LOTOL
Stacey Sawyer
Created on October 2, 2023
More creations to inspire you
LET’S GO TO LONDON!
Personalized
SLYCE DECK
Personalized
ENERGY KEY ACHIEVEMENTS
Personalized
CULTURAL HERITAGE AND ART KEY ACHIEVEMENTS
Personalized
ABOUT THE EEA GRANTS AND NORWAY
Personalized
DOWNFALLL OF ARAB RULE IN AL-ANDALUS
Personalized
HUMAN AND SOCIAL DEVELOPMENT KEY
Personalized
Transcript
Return to table of contents
Navigation Tips
Leaders
Own
Learning
OF THEIR
Transforming Schools Through
student-engaged assessment
Click on a circle to learn more
When you come to the end of a section, look for the button to return here.
LearningTargets
Learning targets
Crafting High Quality Learning Targets
Using Data with Students
Models, Critique,Feedback
When crafting learning targets, be sure to use precise and helpful verbs.
Celebrations ofLearning
What do I want students to learn in this lesson?What do I want students to do in this lesson?
Write learning targets that are focusued on the LEARNING, not the DOING.
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Info
Crafting High Quality Learning Targets Checklist
LearningTargets
Learning targets
Using Data with Students
Crafting High Quality Learning Targets
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Learning targets
Using Learning Targets Throughout the lesson
What should students do
Using learning targets throughout a lesson checklist
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Learning targets
Using Learning Targets Throughout the lesson
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Return to table of contents
checking for understanding
Building a culture of trust & collaboration
Using Growth-Mindset Language
- Mistakes grow your brain.
- It is really important to make mistakes.
- The best way to improve is to learn from mistakes.
- It's great to challenge yourself.
- Easy is a waste of time.
- I love to learn from mistakes.
- Working hard grows your brain.
- You're pushing yourself, which is excellent, but you've made a mistake. Try again.
- You've made an interesting mistake. What can you learn from it?
Using Protocols to Observe Student Discussions
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
checking for understanding
Video Reflection Questions
- How would you describe the range of techniques that Peter Hill uses to check for understanding in the video?
- What role do the differentiated note-catchers play in individual students' ability to check their understanding as they read?
- In the video, Peter Hill reads a portion of the text, pauses for students to text-code, and then asks them to talk to a partner about their reflections on the reading so far. Is this an effective strategy for helping him and his students assess their progress of understanding the challenging scientific concepts they are reading about/. Why or why not?
Quick Check Techniques
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Info
Quick Check Techniques
checking for understanding
Video Reflection Questions
- How did teacher Mona Iehl's questioning strategy encourage grappling among her students?
- What impact did her focus on being "neutral" have on students?
- In this video, you see the students engaging in volleyball style discourse during the debrief portion of the lesson. What impact fo you think this had on their learning?
Return to table of contents
Questioning Strategies
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Question Stems
using data with students
creating a data informed culture
What counts as data?
- Homework assignments
- Daily "Do Now" entrance tickets
- Lab notebook entries
- Reading responses
- Projects
- Gist statements from close reading lessons
- Observation notes
- Writing folders
- Students' notes and note-catchers
- Exit tickets
- Math test corrections
- Class discussion participation
- ____________________________
- ____________________________
- ____________________________
- ____________________________
Video Reflection Questions
- What are the sources of data that the teachers use to discuss students' academic and behavioral needs?
- What is the role of the norms in the team meeting?
- How important are the index cards? What would be different if the team didn't use index cards but instead generated names based on the students who were already top of mind?
LearningTargets
Using Data with Students
Sample Lesson Plan
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
using data with students
Teaching Students to use data to evaluate progress
Video Reflection Questions
- What are the biggest organizational barriers to your students being independent with their papers and data?
- What systems could you put in place in your classroom to improve your students' ability to be more independent and engage more meaningfully with their data?
Primary Grades Data Trackers
Elementary Grades Data Trackers
LearningTargets
Using Data with Students
Models, Critique,Feedback
Secondary Grades Data Trackers
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
using data with students
supporting Students to set meaningful and effective goals
Video Reflection Questions
- What's the data in this video? How is used to set goals?
- What strategies does the teacher use to make the data accessible for these young students to analyze?
Return to table of contents
Literacy Goal Setting Worksheet
Argument Writing Goal Setting Worksheet
Math Goal Setting Worksheet
S.M.A.R.T.
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Models, Critique, Feedback
Models worthy of revision
Not all work needs to be revised!
Sort student work you typically assign into these categories:
- Work that can be explanatory and messy, where the ideas may be high quality and the skills are importnat to practice but the physical work does not need to look polished or perhaps even be completed---this is PRACTICE work.
- Work that should be neat and organized, and will be turned in but need not be revised and improved thorugh multiple drafts.
- Work that should be "museum quality"--polished through multiple drafts with support--for an audience beyond the classroom.
Questions to
Student Checklist
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Models, Critique, Feedback
using models that demonstrate multiple perspectives
Video Reflection Questions
- How does the teacher support students to ask qustions about their peers' model math solutions?
- How does the debrief help students clarify their understanding of what makes a good math solution?
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Models, Critique, Feedback
Critique
Be Kind
Be Specific
LearningTargets
Using Data with Students
Be Helpful
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Models, Critique, Feedback
Feedback
Return to table of contents
Video Reflection Questions
- How do these teachers keep the conferences with their 80 students focused and short?
- What benefit does the status flag have for both the teachers and the students?
- What makes the peer conference so successful?
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
student-led conferences
building a school-wide system
Video Reflection Questions
- What are some of the things teachers have done to prepare students and make the logistics of rotation manageable and effective?
