# data[].attributes.headline
Hey, you. You're finally awake. You were trying to cross the border, right? Walked right into that Imperial ambush, same as us, and that thief over there." You Stormcloaks. Skyrim was fine until you came along. Empire was nice and lazy. If they hadn't been looking for you, I could've stolen that horse and be halfway to Hammerfell. You there. You and me - we shouldn't be here. It's these Stormcloaks the Empire wants. "We're all brothers and sisters in binds now, thief."

# data[].attributes.subject
Hey, you. You're finally awake. You were trying to cross the border, right? Walked right into that Imperial ambush, same as us, and that thief over there." You Stormcloaks. Skyrim was fine until you came along. Empire was nice and lazy. If they hadn't been looking for you, I could've stolen that horse and be halfway to Hammerfell. You there. You and me - we shouldn't be here. It's these Stormcloaks the Empire wants. "We're all brothers and sisters in binds now, thief."

# data[].attributes.body
Learned:
1. I feel that I do a good job of repeating learning targets throughout my lessons, but I could find more ways to allow students to be the ones who repeat and emphasize certain concepts.
2. Allowing students to discuss the learning target post-lesson will help me better assess their understanding.
3. Leading students to perform self-assessments of their own learning is a great way to help them realize what they understand.

Questions:
1. I'm not the biggest fan of allowing students to choose their own learning targets. How often do they tend to select the "easier" targets rather than ones that will challenge them?

2. How do you know if you are spending too much time repeating the same targets? It seems like this could become an issue with students who are lacking in apathy.

Wonder:
1. I currently teach middle school students. I wonder if they will give themselves completely valid self assessments (We all know this age group likes to be "cool" and not take things like that very seriously at times).

# data[].attributes.body
Learned:
1) Checks for understanding need to be throughout the lesson to adapt lesson being taught.
2)Growth Mindset: that people can learn through study and effort.
3)Debriefing is important to closing out the lesson for the day.

Questions:
1) How can differentiated learning help the lowest of my students in a class of 30 with no support?
2) What do we do if we still have students who are not learning?

Wonder:
How do we do all this in 50 minutes and still cover our COS in a timely manner? : /

# data[].attributes.body
Learned:
1. Quick checks provide the opportunity to provide authentic instruction and skill acquisition without disruption. Love it!
2.  How to keep the class target-centered using quick checks.
3. Perfect method for introducing and addressing DLT.
Questions:
1. Time. Some targets should be developed over time. Is that acceptable?
2. How to manage quick check in large groups?

Wonder:
How to keep close tabs on checks.

# data[].attributes.body
Learned:
1.  Got some additional ideas to quick check during lessons.  This is something as an administrator I want to use as I walk through classrooms.
2.  At SFMS, we are already cold calling and using the No Opt Out method.
3.  A growth mindset - belief that human brains develop intelligence with study and effort.

Questions:
1.  Does SFMS have a climate of courtesy and respect rather than compliance and control?
2.  How do we get all teachers on board with this teaching technique of checking for understanding in their daily lessons?

Wonder:
1. Would we need to modify the current model of our classroom observations change to support this movement?

# data[].attributes.body
Learned
1. Additional ways to quick check
2. The importance of having students self assess
3. Popsicle sticks is a form of the cold call technique

Questions
1. Not sure if I agree with student created learning targets where they choose their task. I think students would choose an easy task that didn't require much critical thinking. I guess I could try it out and see what happens.
2. How can you get apathetic students to buy into growth mindset?

Wonder
1. "No opt out techniques" seem like they could make a student feel uncomfortable or embarrassed when called on if they don't know the answer.

# data[].attributes.body
Learned:
-I need to go back to my learning targets throughout each lesson more often.
-I like the end of the class where students make connection what they have learned, how does it connect to what we have learned this year, and what we are going to learn.
-Checking for understanding is a very important part in your lesson. The goal is increase the students' depth of knowledge.

Questions:
-How can I use google forms to make quick formative assessments that I could check throughout class?
-How to plan the write amount of class time to use these new strategies.

Wonder:
How the students will respond to these new strategies in the classroom.

# data[].attributes.body
Learned:
-Student engagement and ownership is essential in checking for understanding. This is what will lead students to practice self-assessment.
-The best way to check for understanding is through transfer.
-Classroom culture and lesson design are key for this to have the desired effect.

Questions:
-How will SFMS students respond when they are given this type of ownership over their own learning?
-How can we model this practice school wide?

Wonder:
I wonder what type of supports students will need throughout this process.

# data[].attributes.body
Learned:
-If students do not feel comfortable in the classroom, none of this can happen.
- I already do formative assessments, but there are many others that I need to try and change up.
-This needs to be modeled day 1.

Questions:
-How do you gage the appropriate amount of extra time to give students when they need it?
- How do you differentiate instruction based on formatives given.

Wonder:
If i can get some of the students in my inclusion classes to self monitor or self-assess, not because they won't; but because they may not fully understand the concept and some because... they won't.

# data[].attributes.body
Learned:
- I use a lot of quick verbal checks but I think it would be beneficial for students to pair off and work together at times too so they gain new perspectives.
- I need to be more consistent with reverting back to the learning target throughout the lesson.
- Preplanning when and what strategies to use to check for understanding can lead to more thought provoking conversations and a deeper understanding.

Questions:
- Since I teach organizational skills and broken down versions of reading/writing/math skills, what is something I can do to know the students are still self-monitoring in other classes when they leave my room?
- How can I incorporate the self-monitoring into my weekly reflection for their grades?

I wonder:
If they will actually take the time to self-monitor and be honest with themselves because I can already tell on their weekly grades reflection, some are really slacking off on the open-ended questions.

# data[].attributes.body
Learned:
- I do a lot of verbal quick checks and need to change it up (pick different ones) to ensure reaching everyone in the classroom
- I am doing things right too :)
- "The key is the commitment to the ongoing practice of tracking understanding as they work"

Questions-
- I want to incorporate a "sticky bars" emoji chart where students can move their pin to show how they feel about the learning target. How do we shift to this type of quick check?
- ^^ won't this waste a lot of sticky notes?
- I feel like I need more help with differentiation of separating groups based on the above self-assessment. How would that look like / what extra steps would I need to do.

I wonder-
-If student's will honestly self assess when asked to do the above of leaving a sticky on the level they are at or if they will be embarrassed and place it where everyone else is going.

# data[].attributes.body
Learned:
-I am actually doing a lot of things right... :0)
-I can always incorporate MORE and change up my common checks for understanding
-Even when I try to keep my responses short n' sweet, I usually end up extrapolating. ;-)

2 Qs:
-How do I make the shift from pencil-paper Exit Slips to Google Form Exit Slips?
-What impact will the above really have on students' self-monitoring, and on my own ability to address needs?

I Wonder:
IF I am directing focus to too many new learning targets per week, or it works well because we introduce them on Monday, yet work on them incrementally throughout the week.