Rodney Staats
34:48
All the time
Sara Ouellette
34:58
yes
Marsha Iverson
34:59
yes
Catherine Pelino-Curry
35:00
yes
Louise Hoare
35:00
Yes, I HAVE
John Jastremski
35:04
no, not for that reason anyway
Rodney Staats
35:10
It gives them a sense of accomplishment
Catherine Pelino-Curry
35:22
no
Sara Ouellette
35:23
no
Rodney Staats
35:24
yeah
John Jastremski
35:40
haha - no way. try to eliminate questions for lack of time
Louise Hoare
35:41
I AM A SPECIAL ED. CONSULTANT BUT I HAVE SEEN THIS
Rodney Staats
35:45
Everyday
Marsha Iverson
35:45
yes
Sara Ouellette
35:47
yes
Catherine Pelino-Curry
35:52
yes
Louise Hoare
35:54
YES
John Jastremski
35:59
yes
Catherine Pelino-Curry
36:04
no
John Jastremski
36:10
yes
Marsha Iverson
36:11
yes
Sara Ouellette
36:13
yes
Louise Hoare
36:13
Seen this lots of times…
Rodney Staats
36:20
I try not to do that
Catherine Pelino-Curry
36:25
no
Rodney Staats
36:27
yes
Sara Ouellette
36:28
no
John Jastremski
36:29
no
Louise Hoare
36:42
I have seen and heard this often
Catherine Pelino-Curry
36:50
yes
John Jastremski
36:50
yes
Marsha Iverson
36:58
yes
Rodney Staats
37:00
sometinmes
Louise Hoare
37:01
Yes…. I hope so!
Sara Ouellette
37:04
yes
Louise Hoare
40:54
love John Hattie!
Rodney Staats
46:22
To a certain degree
Rodney Staats
46:55
I might give a student to use different tools to accomplish the same thing
Rodney Staats
47:28
I try to stand in front of them and lecture as little as possible
Rodney Staats
47:48
I try to get them more hands on and give the information as we go
Louise Hoare
52:41
A strategy that I love to use with students is the power of the first five minutes…the pause in the middle to check for understanding in the final 5 minutes. Students can answer the “WHY” and they get use to it!
Catherine Pelino-Curry
01:05:15
Looking for patterns
John Jastremski
01:05:50
to confirm that we have students' attention
Louise Hoare
01:06:00
They are able to discriminate (higher level skill)
Marsha Iverson
01:06:16
You will know if they know the procedure
Louise Hoare
01:07:01
Strips
Sara Ouellette
01:07:11
visual
Catherine Pelino-Curry
01:08:51
during
John Jastremski
01:09:01
during
Sara Ouellette
01:09:07
during as a check for understanding
Marsha Iverson
01:09:23
at any time, depending on the task or procedures
Sara Ouellette
01:09:48
printed, in envelopes? directions
Louise Hoare
01:10:50
I would use laminated strips(save for future activity) and it would be a end of activity to display understanding
Louise Hoare
01:11:33
student then teacher as facilitator
Catherine Pelino-Curry
01:11:35
peer (through discussion), then teacher
Sara Ouellette
01:11:44
teacher and students
Aja Nayfeld
01:12:06
Aelf
Aja Nayfeld
01:12:15
Self or groups
Sara Ouellette
01:12:33
individuals, maybe stations they go through?
Louise Hoare
01:12:38
individuals.. partners possibly
Marsha Iverson
01:22:02
https://forms.gle/ECppENeTRdeXpfN4A
Marsha Iverson
01:22:21
Evaluation and for CTLE Hours
Marsha Iverson
01:22:22
https://forms.gle/ECppENeTRdeXpfN4A
Stacey Eger-Converse
01:24:05
Here are the slides.
Stacey Eger-Converse
01:24:06
https://drive.google.com/file/d/1VP6RGoTxV0qjgxybTd3CDj4mbxomZRYa/view?usp=sharing
Stacey Eger-Converse
01:24:10
Let me know if you cannot access them.
Marsha Iverson
01:24:35
nyctecenter.org
John Jastremski
01:25:05
Thanks, Stacey!
Stacey Eger-Converse
01:25:18
Thank you! I appreciate everyone's participation!
Sara Ouellette
01:25:35
Thank you so so much Stacey! I enjoyed this workshop!!