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2. purposeful modeling

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Q2
Proper modeling

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Students are able to identify personal weaknesses and focus on improving on them on a regular basis. (Students could use graphs charts etc. visuals to show students growth)

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Question 1
A classroom full of students that don't mind being risk takers.  Who embrace being critical, creative, and evaluative thinkers.

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model it and monitor it
pre conferencing
post conferencing
descriptive feedback
accountable talk

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Students self-reflect, know where they are going and have a plan to get there.  You would expect to see students supporting each other and being accountable for their actions.

Question 2
Planning for a regularly scheduled time to do this, teaching would be modeling and coaching students, assessment would involve the teacher monitoring the goals and encouraging the students (celebrating when they meet their goals).

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Velda
Students will be focus on their goals and become more aware of their work and response to others.
Purposeful modeling and a redirecting of students.

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Q1: Students in this classroom would use the vocabulary of goal setting in everyday conversations and during classroom activities.

Q2 Assessment of goals can be informal and formal. It can take place with the teacher and/or peers.

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1 Students owning and excited about their progress.

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  Table #3/ 6 women and a man/ Me and the 6 of 'em

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  Table #3/ 6 women and a man/ Me and the 6 of 'em

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#1 Stacey said you will hear students communicating.

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Question 1 Linda, Joanne, Lynn, Hannah, Marie, Cassandra, and Robert

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Question 1 Linda, Joanne, Lynn, Hannah, Marie, Cassandra, and Robert

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Better collaboration
self aware and self-directed students
ownership
shared decision making

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1.  It may have a data wall showing students' goals and whether or not they were met.
2. Sounds like a celebration when goals were met!

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1. Students grow and develop as they see beneficial for themselves and take personal accountability for themselves. An observer would expect to see student behavior and performance reflective of their goal as students use their goal to drive their actions / choices.
2. When best to incorporate goals into the day, how much time it should take, keeping track of all student goals and progress.

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#1 - Student sound like they are explaining their thinking and determining their action steps to achieving their goals.  It feels like students are being metacognitive and reflecting on the process of achieving their goal.  There is a sense of pride.

#2 - Adults will need to model the process and have a organized method for students to create/record their goals. In addition, there will need to be a method of monitoring the process to confer and ensure that students are successful.

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Andrew, of House Stark, First of his name and Marie of House Craig first of her name

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Andrew, of House Stark, First of his name and Marie of House Craig first of her name

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#1 See picture below
#2 Finding time to set and reflect goals regularly

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1. A classroom that consistently incorporates goal-setting looks like students investing in their own success in measurable, achievable ways. An observer would expect to see accountable talk from students discussing their goals.

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1. Students are invested in the activity and consistently reflect on their own actions and choices.
-constructive converstations about their choices.  journaling
-modeling and coaching by teacher and students
2.  Time, technology and scaffolding, age appropriateness

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1. Students are aware of their own strengths and weaknesses. They are motivated to accomplish goals that will help them on their personalized learning path.
2. Allow time for students to reflect and model what goal-setting looks like.

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1.  Students are reflecting on their learning (social-emotional) experiences.

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1.  Students consistently set goals, reflect on them, and self-assess their own progress in a variety of areas.  An observer would expect  to see student ownership of the goal-setting and learning process.
2. Planning considerations include time and ways to model and simplify the goal-setting process for students. Teaching considerations might include opportunities for collaboration and discussion. Assessment should include self-assessment.

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1. Students are self-directed and aware of their own strengths.
An observer wouldn't immediately see or hear, but could question kids about goals and plans for achievement.
2. Planning needs to be done up front to make sure kids understand and know how to obtain goals.

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Kayla DeGhetto AND Brittany Orlando AND Marie Craig 

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Kayla DeGhetto AND Brittany Orlando AND Marie Craig 

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This type of classroom is a positive and proactive environment. It allows students the automaticity to be in charge of their own learning, both academically and socially/emotionally.

An observer would witness positive self-talk, collaboration and encouragement.

2.  Allow time for students to set and reflect effectively on their goals.

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Please type your response in the following manner:

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Please type your response in the following manner:

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Title: Name (optional)
1. Answer to Question 1
2. Answer to Question 2

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What does a classroom that consistently incorporates goal-setting, reflection and self-assessment look like/sound like?

What would an observer expect to see/hear?

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What planning, teaching and assessing considerations are necessary?