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We discussed how one of us has it posted on the whiteboard everyday, but someone suggested that it would be good to put the learning objective at the top of the worksheet.
Clearly outlined goals helps students to see the reason they should care/what they need to be focussed on & what the expectation is.

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Seeing how daily class activities relate to the overarching goal of the course/unit helps to keep students enagaged. I.e. if the students know they will have to create a project/write a paper at the end of the unit, they will retain attention during class, since they know they will need those skills/that information in order to produce their final work.

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Our group talked about how we can have ss fill out the lesson objective on their notes. One of us has had ss generate the objectives for the class with success. We talked about how we all try to revisit our goals through and at the end of our classes.

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- Choice promotes students working with what interests them (higher engagement creates more learning)
- We wonder what percentage of activities would vs. would not include so much choice for students...when can we say, "no, this is what we ALL have to do" vs. "OK, this activity can have flexibility?"
- Which subject areas and/or grade levels are more or less conducive this the approach of high student choice?

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Our group talked about how you can provide resources to the whole class, and maybe not require all students to use it (like a note template--).  If it works for students, then they use it (and may use the same tool or resource in other classes).

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Clear instructions, clear rubrics, exemplars of student work
Encourage ss to not only understand the expectations and objectives, but think about HOW they get there. Read directions, follow directions, refer back to rubric... reverbalize instructions but with goal of them ultimately following directions with less hand-holding

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What can we do to build community at HWRHS?

- Maybe Spirit week could be mixed grades (each team) rather than dividing just by class...would be a culture shift

- Maybe try to have teachers from different disciplines work together and bring classes together to work on units...teachers working together + students working together = students seeing how different disciplines are intertwined/complimentary and function together

- We learned a lot from the Evaluation blog (a couple years ago) where we got to read about teachers' courses from other disciplines and get ideas, have appreciation for other teachers' subjects and strengths = TEAM approach

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We mainly talked a lot about the strategies we use when creating groups----when to make group of very mixed academic abilities and when to pair students together with students who may be more similar as students.

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http://www.ahead-archive.org/aff/virginia/2016%20Conference/Mastery%20Oriented%20Feedback%20Card.pdf

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- Great rubrics (SMART and thorough)

- Know the end goal form the beginning of the project

- Gievn feedback using examples from own class' work

- Grading or marking a math problem throughout the process in lieu of just "right" or "wrong" at the END of the problem

- Informal assessment of student progress throughout a project in real time, as they are doing it, and THEN adjust thelesson based on that information

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We talked about giving meaningful feedback as well collecting feedback from ss on GoogleForms.
Love the idea of having ss write anonymous answers on little papers. Stoplight formative assessmnet - ie, where are you in terms of understanding/mastering this new material?

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We talked about how short exit tickets can be helpful.  We talked about how you could make an exit ticket for art versus reading versus chemistry, etc.  This might be writing one thing you need more help with, one question you have (I'm confused about___).