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Students write a SMART goal for each ESLR area at the beginning of the year using the template I created (https://docs.google.com/document/d/1N5xIa4YG7LFt4pIkhrUHcZitxjHNtBTmcRHZD7E8pWw/edit). We have discussions as a class, 1:1 student-teacher discussions, as well as 1:1 and small group student-student discussions with peer review of goals.

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Self/Peer Assessments of Art projects based on a clear rubric.  Students sharing an abstract artwork based on the elements and principles of art. 

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Self/Peer Assessments of Art projects based on a clear rubric.  Students sharing an abstract artwork based on the elements and principles of art. 

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They demonstrated more understanding this way than any other way I observed.

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Year end reflection by the students to consider how they grew in the major skill areas in class (writing, reading and speaking). They comment on which units helped them the most, and in the end they comment on where they feel the need to grow more.

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Cultural Similarities and Differences in Stories

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Cultural Similarities and Differences in Stories

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Students discuss similarities and differences between different fairy tales set in different countries.

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Especially at the beginning of new units with students talking amongst themselves and then sharing in larger groups.

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TED Talks on social inequality with students.

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Elementary P.E., Grade 2, Admissions, TA

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Elementary P.E., Grade 2, Admissions, TA

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-Morning meetings with seniors. There are conversations about heading off to college and encourage students to continue taking care of themselves and remaining personally fulfilled.
-During reading and writing workshop the teacher sits side by side students to discuss noticeable growth and  the next steps.
-In P.E, students reflected on their learning as they prepare for student led conferences.

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Students engage in conversations about how current events are affecting different groups of people physically and we discuss how we as a class, school and community can help. Students have created exercise routines for elderly in: Yoga, Tai Chi, Pilates,  Dance fitness, Kickboxing, etc...

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Individual meetings with Grades 10 - 12 about subject choices, academic/career interests as it relates to them being personally fulfilled.
Deliberate meetings individually. There have been whole grade presentations related to them being academically prepared.

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- Students engaging in conversation with each other
- Using an artist statement to help connect to the ESLR's
- Morning meet activities
- Intentional questioning about learning
- Ensuring project connect to ESLR's
- Informal connections to ESLR's, using the learning goal as the focus which inadvertently connects to the ESLR's (subtle connections).
- Keeping parents involved

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1) Students often are asked to reflect on the essential questions for our units and to set goals, provide peer feedback, and self-assess via discussions with me or peers. At times, we also view videos/articles and follow this up with discussions about cultural or social implications. Lastly, I have regular discussions and check-ins with individuals or small groups about their independent reading lives (personally fulfilled).

2) Conversations are primarily planned, routine, and structured. Given the nature of online learning, this happens primarily in Zoom breakout rooms or on Flipgrid.

3) Examples - Flipgrid Video Discussions (https://flipgrid.com/srader5296)

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A big component of conversations are our Wednesday check-ins. They allow a longer span of time for us to check in one on one with students on zoom, predominantly to help clarify student questions about new concepts related to math and writing.

In our class on zoom we often do highs and lows check-ins during morning meeting which provides students and teachers to have the opportunity to check in on their well being. This helps students reflect on being personally fulfilled.

We still do one on one and small group conferences in classes. This again allows for conversations regarding student questions around the curriculum and meeting the standards for the subject areas we teach.

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Using Connection Circles in the Classroom

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Using Connection Circles in the Classroom

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Creating intentional community and opportunities for all students to have. a voice and share.

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Using Connection Circles in the Classroom: 03/10: YIS Secondary

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Student group presentations in Science in Grade 9

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Student group presentations in Science in Grade 9

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Students talked about Energy crisis and the alternate sources of energy from natural resources. In these presentations, they discussed the role of different countries using energy and providing solutions for the energy deficiency. They also talked about their responsibility as global citizens into the role of conserving energy and being cognizant about wasting energy. They became aware of the unequal distribution of energy in Myanmar, and the world and how "energy capital" is something meaningful.

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I try to ask open ended questions and have students reflect, discuss.  I could use break out rooms much more.  Hope to do better utilizing this feature.  We are covering Careers for a couple of weeks and we'll reflect and do worksheets on our values, when we lose track of time, etc. (Finding purpose & personal fulfillment).  Another thing I do is give person stories (as appropriate).  Kids love to hear stories about us.  This helps model sharing our stories, humanizes us to the kiddos, and can lead to them doing likewise in the class.

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How effective are the opportunities for student conversations that demonstrate the understanding of the standards-based curriculum and the schoolwide learner outcomes (ESLRs)?

1. Please give an example of a conversation you have had with a student that demonstrated understanding of the curriculum or our ESLRs. Alternately, you could explain conversations you have set up for students to have about the curriculum or ESLRs.

2. In what space did the conversation take place? Was it deliberate or coincidental? Do you build opportunities to have such conversations into your interactions with students?