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I like the idea of actively involving students in the creation of learning targets ... what are some ways to do this in the IRL classroom that don't take up to much class time/ feel like a fun activity and not another task on students' to do list. 

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I like the idea of actively involving students in the creation of learning targets ... what are some ways to do this in the IRL classroom that don't take up to much class time/ feel like a fun activity and not another task on students' to do list. 

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I think the idea of a weekly summary is really cool! Think it would help to wrap up main ideas taught throughout the week and also kind of give the students time for reflection

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I think the idea of a weekly summary is really cool! Think it would help to wrap up main ideas taught throughout the week and also kind of give the students time for reflection

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fun ways to make them explicitly about the learning without seeming like another task

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I'd love yo talk about the strategies of designing and scaffolding questions in class - what are great strategies to present questions to students in a way that models for students the sequence of thinking and inquiring while preparing students to elevate from lower-order thinking to higher-order thinking?

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"Developing good questions in advance and planning for their use during a lesson is critical to gathering the right information about student learning."

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"Developing good questions in advance and planning for their use during a lesson is critical to gathering the right information about student learning."

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How can we use these questions to their fullest potential? How can we vary the ways that questions are asked and answered?

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In an online environment, it has proven tough to be sure everyone participates in these understanding checks. I usually have to move on after a minute of crickets. How can we better assess this in our online environment 

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In an online environment, it has proven tough to be sure everyone participates in these understanding checks. I usually have to move on after a minute of crickets. How can we better assess this in our online environment 

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I really like the idea of weekly summaries. It would be good to reset my planning each week with a clear understanding of what they got out of my lessons the prior week. I also think writing helps students make meaning of the content

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I really like the idea of weekly summaries. It would be good to reset my planning each week with a clear understanding of what they got out of my lessons the prior week. I also think writing helps students make meaning of the content

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Exit tickets (and maybe entrance tickets) that are reflective for learning tasks that day & can also provide realtime data (like, what did you get done today in class? what will you continue to work on? etc)

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Exit tickets (and maybe entrance tickets) that are reflective for learning tasks that day & can also provide realtime data (like, what did you get done today in class? what will you continue to work on? etc)

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How can we create a checking system that's sustainable? For example, the reading showed several tables that teachers used to check for understanding from their students but how would this actually play out in practice especially when you have 20+ students? And how do you set those up?

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How can we create a checking system that's sustainable? For example, the reading showed several tables that teachers used to check for understanding from their students but how would this actually play out in practice especially when you have 20+ students? And how do you set those up?

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How can we balance checks for understanding/formative assessments with timing?

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How can we balance checks for understanding/formative assessments with timing?

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Alternately, what's the most effective way to actually use the information from checks for understanding/formative assessments in upcoming classes? (Sometimes I feel too swamped to do much with them, but I want to!)

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Something I'd like to talk about is diagnostic assessments and how to implement them. Specifically, I want to discuss this because my goal is to help students write better, but I don't want to have them do a 'diagnostic essay,' so I would like to bounce ideas on this. 

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Something I'd like to talk about is diagnostic assessments and how to implement them. Specifically, I want to discuss this because my goal is to help students write better, but I don't want to have them do a 'diagnostic essay,' so I would like to bounce ideas on this. 

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strategies for getting the kiddos to participate

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strategies for getting the kiddos to participate

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I like the idea of exit tickets that are explicit about being connected to the learning target for the day and that directly ask students to perform the target objective with a reflection. From a time management standpoint, how can this be used daily and also still have time to read through all students responses to get a comprehensive understanding of what students know? 

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I like the idea of exit tickets that are explicit about being connected to the learning target for the day and that directly ask students to perform the target objective with a reflection. From a time management standpoint, how can this be used daily and also still have time to read through all students responses to get a comprehensive understanding of what students know? 

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I thought Table 2.3 was the most helpful part of the chapter because it shows concrete ways to enact formative assessments. I would use one or two of the examples in my toolkit later on in the semester.