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Increasing Student Engagement Through Action Research and Evidence-Based Practices Part 5 - Shared screen with speaker view
john.biafore
35:24
John Biafore Good to see all.
glaser_sarah
36:47
First graders are not so clever….April FOol’s day was pretty safe for me
Christine Kleinhenz
37:06
My son woke me up with a trumpet this morning
Beau
37:16
Ouch!
Amy
47:02
A Collaboration Between Artists & Educators: 5:21
Amy
47:05
OOPS...
Cistobal (Toby) Carrillo
47:15
“Get back to me”. 1 min 16 seconds. Giving students some waiti time, if they need more time, get back to them. Itll get them to be more confident nex time they want to answer.
Lindsay Sturm
47:31
Exploring Garden Ecosystems, 5 min, This is a sample lesson about ecosystems that was taught out in the school garden. I appreciated that even the “theory” type learning about plants was taught with some posters outside as opposed to teaching the bookwork in the class and then going outside to do. I also liked the connection circles demonstrated.
john.biafore
47:31
John Biafore/ Peer Conferencing, showed the value of pairing students in a certain subjects.
Beau
47:32
Moving Beyond Brainstorming- 9 min. The teacher appears to be brainstorming with her class and then using a method called piling to organize the brainstorm. I’ll need to finish the video to understand how she does that.
Kristin Henke
47:36
I watched a 6 minute video of Series Success at the Core: Authentic Assess - Show Your Cards. This is something I can implement tomorrow. It is a useful strategy to help middle school student recognize and identify the emotions involved in their learning process. I is used as a quick check for the teacher to see what needs to be retaught and who’s “got it.” Can also be used to answer “agree” and “disagree.” Highly recommended!!!!
Kaleigh Ryno
47:49
facilitating peer learning: 10 min teacher facilitates peer learning in the math classroom. I saw some good strategies being used. Using students questions to ask other students
Frances Weiss
48:00
No Series: Questions are More Important than Answers. 9:41. Video talks about how important it is for students to be able to ask questions to understand and appreciate the process of their work. I would recommend it as it can be applied to any classroom!
Heather Stossmeister
48:21
Learning Menus: Giving Options & Independence 2 min 19 sec. This strategy is very valuable for organizing small groups and promoting independent learning while giving variety and choice.
Laura Richardson
48:38
Body Language: The Close (4 min long) Using body language to keep kids attention and engagement until dismissal
Anna Mekki
48:39
Improving Participation with Talk Moves, 2 mins… using repeating what another student said, also being able to add onto. It creates an accountability of listening in case you are called on. Opportunity to revise what was said and also it creates a need to pay attention. Using an “I Agree” sign that causes everyone to be encouraged when they see others agree with what is being said.
Amy
48:40
A Collaboration Between Artists & Educators: 5:21It was about how artists are coming into the classroom and teaching it with .
Elizabeth Storey
48:45
5 MINQuality Evidence RubricsGrade 7 / Math / AssessmentThe video was about a teacher who used quality evidence rubrics with his students. I would have to watch the whole thing to decide if I recommend it or not.
Jen Booz
48:47
Analyzing Data in Small Groups 7 min. I did not get to watch much but it seemed interesting and introducing a collaborative way to follow up on lab data collected
Rafael Gallont
48:48
Dot image math routine: Kindergarten. Examining dots and coming up with math practice problems. I recommend this video
Christine Kleinhenz
48:49
assessing learning and providing feedback, 56 minutes, Based on a book. Its a webinar. Viewed an interview discussing teacher's role in children's success on tests. Would be interested in hearing more.
Liza’s iPad
48:52
“Just the facts....2 min. Kindergartners on the rug teacher discussing finding American symbols on the posters… Teacher goes over procedures and reminded the students of sharing with a partner when they see the different pictures of the American symbols
Amy
49:00
I do not really recommend it.
Coach Bentz
49:43
I also watched “The Three B’s”. I highly recommend watching it. Always good to have multiples ways to deal interruptions.
