We talked about the large amount of graphic organizers available on SAVVAS through our textbook. We focused on learning strategies. We discussed the ones we already use and the ones we want to try with our classes.

When students don’t understand a particular instructional strategy, we will reteach it using a different approach, such as modeling, breaking it into smaller steps, or providing guided practice. Additionally, we will check for understanding through formative assessments and adjust our instruction to better support their learning needs.

We said we would utilize items like the Pick a Duck or the graphic organizers for writing to enhance our lessons.

We focused on Instructional Strategies: Save the Last Word, GIST, and Making Thinking Visible

When will you implement?

I plan to implement (try) Save the Word Protocol to deepen students' thinking about text and to help them build on each other since students seem to be dependent on AI or some "expert" thinking for them. We are in the middle/end of argument and these strategies can assist students with understanding and composing their own arguments.

We found that the GIST strategy is relevant to our students since TikTok is hugely popular and our students are highly influenced by "their fave star or influencer". The hashtag strategy is a great way to help put a capstone on students' understanding and thinking in order to share with others or to expand/build upon.

Both protocols (GIST and Save the Last Word) are ways to help students make their thinking visible. Have students create their own graphic organizers to showcase their learning for the text/day/week is a great idea. Teachers make learning visible all the time. Reiterate and highlight these visuals frequently to students so they have an example.

This skill set would improve my instructional practice by teaching the students how to talk with and to each other about academic content.

I plan to implement this starting next week.

When student get it I will become the observer, but continue to guide them on how to improve and ask thought invoking questions, respectfully.

If they don't get it. I will continue to model the skill set and allow the to practice with gentle coaching until they do get it.

Regarding vocabulary, we discussed readtheory.org, vocabulary.com vocabulary bowl, Thinking Maps, all to supplement vocabulary acquisition.

Weighing Evidence: I will use this writing support to help students identify their most effective piece of evidence for building a home in space vs. focusing on Earth. This will also help them identify counter claims and form their rebuttals.

Writing Windows: I plan to use this with an upcoming poem to help students visualize the events of the poem. My goal is to help their comprehension and decrease their anxiety around poetry.

I also enjoyed the text "Diving In" and how it offered several ways to engage students with a text AFTER close reading. I find that the pressures of pacing have decreased this in my classroom and that author gave some great ideas.

Triad Socratic Seminars: I was most interested in this strategy because I have been looking for ways to engage all of my students and get them talking and building on others' ideas. In my different approaches to Socratic Seminars (using poker chips as talking chips, a beach ball, and concentric circles), the Triad strategy seems to be extremely effective. I love the processing and team time that is built into this discussion strategy. I think this is a powerful way to build confidence in students that are timid. I also love the pilot and copilot effect. Having students really listen to each other and offer encouragement to each other resonates with my purpose behind empowering students to become their own agents. I love that the pilot selects a copilot to enter into the speaking role for the next round of questions. This seems like it would be effective in making sure ALL voices have the opportunity to be heard. I look forward to using this strategy with our next major text, To Kill a Mockingbird.

MXMS-7th