: This involves making my thought processes visible by guiding students through my reasoning and gradually transferring responsibility to them, similar to mentorship in real-world learning situations.