Laura Richardson
50:34
Yes-british
john.biafore
50:57
John Biafore/Class engagement/ preparing students for a given topic by opening the class with strong articulation and some visuals. Then the assignment is given out. The students appear motivated to get the task done.
Melissa - Tech Host
53:50
Resource Page: https://asdn.org/webinar-resource-page-increasing-student-engagement-through-action-research-and-evidence-based-practices-spring-2021
john.biafore
58:57
John Biafore/ If done right, feedback is the most valuable tool in launching student success.
Laura Richardson
01:00:28
“Bounty of feedback…” That’s a good mindset that makes it easier to take/hear feedback that could be deemed more critical
Laura Richardson
01:00:52
OOOOh this looks REALLY good!
Amy
01:03:41
can you go back to the last slide please
Karl Schleich
01:06:03
a student you have, their fixed mindset and what we want them to do....
Jen Booz
01:06:04
I have a student who look at others as "smarter" or better at _________ than her. I want her to realize everyone has their own skills and that she has many
Kathryn Connell
01:06:07
I have a student who gives up easily and I would like them to persist
Kristin Henke
01:06:22
I have two students who give up so easily. I want them to learn to persist, to have some grit and keep trying.
Jane Bulovsky
01:06:27
I have a student who gives up very easily with obstacles which is super difficult when you have no contact with the student (virtual student and Mentor at the school does almost all contact). I want to find ways to help her persist despite her obstacles.
Frances Weiss
01:06:30
Gives up easily… I want them to see challenge as something that helps their brain grow and get stronger
Anna Mekki
01:06:34
I have a student that sees his effort as fruitless and I try to give him feedback in positive comments to encourage him to persist.
Lindsay Sturm
01:06:38
I have a student who, when reading letters, gets overwhelmed about not knowing all of them and often doesn’t try to identify any of them. I want her to try to say the ones she does know.
Donald
01:06:41
I have a student who gives up very easily…I want him to embrace challenges…I want some true grit
Laura Richardson
01:06:48
I have a student who avoids read ng before asking for help. I’d like them to try before asking for something to be read to them.
Beau
01:06:53
I have a student who tries to have the teacher feed him ideas rather than think about and come up with anything on his own. I want him to try on his own and then edit his work.
Liza’s iPad
01:07:10
I had a student who did not like to take challenges, I think it was just very difficult until it was broken down
Christine Kleinhenz
01:07:14
I have a kiddo that doesn't like to try hard things. I want them to try and keep trying while getting the support needed.
Elizabeth Storey
01:07:24
I have a student that gives up easily and would like them to persist and give themself a break when they don’t do something right the first time.
Patty States
01:07:28
I have a student who oftentimes doesn’t even begin to try.
glaser_sarah
01:07:36
I have a student who gives up easily after starting an assignment, particularly if it involves art, because she doesn’t feel confident. I think she is threatened when she sees others working more quickly and compares herself. I’d like her to stick with it and work on completion
Rafael Gallont
01:07:52
Kindergarten trying to get students to stayed sitted down
Cistobal (Toby) Carrillo
01:07:53
I had a student who cries when the questions seem too difficult, I would like them break it down into simpler steps and keep trying.
Heather Stossmeister
01:07:57
I have 2 students who want everyone to do it for them. I want them to realize they have all the knowledge and ability within them to be successful.
john.biafore
01:08:18
John Biafore/ I have several students who take feedback as sign that they can go deeper into an assignment.
Noad_Samantha
01:08:43
I have a student that avoids work and says “I can’t” when they haven’t tried yet.
Donald
01:09:59
I had a student who avoided all challenges, quit school and had every toy that his social security money could buy…until he turned 18 with no more money and no skills or persistence he committed suicide this year
Coach Bentz
01:10:06
Story of my life in PE. “I can’t serve this, or shoot etc, I don’t know how”
Karl Schleich
01:10:11
Something you want to remain mindful of is…..
