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3 things that resonated:

1. feedback and conversations regarding progress, improvement  for learning is more meaningful than grades (100/1-2-3-4)

2. Failure needs to be recoverable in FULL!

3. we're all in this together and this is HARD work, but we can make positive change happen!

2 questions

1. ?: What are some management strategies for classroom organization  - students working on different levels of proficiency and different learning targets?

2.  What are some ways to managing time effectively with students - running a well oiled machine

1 thing I will do as as a result of this training:

Communicate more with learners rather than assign a number to their learning, to show students what they can do to improve and grow.

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3 things:
- Intrinsic Motivation for the student (but also for the teacher)

Need to work on existing structures

providing opportunities for students to learn at their own learning level

Is there any feedback from schools who have changed to MCL and was it easier to jump in or gradually build towards it?

Is there a resource in MCCL that provides ideas resources for giving students meaningful feedback?

I will plan a group activity/project for students to work on that allows them to show evidence of learning based on individual learning targets.

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number grades are given frequently
proficiency based grades, depending on the learning target build in longer time periods between assessment
we are struggling in how long we go before we identify a student struggling with learning target.  That shift in time is a road block for my team.

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Are we teaching skills based learning or outcomes based learning?

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Providing learner feedback when students are focused on the grade, not their learning.

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Providing learner feedback when students are focused on the grade, not their learning.

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We equate the 4 point scale with the 100 scale which keeps students focused on the grade.

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Time to meet with students to go over the feedback.

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Giving parents help to understand the grading.

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Giving parents help to understand the grading.

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Finding ways to get to feedback daily/weekly to all students.

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The limitations of the tool that is used to provide the feedback

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Children are so new to the 1-4 system and seem to just want the 4 so they can say they're the best, less concerned with the feedback.

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Explaining it to parents

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finding the opportunities to work with individual children to scaffold learning, while managing all children and other classroom responsibilities.

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finding the opportunities to work with individual children to scaffold learning, while managing all children and other classroom responsibilities.

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Learner feedback vs. parent feed back are different purposes and audiences.  A barrier is when we try to have one tool that does both!  

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Learner feedback vs. parent feed back are different purposes and audiences.  A barrier is when we try to have one tool that does both!  

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Having the time to give meaningful feedback.

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Having the time to give meaningful feedback.

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Learners feel the goal of "honor roll" is no longer attainable and that learners are being delayed or "held back" while others try to understand.

Making sense of the new grading system is difficult and hard to explain to students when educators don't understand themselves.

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Finding a way to give meaningful feedback in the moment with learners during class while also having learners that need your help in that same moment

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Finding a way to give meaningful feedback in the moment with learners during class while also having learners that need your help in that same moment

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time to provide the feedback needed to improve learning. communication with parents.

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Providing feedback that helps students take ownership of their work. 

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Providing feedback that helps students take ownership of their work. 

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Explaining the grading to parents who had the traditional grading system of ABCDF when they were in school. 

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Explaining the grading to parents who had the traditional grading system of ABCDF when they were in school. 

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Students are still married to the 1-100 scale, while trying to use both systems, they place a higher value on the number grade rather than the process and progress made. 

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Students are still married to the 1-100 scale, while trying to use both systems, they place a higher value on the number grade rather than the process and progress made. 

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1. Getting all the feedback,apps  and tools, to one comprehensive location for learners and families.
2. Clear family communication that works for them, not for us.

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The time to provide meaningful feedback in every subject area to students.

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The time to provide meaningful feedback in every subject area to students.

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Having parents understand what a 1,2,3,4 means

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Having parents understand what a 1,2,3,4 means

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The challenge of providing feedback in a timely manner so that they can use the feedback to improve when they need it. Also, a challenge sometimes is students not knowing how to use the feedback.

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Time to provide valuable feedback effectively

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Time to provide valuable feedback effectively

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Using Proficiency based grading, but still using a Standards Referenced report card.

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Using Proficiency based grading, but still using a Standards Referenced report card.

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Communicating when a "3" means you are proficient on a task vs. on a target...when to put the "3" in Empower.  Another barrier is having the time to meet with individuals to provide that feedback.

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Changing students' mindsets from a number (1-100) or a grade (A, B, C, D, F) to a 4, 3, 2, 1. They just want to know what their grade will be in the grade book.

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Biggest barrier to providing feedback...

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Biggest barrier to providing feedback...

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is having enough time to either meet with students to discuss feedback or having adequate time to write meaningful feedback on their work. It's quicker/easier to jot down grades.

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Being able to provide timely feedback that guides the student so they are able to reflect and share learning.

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Being able to provide timely feedback that guides the student so they are able to reflect and share learning.

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With very little planning time, fewer hours of instruction time and higher numbers of learners in the classroom, giving valuable feedback has become extremely challenging.

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Need time to learn the software program TSG

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Time and class size - providing meaningful(specific) feedback in the moment when students need and can utilize it.  Often I can't get to all students in a class period with meaningful feedback  - I know what they need, but run out of time.  I've also tried collecting work and responding on their work, but TIME -

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Helping students to understand what a 1,2, 3, or 4 mean and how do you move from one to the other. 

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Helping students to understand what a 1,2, 3, or 4 mean and how do you move from one to the other. 

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Knowing what the expectations for learner feedback/reporting are
at my new school.

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Having students find as much meaning in the "learner feedback" they receive, as they did with the traditional grading system.  

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Having students find as much meaning in the "learner feedback" they receive, as they did with the traditional grading system.  

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https://drive.google.com/open?id=0BxtKVFiWPYcBZE1HUXNCR3hhOW8