Ms. X, a kindergarten teacher, works with students to verbally communicate their feelings. She knows that at this age, they are naturally egocentric and struggle to see things from others' perspectives.

As Mr. X begins this unit on fractions, he incorporates manipulatives in order to provide a concrete learning experience.

Ms. X uses problem-based learning to engage her students in solving real world problems. She encourages students to work with peers who have different strengths than their own.

Ms. X begins each day with a morning meeting to check in on her students' emotional well being and proactively teacher specific coping skills and strategies.

Ms. X uses a graphic organizer in order to hep students write paragraphs with appropriate structure.

Mr. X, an 8th grade teacher, provides his students a menu of assessment options to illustrate their mastery of learning targets for the unit.

To increase the number o students who turn in their homework each day, Mr. X announces that if the class has 100% completion on today's assignment, they won't have homework on Friday.

Mr. X intentionally pairs students performing on or above grade level with students performing below grade level, inviting them to turn nd tlk about their learning throughout a lesson.

At the start of every lesson, Mr. X asks questions to activate prior knowledge. He knows this will link new learning to previously retained ideas, increasing the likelihood that the new learning will be remembered.

Ms. X, a second grade teacher, invites each student to set their reading goal for the quarter.