Kristin Henke
01:10:13
It’s a process
Christine Kleinhenz
01:10:18
I want to show by example to my own children that I can try new things and learn new things even at an older age.
Rafael Gallont
01:10:24
Always keep on trying
Laura Richardson
01:10:25
I want to pay attention to my body language and tone when I am giving feedback to _____ (a specific student) who tends to space out frequently
Jane Bulovsky
01:10:53
I want my own children to see me persist despite multiple challenges. Coping skills.
Kathryn Connell
01:10:55
I want to be mindful of what I say in front of my kids so that I am not giving them fixed mindset language
Donald
01:11:03
I want to show my kids how to get through adversity by accepting life is work
john.biafore
01:11:21
John Biafore/ Growth mindset moves and motivates students to go further in life.
Elizabeth Storey
01:11:58
I need to be mindful of my self-talk when I encounter something new or difficult
Anna Mekki
01:12:01
I want to continue to learn to accept feedback and use it to increase my skills. I want to help my students succeed no matter how they start out by giving them continued encouragement and praise.
Frances Weiss
01:12:07
I want to be mindful of how I react to students when they say something is too hard… I want to use words that are encouraging for students to want to strive for a challenge
Liza’s iPad
01:12:44
Younger children are much more adept at trying to things… As older children have more challenges in their minds of overcoming those mindset
Beau
01:12:56
I want to use my body language to energize kids in the afternoon when we’re all getting tired.
Jayson Guerrero
01:13:08
Self care. Be mindful of my physical, emotional and mental health. I can’t teach students if I am not healthy.
john.biafore
01:13:18
John Biafore Growth mindset can be fostered by the creative classroom with challenges.
Rafael Gallont
01:14:12
Don’t take yourself too seriously, but take your work seriously
Donald
01:15:32
Not a weapon
Kathryn Connell
01:15:35
feedback is communication not accusation
Beau
01:15:40
It’s thoughtful and concise.
Katie Henderson
01:15:40
Feedback is grounded in trust
Karl Schleich
01:15:41
Something that stuck out for you was......
Frances Weiss
01:15:41
It is grounded in trust
Anna Mekki
01:15:42
An offering not a punishment
Kristin Henke
01:15:42
Feedback is not a weapon or a way to fix people. I need to remember that.
Lindsay Sturm
01:15:47
Feedback is a tool not a weapon
Rafael Gallont
01:15:47
trust
glaser_sarah
01:15:48
A way to fix people
Patty States
01:15:48
Feedback is learning a better way
Cistobal (Toby) Carrillo
01:15:49
feedback is a way to help people
Heather Stossmeister
01:15:50
Feedback is an invitation to self-reflect
Kaleigh Ryno
01:15:51
an offering not punishment
James Wells
01:15:52
Learning to communicate
Jane Bulovsky
01:15:55
observation with context not judgement without context
Donald
01:16:00
feedbackj should be a chance for self celebration
Liza’s iPad
01:16:02
Communicate communicate instead of accusing
Jen Booz
01:16:03
offered with the intent ot help someone move forward
Chad Bentz
01:16:06
Positive feedback
glaser_sarah
01:16:07
Grounded in trust
Elizabeth Storey
01:16:15
Feedback is a tool not a weapon
Christine Kleinhenz
01:16:18
Not being too verbose.
