https://padlet.com/msteitz2/ri5pxvw626e96i50 The COVID Pandemic has had a huge impact on our scholars. What information do we need to redesign our support for our scholars to get them to the vision? en-us 2022-12-02 08:16:52 UTC 2025-11-03 02:30:08 UTC hello@padlet.com https://padlet.net/icons/png/1f9e0.png https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415864059 6th Grade: reading together works, reading alone... need to work up to]]> 2022-12-09 17:19:06 UTC https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415864059 https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415865670 6th Grade: We slowly scaffold how to write a claim and give answers with specific details- but not necessarily 2 part questions.]]> 2022-12-09 17:20:44 UTC https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415865670 https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415866926 6th Grade: Annotation in ELA, Science, and Social Studies helps with reading comp... students are doing better than last year]]> 2022-12-09 17:22:09 UTC https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415866926 https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415868289 6th Grade: Issue with students- air pods under hoodies, cellphones under desks/at lunch/ on bus... laptop misuse regarding taking photos/games]]> 2022-12-09 17:23:40 UTC https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2415868289 https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2435903980 We had a long discussion about "joy" at Preuss. 11th graders don't seem to experience much "joy" while at school. They hear a lot about what they don't have (e.g. "they are behind due to COVID") but they don't have many reasons to celebrate nor do they get enough positive feedback. We would like to try to initiate/institute positive ways of recognizing students and giving them opportunities to celebrate/find joy. ]]> 2023-01-06 17:45:57 UTC https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2435903980 https://padlet.com/msteitz2/ri5pxvw626e96i50/wish/2443908959 Grade 7
Science-behavioral challenges associated with the  use of EF, interpersonal, intrapersonal, & social-emotional skills needed to learn was lacking at beginning of year. Covid Pandemic magnified the development of these skills due to students not having access to explicit instruction when they demonstrated these thinking and learning skills.  Formative assessments also showed current G7 students were challenged in using diverse thinking strategies [divergent, convergent, critical, creative, concrete] needed to solve problem. Without thinking and learning skills, it is difficult for students to reach learning targets in this content area.

Lack of these learning behaviors can manifest in the classroom as task avoidance, frustration, procrastination, , low motivation, apathy,  and other behavior problems which prevent learning and has been described on this Padlet in other courses and grade levels. When these skills are not addressed collectively, learning lost will become patterned. Students who lack these skills can be disruptive and need require more management.

In science, these skills needed to be taught more this year on top of teaching content specific and skills as prescribed by NGSS related goals
*evidence based writing
*solving problems
* all science process skills
*experimental design
*use of technology to learn
*creating models
*reading strategies

Historical gaps in educational system where explicit  teaching of such strategies on top of content goals may not be a standard of practice can evolve into gaps in literacy and readiness [e.g life, career, college, etc].

Supports needed: 
1. Professional development [using a coaching models and continued support]  in teaching thinking & learning skills [Executive functioning, Interpersonal, Intrapersonal, Social-Emotional] skills] can be sustainable when done collectively 6-12. If we want to fill in learning gaps and help our students thrive in the post-secondary, then we need to be committed to teaching students how to learn and think as a community.  
2. A system to measure how effective our strategies in teaching thinking and learning skills needs to be developed to assess the impact of such supports on learning. 

3. Use data to refine process. 
4. Formalize such work in grade level teams for consistency.

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