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Students will determine their own goals and reflect on their progress.

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Self- regulation can refer to academic skills but I think it also requires students to self- regulate feelings, emotions, and actions. 

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Self- regulation can refer to academic skills but I think it also requires students to self- regulate feelings, emotions, and actions. 

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Students self-select tasks that challenge them and extend their thinking.

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Students self-select tasks that challenge them and extend their thinking.

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Students need to do the heavy lifting

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Students will be more engaged and involved in their own learning and the learning of others. A great challenge for secondary teachers is to implement this type of teaching and learning experience is a structure that is still more factory-like than collaborative workspace like befitting a 21st century work environment.

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teacher feedback

peer feedback

their own ability explain their learning

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Students need to know what those expectations are and understand the purpose behind their own learning.  We will know if students can explain their learning and connect to their own lives.  Application is key.

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Students need to know what those expectations are and understand the purpose behind their own learning.  We will know if students can explain their learning and connect to their own lives.  Application is key.

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Students create their own learning goals and are given the opportunity to revisit them often with teachers and peers. 

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Students create their own learning goals and are given the opportunity to revisit them often with teachers and peers. 

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Students will demonstrate the ability to reflect on their work and identify what has met the standard and what hasn't. If they have clear success criteria and/or rubrics they can better identify the learning.

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Do they even know what the target skills or concepts are? What if the teacher is not encouraged to make those objective known to the students?

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I think students benefit from feedback...receiving and giving feedback during the learning process.

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Formative Assessment: Assessment is for Self=regulated Learning

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Formative Assessment: Assessment is for Self=regulated Learning

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"Theory and practice of formative assessment combines cognition, social, and cultural theories which guide instructional methods and drive self-regulated strategies and lifelong learning competences among learners." (Clark, 2012)

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Formative Assessment is for Self Regulated Learning 2012

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How do students know if they are successfully learning a skill or concept?

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How do students know if they are successfully learning a skill or concept?