Donald
01:16:45
A third eye in the back of your head…,very useful
Donald
01:17:39
please excuse me as I round up my kiddos for dismissal
Jen Booz
01:18:33
5
James Wells
01:18:35
5
Katie Henderson
01:18:36
5
Kathryn Connell
01:18:36
5
glaser_sarah
01:18:37
5
Frances Weiss
01:18:37
5
Christine Kleinhenz
01:18:38
3
Heather Stossmeister
01:18:39
5
Beau
01:18:39
3
Kristin Henke
01:18:40
5
Jane Bulovsky
01:18:40
3
Cistobal (Toby) Carrillo
01:18:41
5
Alyssa Stucky
01:18:43
3
Patty States
01:18:45
5
Chad Bentz
01:18:48
6
Alyssa Stucky
01:18:50
5
Anna Mekki
01:18:51
5
Lindsay Sturm
01:18:51
3
Emily Ault
01:18:55
5
Orien Schmitz
01:18:56
3
Elizabeth Storey
01:18:57
3
Rafael Gallont
01:18:59
3
Noad_Samantha
01:19:02
4
john.biafore
01:19:03
John Biafore3
Liza’s iPad
01:19:13
4
Anna Mekki
01:21:58
never
Kristin Henke
01:22:02
Rarely
Lindsay Sturm
01:22:02
1-2 times a year
Kathryn Connell
01:22:02
Never
Amy
01:22:03
a "few" times a year... perhaps 3
Karl Schleich
01:22:04
How often do you receive feedback?
Heather Stossmeister
01:22:04
Yes
Christine Kleinhenz
01:22:08
once every two years. interactions with children or interactions in meeting with parents.
Alyssa Stucky
01:22:11
1-2 times a year
Cistobal (Toby) Carrillo
01:22:11
not very often
Patty States
01:22:13
rarely
Beau
01:22:16
1-2 times a year. Usually pretty general.
James Wells
01:22:18
Not oftin
glaser_sarah
01:22:21
not often
Orien Schmitz
01:22:21
Not often
Elizabeth Storey
01:22:26
I share a room with a para and she gives me informal valuable feedback almost everyday
Jen Booz
01:22:28
Only if I ask. I have a teacher I always run ideas by and he helps. My principal does not give feedback at all
Frances Weiss
01:22:29
Rarely
Katie Henderson
01:22:31
I receive feedback all the time for my efforts and hard work in various school activities, as well as praising areas of rigor in my teaching style from my colleagues and my site administrator
Jane Bulovsky
01:22:34
1-2 times/month
Karl Schleich
01:22:34
What is an area of focus/
Jayson Guerrero
01:22:44
Classroom management- CHAMPS
Cistobal (Toby) Carrillo
01:22:46
We dont have the coverage to allow people to visit other rooms.
Rafael Gallont
01:22:50
effort
Jen Booz
01:22:50
Usually developing lessons or activities
Amy
01:22:57
I ask my principal to give me feedback as much as he can.
Emily Ault
01:23:02
Once a week or so from resource teacher helping me in my classroom. Noticing how early I am at work, activities and effort I put into IN students
Chad Bentz
01:23:04
At least once a week with coaching and teaching. It’s most of the time on communication.
Chad Bentz
01:23:23
From assistant coaches and paras
Heather Stossmeister
01:23:42
When we collaborate every week, we talk about strategies that worked or didn’t with our students. We share ideas.
Jane Bulovsky
01:23:59
Praising hard work (co-workers and occasionally admin), feedback on work assignments that is constructive and useful.
Anna Mekki
01:24:18
Never with colleagues, but with children that love the lesson and from parents that appreciate my teaching methods and curriculum
john.biafore
01:25:16
John Biafore/ I give feedback to the 2021 Grads daily.
Rafael Gallont
01:25:21
The best in the world
Heather Stossmeister
01:25:23
Lots of exercise
Cistobal (Toby) Carrillo
01:25:23
i hear its great
Christine Kleinhenz
01:25:24
free
Jane Bulovsky
01:25:30
Teachers are highly trained and provided training.
Karl Schleich
01:25:30
Anything you know about Finland’s education system?
Kristin Henke
01:25:31
The teachers are held in high regard.
Lindsay Sturm
01:25:33
I don’t know anything
Katie Henderson
01:25:34
Finland has a very good reputation in education and general quality of life
Kristin Henke
01:25:36
The students test well
Orien Schmitz
01:25:36
They start school later, correct?
