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I understand better now that in order to created effective assessment tools I need to have clear goals that both my students and I deeply understand.

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I still wonder about how to create different assessment tools for diverse learners.

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I understand better the importance of creating relevant course content for students (what they will remember 5 years from now)

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I understand better the importance of creating relevant course content for students (what they will remember 5 years from now)

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I get that an effective way to design a unit is to work from our assessments that address learning outcomes first now.

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I wonder what is too broad and what is too narrow of a learning goal.

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I understand better the importance of figuring out what you want students to take away from the material

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I understand better the importance of figuring out what you want students to take away from the material

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I understand that knowing, memorizing formulas and solving textbook questions aren't really useful 5 years from now. Instead more time should be spent on the skills and competencies of problem solving that apply equally to much broader areas of life.

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I get that it is important to think about what I want my students to remember about my class 5 years from now. This allows me to crystallize what I really want my students to remember, and it helps me to become more thoughtful and intentional about what I do in the class.

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I get that it is important to think about what I want my students to remember about my class 5 years from now. This allows me to crystallize what I really want my students to remember, and it helps me to become more thoughtful and intentional about what I do in the class.

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I still wonder about how many assessments are enough.

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I get now that it is important to create assessment tasks that enable transfer of skills

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I wonder what assessment really looks like if we aren't asked to cover very much content based courses in upper level (gr 11 12)

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that the content isn't that important, because students in 5 years will not remember that content.

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I now understand better that in order to build a good unit, you need to work backwards figuring out what you want the students to learn first.

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I get that in order to create an effective unit plan, we need to think about the long terms goals first and by doing that, it will be easier then to write unit plans.

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I get that in order to create an effective unit plan, we need to think about the long terms goals first and by doing that, it will be easier then to write unit plans.

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I get now that UbD is focused on working backwards. Think about the big ideas and what students should remember 5 years from now and design the lessons from there. 

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I get now that UbD is focused on working backwards. Think about the big ideas and what students should remember 5 years from now and design the lessons from there. 

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I have a better understanding and appreciation of backwards design now

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I still wonder how I can better scaffold skills

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None. Let me teach and I will learn more than I ever would here, and faster, and better.

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I get that I need to work backwords when designing the format of my units.

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I get the UbD stage 1 now.  I realized that looking into long term goals first helps me decide what assessment practices to use.

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I get the UbD stage 1 now.  I realized that looking into long term goals first helps me decide what assessment practices to use.

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I wonder how the big ideas and the lofty goals of teaching competencies that students will remember forever are actually achieved, instead of getting bogged down by curricular competencies. 

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I wonder how the big ideas and the lofty goals of teaching competencies that students will remember forever are actually achieved, instead of getting bogged down by curricular competencies. 

# data[].attributes.body
I get now - that it is important to begin with the end in mind. By using the backward design I find that it is easier to plan a unit.

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I get now that learning standards should easy to understand from a student’s perspective 

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I get now that learning standards should easy to understand from a student’s perspective 

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I still want to know more about  assessment tools for labs and hand-on science activities.

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How can I conduct formative assessments during classes in a way that is more informal

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How can I conduct formative assessments during classes in a way that is more informal

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How do you choose your unit topic

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How can I tell if my assessment is the best for a given learning outcome?

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One question that I still have is what are some ways that we can test for understanding rather than just what they memorize

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One question that I still have is what are some ways that we can test for understanding rather than just what they memorize

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Creating goals that are less focused on content and more on skills

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Creating goals that are less focused on content and more on skills

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I get now that covering contents is not everything-probably the least important component.

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I still wonder how to balance assessment projects that involves collaboration with other teachers or subjects.

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I still wonder how to balance assessment projects that involves collaboration with other teachers or subjects.

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I wonder how to integrate the proficiency scale in upper level years

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I get now that goals should be clear to both the student and the teacher.

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How to make engagement a design factor to all or most students

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The importance of have clear desired results at the beginning of planning!

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The importance of have clear desired results at the beginning of planning!

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I have to think about how I will apply these principles to the Home Ec units I'm teaching-- ex. relavant assessment

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I have to think about how I will apply these principles to the Home Ec units I'm teaching-- ex. relavant assessment

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I get now ntat is important to make the connections from big ideas, learning objectives and assesment quite clear

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I get now ntat is important to make the connections from big ideas, learning objectives and assesment quite clear

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I still wonder how to accurately assess student's understanding.

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How do we make work/assignments meaningful rather than tedious?

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How do we make work/assignments meaningful rather than tedious?

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My students constantly asked, "Is this for marks?" and when the assignment isn't, they're demotivated.

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Transfer is our goal. Not content. Content is the vehicle for the transfer to...um....ride (or transfer) in.

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Still haven't had much instruction on scaffolding skills. If I don't scaffold right, then the assessment is of how I DIDN'T scaffold well. And I don't want that.