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- Fully mapped out KUDs
- Communicate goals/objectives/ learning targets clearly to learner
- Pre and post assessments to inform teaching
- Grouping (random, based on learner profile, interest, etc.)
- Growth mindset (re-do assignments to reach mastery)
- cross-curricular opportunities (ex. M

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meaningful/purposeful assignments
find ways to make flexible grouping work

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Be concise.
Grading should be out the learning
Feedback is not a score

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Group 11 appropriate feedback with appropriate differentiation;

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Group 11 appropriate feedback with appropriate differentiation;

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limit screentime instruction;
be straightforward and organized

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Embracing the challenges and difficulties.
Working together to collaborate with each other (including the students)

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critical to learn about your students first (build that relationship)

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- constructive, detailed feedback on assignments NOT just letter grade (rubrics, how can you improve? what have you done well?)
- timely feedback
- consider retaking assignments to reach mastery level

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-Solid lesson planning-meaningful, purposeful-meets needs of kids
-Engaging kids
- Keep it simple
-establish community first
-ask coaches!
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Group 11 make the feedback for families as well as students;

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Group 11 make the feedback for families as well as students;

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relevant, positive, constructive, individualized

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-Keep it simple so that it is not frustrating for students/parents
-Recognize that students learn differently.
-Help students with self advocating skill/Need to see purpose in their work.
-Quality feedback is important.  How can technology help with it? Voice recording?  Students will need to know you are looking at their work.
-Build a community so that feedback is constructive (Teacher and student).

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Engagement
PLCing with your team

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Student driven instruction -:)

PLCing with your team

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Student collaboration and keeping the tech tools simple

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Continue building and maintaining good relationships.

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Student Choice
on-going formative assessment to guide instruction

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Heterogenous and Homogenous Grouping

Simple, Direct, Dynamic Videos

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-stay focused on building and maintaining virtual relationships w students and families
-ELA & History curriculum lends itself to this
-Give students the opportunity to tell their stories!!!

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Vary types of feedback

Simple Rubrics

Directly teach kids how you will give feedback in a routine fashion.

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Works well with differentiated groups

Use student interest surveys

Weekly Reflection sheets

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Build the relationships in the virtual environment

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Differentiation
PLC Work
Shared concepts/lesson
Relationships

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* Planning out your unit before you even go to the computer
* When all else fails, go back to basics.
* Streamline, keep it simple, prioritize: What is the most important take away?
* Push yourself, but avoid you and the kids reaching frustration (especially at the same time).
* Look back to the previous work on curriculum: Start with a solid foundation - adjust, augment, differentiate from there.

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re: feedback: be purposeful w feedback, thinking about how it is directing their work

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variety of feedback and self monitoring - metacognitive self awareness
PLCing with your team

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- social based learning goals (such as developing empathy, understand racism, recognize own bias)
- incorporate Rachel's awesome resource about how to incorporate identity, justice, action
- be inclusive in language (word problems, readings, etc)

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Build Relationships
Collaboration

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How Assessments change to support indivudal/online instruction.

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Reflection
Collaboration
Communicating feedback routinely

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individual, meaningful feedback...use of tech to accomplish

instill mastery learning basics

multiple assessment opportunities

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Small groups virtually allow for feedback immediately without having to "grade" an assignment

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* Your feedback needs to mirror your learning targets.
* Use common language that is clearly understood by all parties.
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Don't overload with information

Keep Rubrics simple and easy to follow

Build a routine for how students will receive feedback

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establish routines and structures

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formative feedback with emphasis on specific, desciptive and indivdualized feedback

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CRL
Safe classroom (Stakes times infinity)