Jen Booz
01:25:41
I am doing a Fulbright Fellowship to Finland next year! I am so excited to learn from them
Noad_Samantha
01:25:44
I am lucky enough to coteach this year so I am able to get feedback daily
glaser_sarah
01:25:46
Less focus on early academics
Kristin Henke
01:25:52
The teachers observe each other a lot!! Teachers have a lot of PD.
Liza’s iPad
01:26:11
Very strong school system
john.biafore
01:26:13
John Biafore its a funnel system, not all students are college tracted.
Jayson Guerrero
01:26:14
Has best education system in the world
Amy
01:26:18
that sounds great!!!! Waldorf education is like that also!
Cistobal (Toby) Carrillo
01:26:31
2nd grade??
Karl Schleich
01:38:17
Something that you have noticed about your self in regards to ROI or praise ratio?
Jen Booz
01:38:28
I have a good praise ratio but a lot of them are general
Christine Kleinhenz
01:38:35
I have to focus to make sure my ratio stays 3:1
glaser_sarah
01:38:41
I could be more specific
Frances Weiss
01:38:44
I need to be more specific in my praise
Kristin Henke
01:38:45
I interact a lot, but high schoolers and middle schoolers act like they don’t it. (Eye roll)
Rafael Gallont
01:38:49
I need to be more specific
Kathryn Connell
01:38:54
I tend to say the same things
Beau
01:38:55
I didn’t realize how much of my praise was general.
Cistobal (Toby) Carrillo
01:38:55
Im definitely needing more water with all the praising im doing
Patty States
01:39:02
Trying to be more specific in praise.
Jane Bulovsky
01:39:03
Ratio is around 3:1 as well and want to keep it that way. Virtual teaching doesn't provide ROI but I need to teach that way
Liza’s iPad
01:39:07
You really need to focus on what you’re saying to get more specific praise
Katie Henderson
01:39:07
I really try to give specific praise when students are in class, but in remote learning specific praise is very hard. I usually end up giving more general feedback on student work in remote learning to save time and energy, since the feedback is already so delayed
Chad Bentz
01:39:11
I feel like I praise too much in class and too negative at practice...
Lindsay Sturm
01:39:18
I go through spells throughout the day when I am making a conscious effort to give regular praise, but then oppositely periods of time that go by where I miss opportunities
Noad_Samantha
01:39:45
watching myself back on video, I’ve seen some missed opportunites for specific positive praise
Laura Richardson
01:39:53
I have to try and think ahead for one student to LOOK for things to praise him for…
john.biafore
01:40:19
John Biafore/ I use praise to motivate students to get through the task.
Amy
01:41:15
I noticed that in the morning when I am on "duty" in the hallways that I was not giving the students eye contact and was just "a warm body to make sure no one was hurt" but instead the first person they saw in their day and how important it was to give them a cheerful teacher attitidue!
Heather Stossmeister
01:41:50
I noticed in my last video that I was very general with praise. Lots of opportunity for response in my class. I had a lot of rapid response without specific feedback. It was just seeking fast answers.
Heather Stossmeister
01:48:16
Nick and males
Beau
01:48:21
Nick!
Cistobal (Toby) Carrillo
01:48:27
nick mus tbe the student that usually needs the most attention
Orien Schmitz
01:48:30
Nick has more negative
glaser_sarah
01:48:32
Few negative for females
Jen Booz
01:48:33
Nick has more neg than pos
Kathryn Connell
01:48:33
Nick gets a lot of negative. Maybe thats why he has his specific coding
Liza’s iPad
01:48:36
Nick seems to be redirected a lot or have a negative interaction
tcowden
01:48:43
Lost of attention N
Elizabeth Storey
01:48:43
A lot of attention to males
Liza’s iPad
01:50:39
Just take Nick out of the class
Emily Ault
01:51:42
I noticed that most of my negative interactions were with one specific student
Cistobal (Toby) Carrillo
01:52:29
looking/physically doing something to follow along
Karl Schleich
01:52:38
1, 2, or 3…..Active engagement....