- How have teachers and leaders make the conferences accessible to families who are not native speakers of English?
- What lessons can you take away from this video to help your school implement student-led conferences?
Sample logistics checklist
LearningTargets
Using Data with Students
Barriers & bridges to family engagement
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
student-led conferences
preparing students
Kindergarten
middle school
LearningTargets
high school
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Video Reflection Questions
- Would you agree that the students are describing what they are learning vs what they are doing in school? Why or why not?
- How do the conferences develop students' sense of ownership and responsibility for their work?
- How would you describe the impact of the student-led conferences on the parents in attendance?
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
student-led conferences
roles
Student
Teacher
Family
- The student invites her family to the conference and communicates the importance of 100% participation.
- The student welcomes his family to the conference and ensures that everyone understands the agenda and their role.
- The student leads the conference. She initiates each part of the conference and lets participants know when it is appropriate to ask questions or offer feedback.
- The student makes sure families understand the relationship between learning targets adn the evidence in the portfolio. He supports each claim about his learning with evidence.
- The student conclused the conference by inviting questions. She asks family member to give feedback on the conference survey. the student writes a formal thank-you note to his family after the conference.
- The teacher guides students through the conference preparation process, but during the conference, he may not even sit at the table (espcially if several conferences are occurring simultaneously).
- The teacher is available during the conference to support students who are struggling and, especially with younger students, to answer questions parents may have after the conference.
- The teacher ensures that all students complete their portfolios and lead a conference. If a family is unavailable, the teacher may enlist a colleage or administrator to stand in for the family.
- The teacher debriefs student-led conferences with students, so that everyone can learn from mistakes and improve on the next conference.
- Family members arrive on time and wait to be invited to the conference table.
- Family members allow students to lead the conference and save qudestions until they are invited.
- Family members share any lingering concerns with the Crew leader or advisor, or the teacher who is monitoring the conference.
- Family members may be invited to give feedback to help their student set goals based on the evidence in the portfolio. When identifying strategies to reach the goals, the family members should consider ways to improve home routines that can help their student reach academic and character goals.
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
student-led conferences
preparing families
Return to table of contents
Sample Letter to Families
Differentiated conference formats
sample parent survey
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
celebrations of learning
Choreographing the details
Leveraging the Power of Students
Leveraging the Power of the community
Create and address invitationsCreate the program for the eveningPrepare documentation panels (or help a teacher do so)Clean up and organize classrooms, the school, and the school grounds in advance of the eventAct as greeters, tour guides, or runners; or work the setup, refreshments, and cleanup teamsWrite an excitement-building article about the celebration of learning for the school newsletter, newspaper, website, and/or social media accountsMake signs needed for the event
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Announce or promote the event to groups in the community (e.g., school board, district office)Provide dinner or snacks for teachers and students before the eventProvide snacks and beverages during the eventSet up and staff fund-raising booths during the eventHelp with parking and traffic flowTrain and rehearse with student hostsHelp prepare documentation panels or displays of student workSet up and take down chairs, performance equipment, or technology before and after the eventHost community members or VIPs in the audience; ensure they receive a special welcome and introduce them to student presenteres, teachers, and school leadersPromote the event on social media
Sample Planner
celebrations of learning
supporting students in creating high-quality work
Video Reflection Questions
- How do students' individual passions and a sense of purpose reveal themselves in these illustrations and stories?
- How does the teacher's choice of different products each year, all on the topics of snakes, enable her to build on her teaching resources and lesson plans and also keep her celebration of learning fresh and exciting for herself and her students?
Is Student Work Ready for Public Display?
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
It demonstrates complex, rigorous thinking.If applicable, it articulates and analyzes multiple perspectives.It shows remarkable accuracy and detail.It demonstrates specific techniques that students have practiced and polished.It shows a unique approach to the question we are trying to answer.It uses professional vocabulary and format.It invites wonder and analysis.It reveals an original and engaging perspective on a local problem or solution.It is beautiful in conception and execution.
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
celebrations of learning
displaying student work with purpose & power
Video Reflection Questions
- How do the presentation boards allow students to express their individual personalities and lend consistency and structure to their presentations?
- Are you surprised at the poise these young students demonstrate? What strategies can you borrow from this classroom for preparing your own students to present with poise?
Examples of Student Roles for Presentations
Sample Performance Rubric
celebrations of learning
Family & Community participation
Video Reflection Questions
- What steps did teachers and students take to honor community members who were part of each project?
- What structures were in place to provide opportunities for all visitors to interact with students? What impact did this have?
- What is the impact of an authentic audience like this on a celebration of learning? What inspiration does it give you when thinking of your own celebrations?
Return to table of contents
Passage presentations with portfolios
how are they different from student-led conferences
Video Reflection Questions
- How do these students use evidence to support claims about their learning and growth?
- How do panelists' questions, encouragement, and feedback set students up for reflection and goal setting?
- When you think about preparing your own students to do passage presentations, what are your hopes and anxieties about implementing the practice?
Video Reflection Questions
- What would you infer about Finn's preparation? What enabled him to present with zest and confidence despite his fear of public speaking?
- If you teach younger students, how would you help them select and gather evidence about their "greater moments"?
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Passage presentations with portfolios
how are they different from student-led conferences
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Passage presentations with portfolios
components of the portfolio
Return to table of contents
Expectations of students
Learning story outline
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
standards-based grading
Return to table of contents
sample habits of work
FAQs
Sample Kindergarten Report Card
Sample High Schoolreport Card
LearningTargets
Using Data with Students
Models, Critique,Feedback
Celebrations ofLearning
Portfolios
Standards-Based Grading
Student-LedConferences
Check for Understanding
Learning vs DoingLearning Targets