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Students, admin, teachers and parents should just trust teachers' assessment without any further justification

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Students, admin, teachers and parents should just trust teachers' assessment without any further justification

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We need to expose the truth about behavior practices at Sequoyah

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We need to expose the truth about behavior practices at Sequoyah

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Learning and being taught are two different things

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Learning and being taught are two different things

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There are ideal prompts that compel students to write personal narratives every time

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There are ideal prompts that compel students to write personal narratives every time

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Wisdom begins at not knowing and being able to ask questions

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Wisdom begins at not knowing and being able to ask questions

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All students at Seq are supported and empowered 

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All students at Seq are supported and empowered 

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Empathy for our environment generates real-world projects

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Empathy for our environment generates real-world projects

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Justin
Ilan
Roxana
Dornel
Jason
Catherine

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1. How do we help students develop strategies for asking questions? O

2. How do we help students overcome fear of being wrong or failing? O

3. How do we build a culture in our classroom? O

4. Are all questions valid? C (In which instances are questions valid or invalid?)

5. What does it mean to be stuck? C

6. What is the difference between good and bad confusion? O

7. How do we make tools explicit to students? O

8. How do we model that not knowing something is ok? C

9. In terms of resources and support, what do students want? C

10. How can students respectfully voice what they need? O

11. How do you know what you don’t know when you’re stuck? O

12. How do you ask questions about something you don’t know? O

13. How do you ask questions about the next step?

14. How do you ask questions about content vs. process?

15. How do we build self-reliance in students?

16. Is there a connection between self-reliance and classroom structure?

17. Is being stuck something we necessarily want to solve?

18. Do we want to teach that being stuck is ok?

19. Is being uncomfortable with being stuck a byproduct of our society?

20. Is “I don’t know” a valid answer?

21. In what cases is “I don’t know” an acceptable answer?

22. How do we model the growth mindset and use growth mindset statements (I don’t know it yet.)?

23. How can we teach tools for emotional self-regulation?

3 PRIORITY QUESTIONS

1. How do you build a culture of self-reliance?

2. How do students apply their own tools/strategies and teacher resources in the classroom?

3. How do we get students unstuck without trivializing the emotion?

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Students, other teachers, administrators and parents should just trust the teacher’s assessment of a student’s performance without any further justification

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Questions:

1. Won’t parents find that crazy?

2. What if a student just annoys you?

3. How will students growX

4. How do we eliminate bias against students

5. Should we standardize grading with different teachers same subject

6. Should we have anonymous gradingX

7. What role should anonymous grading play in progressive education

8. What recourse do students have if they disagree?

9. What if someone has a higher degree of knowledge questions your grading?

10. Is it better to assess correctly or fimly?

11. Is consistency important in assessment?X

12. How do we set assessment standards?X

13. What should a teacher do if they aren’t sure how to assess?

14. Should assessment be different for homework?X

15. Can assessment come from a teacher’s gut feeling?

16. What would feedback look like separated from assessment?XXXX

17. Can students assess each other fairly?

18. Can teachers manipulate assessment to help students?

19. Do students/teachers need to know what specifically being assessed?

20. Is part of an administrator's job to assess teachers?

21. Should teachers be allowed to use their own grading systems?X

22. Is it empowering to students to feel like they can judge the standards they are held to?

23. Should we have consistent standards across the school?X

24. How do we deal with psychological and emotional damage of assessment?X

25. How do we get kids to care about their assessments?

26. How do we distinguish between overly dramatic reactions and reasonable hurt?

27. Is it ever important to make a final assessment?

28. Is it ok to assess harshly to motivate student learning?

29. What’s the point of assessment?XXX

30. How much do parents already trust teacher assessment?

31. What do we owe parents in terms of assessment?

32. How do teachers manage their feelings about assessment?

33. How does assessment influence the way we teach?XXX

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Julian (HS)
Chelsea (HS)

Sean (HS)

Ben (HS)

Ron (K8)

Kristen (K8)