tcowden
01:52:39
Get them hands on -typing-writing-partner work
Katie Henderson
01:52:41
3- I have students make personal connections to the content
glaser_sarah
01:52:45
2 - It is easier to monitor if studnets are on task. And more compelling for students to attend
Noad_Samantha
01:52:52
#1: eyes on speaker, calm body, hands on work, talking with peers or teacher
Jen Booz
01:52:52
2. the more engaged they are, the more on task, the fewer behavior issues
Orien Schmitz
01:52:55
Hands-on
Heather Stossmeister
01:52:56
Active engagement means ones mind is connected to the topic that is being presented.
Kristin Henke
01:52:58
To actively engage students I have something for them to answer in speaking or writing or gesturing.
Jane Bulovsky
01:52:58
2: helps them see value in learning, applicability, sharing knowledge with others, showing others, demonstrating.
tcowden
01:52:58
Something I can SEE them doing
Emily Ault
01:53:02
1. Taking a leading role in what is being taught and physically interacting with the content
Frances Weiss
01:53:05
3. Something that gets all students involved (Slates, Kahoot!, talking with a partner)
Rafael Gallont
01:53:11
1. Active engagement is the students not being a passive participant but rather being an active participant
Kathryn Connell
01:53:23
3. Bringing in things they love to the lesson
Elizabeth Storey
01:53:24
2. Kids are on task and engaged
Christine Kleinhenz
01:53:28
Students making choices
Patty States
01:53:32
Active engagement - often student to student
Beau
01:53:37
3. Using my voice to recognize on task, engaged students, and nonverbal proximity to address students who are off task.
Liza’s iPad
01:53:39
3.Having him participate, verbally the thumbs up not of their head different ways to have them participate keeps them more active and on task I believe
tcowden
01:53:39
White boards are fun for them
Jayson Guerrero
01:53:50
1. Learning by doing
john.biafore
01:54:04
John Biafore 3 When a student completes an assignment, I point out it is a good job, but I encourage them to go further with their ideas.
tcowden
01:54:42
Stand up sit down and perky
Jen Booz
02:02:24
27
Cistobal (Toby) Carrillo
02:02:27
every syllable
glaser_sarah
02:02:30
41
Kristin Henke
02:02:31
45
Jane Bulovsky
02:02:33
35-40
Elizabeth Storey
02:02:34
38
Frances Weiss
02:02:34
44
Rafael Gallont
02:02:35
40
glaser_sarah
02:02:39
all C’s
Amy
02:02:40
37
Kathryn Connell
02:02:42
31
john.biafore
02:02:44
John Biafore38
Patty States
02:02:47
43
Karl Schleich
02:02:59
Something you notices was.....
Jane Bulovsky
02:03:00
She moves very fast, lots of eye contact
Kathryn Connell
02:03:05
I noticed she used the same signals to get everyone to participate and they knew when to say it
Christine Kleinhenz
02:03:06
gave directions
Jen Booz
02:03:07
modeling
Heather Stossmeister
02:03:08
Invitation to respond
glaser_sarah
02:03:09
verbal and non-verbal prompting
Kristin Henke
02:03:10
She broke each word into morphemes. Kept a quick pace.
Chad Bentz
02:03:19
Repetitive
tcowden
02:03:22
Give examples as needed
Elizabeth Storey
02:03:31
Wanted quick responses
Rafael Gallont
02:04:05
Highly engaged
Heather Stossmeister
02:04:07
highly
Heather Stossmeister
02:04:15
Lots of voices
Jen Booz
02:04:18
heard voices
Kristin Henke
02:04:21
We could hear choral response.
Jane Bulovsky
02:04:22
Tone of their voice indicated somewhat but not enthusiastically
Liza’s iPad
02:04:22
Highly and total participation
Rafael Gallont
02:04:32
comfortable
Kristin Henke
02:04:32
Comfortable
tcowden
02:04:33
Not much enthusiasm, most probably worked at it
Heather Stossmeister
02:04:33
Comfortable
Beau
02:04:43
You can listen and you aren’t singled out.
