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=1. Facilitate and Inspire Student Learning and Creativity= ==Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitiate experiences that advance students learning, creativitiy, and innovation in both face-to-face and virtual environments. Teachers:==

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As a requirement of our school's Language Arts curriculum, we must teach grammar to our students each day. We use a program called DGP (Daily Grammar Practice). The students have been using this program since fourth grade in the district. They are familiar with the different functions that need to be labeled on each day. We have a system in our 7th grade class that we use each week to accomplish DGP and it is as follows:  Day 1: Label the parts of speech  Day 2: Label the simple subjects and predicates, complete subjects and predicates, direct objects, transitive or intransitive verbs, appositives, prepositional phrases, etc.  Day 3: Label the clauses, type of sentence, kind of sentence  Day 4 & 5: Fix the punctuation, capitalization and diagram the sentence. The fact that they have used this program consistently has both positives and negatives. It is positive because they have learned how to identify parts of a sentence. The negative is that they are bored with it. It is not new to them, nor is it exciting. I have found that when I am standing in front of the class, they are bored to death with the tasks. So in order to "spice up" this grammar program, I have designated the students to teach each other, using the SMARTboard. The sentence is displayed four times with the diagram. Each day, one student is chosen to be the teacher for DGP. This student is responsible for making sure the class accomplishes the DGP learning objectives for that day. Now that we are halfway through the year, I find myself doing less guiding during DGP, and see the students running and carrying out this portion of the day. The student "teacher" for the day questions the students to identify the functions. They also require that the participating students give reasons on how they knew to identify the function, forcing a deeper understanding and advance their thinking of grammar.

As a teacher, I demonstrate mastery of the DGP subject material, then after months of setting a routine in place with my students, they are now prepared for becoming masters themselves at the DGP program. They enjoy being the teacher and the class enjoys seeing a new face instruct them through this process. Overall, the incorporation of technology into our DGP program has had positive feedback from the students and it shows in their ability to label and diagram the following weeks' sentences.

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