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I was given an actionable idea about how to simplify my assessment (and corresponding rubric) in consideration of possible formative assessments.

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One of the things that Charlie supported me with in my unit plan was creating more structure for my Socratic Seminar Formative assessment. His insight as to the practicality of enacting this activity helped me create more clear and articulate student facing directions.

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A helpful suggestion from Kyre was to make sure that I think through clear, fair and equivalent submission lengths for the different format options students can turn in for their assessment.

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An interesting idea that I got from the peer review were examples of assessments that weren’t just writing and seemed interesting yet could still assess understanding.

One helpful idea came in the from of essential questions and enduring understandings and the way they were written

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1. Using kid-friendly language

2. Fishbowl method for structuring Socratic seminar

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One thing that is helpful is getting another perspective on how my assessment and enduring understandings and essential questions align. I think that making sure they were related and made sense was very helpful for me to continue onward.

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Breaking down the standards and focusing on details within them. Also importance of detailed timeline for students so they know what to do and when

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It was really helpful to talk with Tre about how to potentially differentiate my summative assessment, which I had not thought tons about.

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One aspect of feedback that cara gave me is on including local interviews for my culminating task (like our RCE summer class). This will help my students focus on the local implications of their topic of choice.

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I received great feedback from Harper on how to carry out enduring understandings and I have a very clear idea how to break down my summative assessment.

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While giving Joao feedback I noticed he focused on a particular form of writing for his students. It was something I hadn't done and it made my Unit Plan look like more of a history unit.

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I love that Ben brought a community aspect to his final assessment, and gave student the ability to choose a task they were interested in. It gave me a lot of ideas on how to better use UbD in my own unit.

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Chelsea gave me really great feedback that helped me focus on how my questions aligned or didn’t align with the theme of my unit. One of my questions asked specifically about voting but that felt more removed from the theme of youth activism and civil disobedience so I’m going to revise that.

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Rachel did a fabulous job giving me feedback and I am very very thankful. It was helpful to look at peers work with zero pressure or judgements.
I liked this structure of this peer review: the breakdown of time, the note taker.

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I need to be more thorough and specific with my words. While I understan what it is I'm addressing other may misunderstand.

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i’m taking some insight on how to adjust my essential questions to best fit my students this year so that they can gather as much as possible from them

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I got lots of great feedback from Alex on how to improve some components of my Stage 1 and my summative assessment!