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Focus: Empathy for our environment generates real world projects.                                                              Group: Leila, Zed, Lindsey Graham, Ronnie, Cristina         1. What is the environment?   2. What does empathy mean?3. How do we build empathy rather than sympathy?             4. Why would we think that empathy would lead us to solutions or projects?              5. How can I actually help the environment?                             6. Should school be a place that we should help the environment?                            7. How political will those assessments be?                      8. Why are there so many different views about the state of the environment?                 9. Which view do we help them to follow?                                 10. How do we decide which view to help them to follow?11. How do we chose which issues we prioritise in the classroom? Especially in the case of many marginal groups 12. Why should I care about my environment?                    13. Are the parents going to get upset?                                14. What will the neighbours think?                                        15. Who are the people in our environment who need the most help?                               16. Local or national focus? 17. What kinds of environmental issues are there?                                        18. What steps are needed to make a project relevant?       19. How much money?          20. How much time to prep?21. How many people in the group?                                      22. How much choice should students get vs us picking for them?                                       23. Will they propose solutions or only analysing?                   24. What resources are available to tackle this problem?                                   25. What role are the students in? Scientists, historians, citizens?                                    27. How do the students´ emotions play into the projects they chose?                              28. How long-term is the impact of the project?            29. Where do I find resources for the project?                       30. How do we make the work public?                                      31. How do we engage with the world and/or the community?                            32. Is it even possible to do a real-world project without empathy for the environment?33. Does empathy come from love, anger or past experiences?                           34. In what ways can I empathize?                              35. How do we assess real world assessment? Impact, effort?                                        36 .Things may not go as planned, how to guide it?      37. What are the most interesting parts of the world?38. What happens if the community doesn’t really want this project?                            39. Whats a topic I can imagine myself obsessed with?                                         40. What happens if a project is clearly not going to work?41. Are there projects that are too big?                                     42. How will I deal with feeling overwhelmed?                         43. How can I use math?

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Focus: Empathy for our environment generates real world projects.                                                              Group: Leila, Zed, Lindsey Graham, Ronnie, Cristina         1. What is the environment?   2. What does empathy mean?3. How do we build empathy rather than sympathy?             4. Why would we think that empathy would lead us to solutions or projects?              5. How can I actually help the environment?                             6. Should school be a place that we should help the environment?                            7. How political will those assessments be?                      8. Why are there so many different views about the state of the environment?                 9. Which view do we help them to follow?                                 10. How do we decide which view to help them to follow?11. How do we chose which issues we prioritise in the classroom? Especially in the case of many marginal groups 12. Why should I care about my environment?                    13. Are the parents going to get upset?                                14. What will the neighbours think?                                        15. Who are the people in our environment who need the most help?                               16. Local or national focus? 17. What kinds of environmental issues are there?                                        18. What steps are needed to make a project relevant?       19. How much money?          20. How much time to prep?21. How many people in the group?                                      22. How much choice should students get vs us picking for them?                                       23. Will they propose solutions or only analysing?                   24. What resources are available to tackle this problem?                                   25. What role are the students in? Scientists, historians, citizens?                                    27. How do the students´ emotions play into the projects they chose?                              28. How long-term is the impact of the project?            29. Where do I find resources for the project?                       30. How do we make the work public?                                      31. How do we engage with the world and/or the community?                            32. Is it even possible to do a real-world project without empathy for the environment?33. Does empathy come from love, anger or past experiences?                           34. In what ways can I empathize?                              35. How do we assess real world assessment? Impact, effort?                                        36 .Things may not go as planned, how to guide it?      37. What are the most interesting parts of the world?38. What happens if the community doesn’t really want this project?                            39. Whats a topic I can imagine myself obsessed with?                                         40. What happens if a project is clearly not going to work?41. Are there projects that are too big?                                     42. How will I deal with feeling overwhelmed?                         43. How can I use math?

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Priority Questions:
Why should I care about my environment?
What resources are available to tackle this problem?
How do we engage with the world and/or the community?

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Group members: Kristine (scribe), Maisha (facilitator), Azizi, Chad, Dyane, Chris

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Group members: Kristine (scribe), Maisha (facilitator), Azizi, Chad, Dyane, Chris

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1. What does [supporting and empowering students of color] look like?
2. What are the variations within the students of color population?
3. Why do students of color choose Sequoyah?

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Kim, Justin K, Lauri, Marisol, Katie

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What is learning?
What does it mean to be taught?
How did I learn how to learn?
How do you know you have learned?
Is my inability to learn due to the inadequacies of being taught?
What inspires students to self direct?
How do we get students to stop waiting for us to teach them everything?
How do we get students to ask questions that can't be answered via Google?
What are some resources we can give them?
What are all the specific, cognitive tasks required to do the self directed learning? The small decision made along the way?
How do we scaffold student learning along the way? How de we get them to scaffold themselves without our help?
How do different students sift through different modalities?
How do they know what's important?
If you asked students what's self directed learning, what would they say?
Why is it that they can find all kinds of information about something they're interested in (pop culture, hobbies, etc) but when you ask them to research they are at a loss?
How do we tap into what they love and get them to bring it to the topic/task?
How do we get students to feel good about asking "What do I need to know?"

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RJ, Josh, LeeMichael, Renee, Donna, Peter W, Erin T

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RJ, Josh, LeeMichael, Renee, Donna, Peter W, Erin T

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Collaboration takes compromise (and money)

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Why do we collaborate?
What are the obstacles?
How do we document how we collaborate?