https://padlet.com/melissa691/xqzle42o8m1jf2fk 421A en-us 2021-03-18 03:18:47 UTC 2021-03-18 04:51:59 UTC hello@padlet.com melissa691 https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323666222 2021-03-18 03:24:15 UTC https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323666222 melissa691 https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323667260 Amber is aligned with HLP 7 through identification and prioritization of long and short-term learning goals. Amber notes that "yearlong planning enables you to see the big picture.  It helps you align your standards, your assessments, your holidays and themes, as well as your larger units." Amber begins by breaking down and mapping out how she will teach to California State Standards over the course of the year. She approaches each standard with the intent to provide content/instruction that is scaffolded so students can meet that standard, despite varied need. ]]> 2021-03-18 03:24:43 UTC https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323667260 melissa691 https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323679306 Amber uses the UDL framework to shape curricula used, content focused on, and how she instructs. All of this is reflected in her planning. Amber expressed that her focus is to "use various delivery types such as video, readings, lectures, or even sometimes audio." In observation and working with her, I have noticed that content is  delivered through "chunking", graphic organizers, or her "ultimate favorite" through jigsaw groups. I have also observed that her lessons end with a processing activity or reflection which she says "helps the kiddos remember what they just learned."  ]]> 2021-03-18 03:30:44 UTC https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323679306 melissa691 https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323795770 Amber assigns each lesson an objective aligned with meeting a standard. The objectives are clear and understandable to me. Amber uses Planbook.com to create electronic lesson plans to reflect on daily lessons, move lessons around when necessary, easily adjust or review her scope/sequence, and refer to earlier objectives to assess if students have met the outlined goals. 

Through my observations, I am not sure the students are aware of the objectives because they are not presented in virtual material or at the beginning of instruction. The activities created to support students' mastery of the objective are clearly connected to me, but are not explicitly explained to students. ]]> 2021-03-18 04:35:43 UTC https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323795770 melissa691 https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323810162 1. How do I explicitly/effectively teach academic vocabulary in addition to a learning objective to students which connects that objective to their interests and to the real world?
2. How to ensure equity is embedded in lessons? 
- How do I ensure equity of voice is consistent and reliable in class discussions, group activities, and partner activities? 
- How do I ensure content is celebratory and acknowledging of diverse background knowledge and frame of reference?
- How do I approach planning through a framework of UDL? 
3. How do I meet standards across 9th-12th grade? 
4. How can I effectively scaffold lessons so my students learn as a community, but still have their individual and varied needs met?
5. How do I plan to embrace my students strengths while providing support to close opportunity gaps? ]]> 2021-03-18 04:42:18 UTC https://padlet.com/melissa691/xqzle42o8m1jf2fk/wish/1323810162