Patty States
02:04:44
Comfortable in a group
Amy
02:04:45
comfortable... NOT singled...
tcowden
02:07:35
I need to go out
Orien Schmitz
02:07:39
How do we go to a breakout room?
Amy
02:07:44
how?
Elizabeth Storey
02:07:49
I need to go to the breakout room
tcowden
02:08:24
theresa
Chad Bentz
02:16:16
Absolutely
Liza’s iPad
02:16:29
Definitely a powerful lesson… And she has spent a lot of class time with her expectations and response time with the kiddos
Patty States
02:16:44
and to like math!
Chad Bentz
02:16:52
Super engaged
Liza’s iPad
02:17:00
Absolutely
Chad Bentz
02:17:01
Yes
Karl Schleich
02:17:56
Something that you would remain mindful of from the whole brain learning lesson is,.,,,,
Liza’s iPad
02:18:04
Giving students a response and having them response in many different capacities… That’s powerful stuff and helps keep students engaged
Patty States
02:18:15
Great way to teach math
Katie Henderson
02:19:21
Teaching choral responses to prompt students into and out of individual/group work can be another way to quickly get a response and transition students
Karl Schleich
02:21:51
What is something to remain mindful of from today….
Heather Stossmeister
02:21:52
I want to try to include more group and partner response.
Kathryn Connell
02:21:56
I want to seek more feedback from my peers and I also want to be mindful of my opportunties to respond and keep my students engaged
Jane Bulovsky
02:21:58
More interactions even though I teach virtually/asynchronously. My recordings can be done with interaction in mind.
Elizabeth Storey
02:21:59
I’m going to seek more feedback from my peers
tcowden
02:21:59
Be proactive to help students learn the expectations of response and then practice
Patty States
02:22:01
To utilize choral responses
Kristin Henke
02:22:03
I want to be mindful to use more choral responses.
tcowden
02:22:05
Keep it fun
Rafael Gallont
02:22:06
I will only praise student for their effort and will avoid saying you are smart.
Jen Booz
02:22:09
Positive feedback especially to more challenging students
glaser_sarah
02:22:11
Shorten wait time between responses,
Frances Weiss
02:22:11
I want to be mindful of feedback… teaching students that feedback is positive
Amy
02:22:14
demonstrate more Growth mindset reactions to model for the students. It is hard to model growth mindset. We live in a world of fixed mindset!
Orien Schmitz
02:22:16
Meaningful responses to individuals
Katie Henderson
02:22:17
Opportunities to respond can be very quick and don’t have to take up a lot of time in order to be effective
Liza’s iPad
02:22:24
Easy more specific praises versus jealous
Cistobal (Toby) Carrillo
02:22:24
to continue to remember to use specific praise for students to increase student behavior.
Noad_Samantha
02:22:48
be mindful of opportunities to give specifc positive feedback
Beau
02:22:49
Anticipating my challenging students’ typical praise ratio and trying to pad the positive side of the ratio whenever I can.
Chad Bentz
02:22:58
To have a better balance between praise and corrective feedback.
tcowden
02:23:19
Keep my head these last 7 weeks….
Liza’s iPad
02:24:12
Using smart thinkin instead if you are smart I’ve used before
john.biafore
02:24:13
Biafore/ Use of Feedback as a tool to motivate students.
Rafael Gallont
02:24:18
yes
Liza’s iPad
02:24:29
Yep
Liza’s iPad
02:25:39
Thank you Karl:)
Melissa - Tech Host
02:25:44
Survey Link 5: https://www.surveymonkey.com/r/M28V6GG
tcowden
02:25:57
Great job
Chad Bentz
02:26:13
Thanks Karl, this was great!
Karl Schleich
02:26:40
Thank you Chad!
Karl Schleich
02:26:52
thank you Liza, Theresa!