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         <description><![CDATA[<div><br>*An awesome resource for promoting disciplinary literacy, increasing opportunities for students to read and comprehend informational texts centered on various topics, and more<br>*Some articles have been translated into Spanish&nbsp;</div>]]></description>
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         <description><![CDATA[<div>When it comes to formative assessments, looking at student work alongside other forms of data offers a more complete picture of students' skills and knowledge.</div>]]></description>
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         <description><![CDATA[<div>Feedback from the teacher to the student is important as it <em>can</em> ensure that learning is informed and so able to move forward.&nbsp; Similarly, the teacher should use feedback from the performance of students to inform and so adapt their teaching.&nbsp; The latter should happen on a number of levels:<br><br></div><ul><li><strong>In the lesson</strong> – when students aren’t ‘getting it’, stop and reframe the learning.</li><li><strong>In between lessons</strong> – so during one lesson, students may have picked up one concept but struggled with another.&nbsp; So for the next lesson, rather than just moving on to the next concept, go back and re-do the concept they were struggling with.</li><li><strong>In between units of work</strong> – after a unit of work, are there certain skills that they haven’t developed e.g. comparing the validity of evidence sources in history, that will need to be further developed in the next unit.</li><li><strong>Reviewing the curriculum </strong>– look at the performance across certain topics.&nbsp; Where they underachieved, review how this was taught.&nbsp; Would interleaving topics throughout the curriculum help?</li></ul>]]></description>
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         <description><![CDATA[<div>Please complete this reflection form after each collaborative conversation. The information collected will assist me in ensuring you receive personalized support as we work together to build bridges and pathways to understanding for our scholars.</div>]]></description>
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         <title>Readers Persevere Through Difficult Text (Smekens)</title>
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         <title>Finishing Class with an Optimistic Closure</title>
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         <title></title>
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         <title>8-10-22 6Ts of Effective Instruction PLC Nearpod access (Expires in 69 days)</title>
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         <description><![CDATA[<div>Access Code: <strong>AWBHS</strong><br>Gives you access to the presentation used during the 6Ts of Effective Instruction PLC held in the main building conference room August 10, 2022.&nbsp;</div>]]></description>
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         <title>Big Ideas </title>
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         <title>Encouraging academic conversations with talk moves </title>
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         <title>Setting Up Your Observation Account in AIM </title>
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         <title>Local School TEIS is Dr. Tineka Peoples,NBCT</title>
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         <title>3 Strategies to Support English Language Learners in Social Studies</title>
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         <title>Ellevation </title>
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         <title>Checklist for Evaluting Question Quality</title>
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         <title>How Schools Are Reframing Gym Class to Be More Engaging</title>
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         <title>Is , Is Not</title>
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         <title>The P.E. Project </title>
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         <title></title>
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         <title>Talking Math: 100 Questions That Help Promote Mathematical Discourse</title>
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         <title>Fisher &amp; Frey Article </title>
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         <title>10 Ways to Teach Argument Writing with the NY Times</title>
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         <title></title>
         <author>teacherslf</author>
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         <title></title>
         <author>teacherslf</author>
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         <title></title>
         <author>teacherslf</author>
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         <title></title>
         <author>teacherslf</author>
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         <title></title>
         <author>teacherslf</author>
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         <title>Printed Example 1</title>
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         <title>Printed Example 2</title>
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         <author>teacherslf</author>
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         <title>Online hub for all things PBL - pblworks.org</title>
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         <title></title>
         <author>teacherslf</author>
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         <title></title>
         <author>teacherslf</author>
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         <title>Align with the Strongest Position</title>
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         <title>B.U.C.K.S. (Annotation strategy that helps students &quot;breakdown&quot; word problems)</title>
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         <title>Inferring author&#39;s perpective </title>
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         <author>teacherslf</author>
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         <title>A glossary of literary terms with a definition.</title>
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         <title>Glossary of literary devices</title>
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         <title></title>
         <author>teacherslf</author>
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         <author>teacherslf</author>
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         <title>Creating Anchor Charts </title>
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         <author>teacherslf</author>
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