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Goal: Creating lessons with intentional opportunities for conferring

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Goal: Creating lessons with intentional opportunities for conferring

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Rather than maybe waiting until a reflection piece at the end, I want to try to incorporate conferring more often, whether that be as a whole class or in teams/small groups. Trying to have that chance to talk thoughts/questions through in the day could be that extra step towards keeping the idea of a classroom community thriving through semester 2. -Walsh

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I want to get with my fellow 6th grade science teachers to create an awesome unit around local water resources.

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I am working towards creating an even more connected and caring classroom environment. It is important to be intentional with our time spent in our ELA block class, and I would love to see students supporting one another with their learning.

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I am working towards having my students know what they are learning is relevant outside of school. Karen

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Continue to enjoy my best year ever.

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There are so many ways to connect with kids and I would like to try a couple ideas from today's meeting...Accountable Talks, more positive calls home, celebrating student successes more, end of week debriefing etc.

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I am striving to connect my lessons to ideas and current events that have relevance and meaning to students. I am trying to make my lessons individual to each student so that they can take away something meaningful during each unit, and maybe they can discover something new about themselves!

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Building relationships in so students support each other, set goals and reflect with students.

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My GOAL is to assist students to feel confident going forward in what they create in each class.  My hope is this will transfer into a desire to SHOW what they KNOW in their ISATS this year. I believe practice leads to success which leads to confidence that allows you to help others.  BE THE LIGHT - Vaughan

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My GOAL is to assist students to feel confident going forward in what they create in each class.  My hope is this will transfer into a desire to SHOW what they KNOW in their ISATS this year. I believe practice leads to success which leads to confidence that allows you to help others.  BE THE LIGHT - Vaughan

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I am striving to make math fun for kids who hate math! I am making more of an effort to connect real life applications so students can see you really do need to know how to do math!

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I will continue to strive to have students self assess on each unit project and do the peer feedback/assessment routine of T.A.G.. It has been clear that they care more about what their peers think than what I think!
Authentic learning and having a real life thread throughout units has been engaging and love it!

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Good morning! Is this not the greatest things you've seen?! I would like to work on grouping, conferring and self reflection. These were part of my individual IPLP goals from last semester but I set way too many goals. I am excited to carry them on to this new semester!

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Jeni - This idea of community leading towards shared student ownership and reflection on their learning -- striving towards students self-assessing progress and goal setting while also continuing forward momentum with building community in my classroom. I'm thinking about Accountable Talk and how these can be tweaked/refined for different purposes. Love this Lakes Community and how we grow forward and support each other!! 

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Jeni - This idea of community leading towards shared student ownership and reflection on their learning -- striving towards students self-assessing progress and goal setting while also continuing forward momentum with building community in my classroom. I'm thinking about Accountable Talk and how these can be tweaked/refined for different purposes. Love this Lakes Community and how we grow forward and support each other!! 

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Create more authentic lessons tied to real world events. Give students opportunities to pick a real world environmental issue to teach others about. -Annette

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Doerr~         I am still focused on planning and planning well following workshop model. Authentic tasks where students help guide their learning is always on my mind. My former group "community" helps me focus on ways to better share students success and continue building student agency.

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Doerr~         I am still focused on planning and planning well following workshop model. Authentic tasks where students help guide their learning is always on my mind. My former group "community" helps me focus on ways to better share students success and continue building student agency.

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Having the kiddos make real world connections through self lead discourse.

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I am striving to use this time to create meaningful discourse in the students where they feel empowered and that they OWN their learning and can emphatically share that with others. The hope is authentic discourse. I am also figuring out time management with a new babe and my priorities have changed immensely so adding all that in as well!
I would like to add that Jere is amazing and almost never cries but this was too good

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I am so excited to grow and learn from my amazing colleagues. To implement new goals and strive to better myself as a teacher. I have so much more to say but out of time! Love you all!

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I strive to celebrate success and involve families to join in on the celebration. I am eager to see students be reflective about their own success especially in the face of obstacles- growth mindset! Linley

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Working on working more with the awesome staff at Lakes!

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To drive our lessons from a level 2 to a level 4. Have kids make connections outside of my 4 walls with an authentic audience. Students will connect our why to the real world in the hopes of making an impact.

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Making connections in the math classroom -Traci

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Homer Simpson Love GIF - Find & Share on GIPHY

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Discover & share this Love GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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I would like to continue to build on last semesters goal by focusing on authentic tasks and then incorporating our new goals of discourse.

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I would like to work to be better at including parents in positive moments I see in students. I want to work harder to call home more often especially for students who need the encouragement or who would benefit from knowing that their work is being seen.

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I want to grow in celebrating student successes and involving parents more. I also want to create tasks that engage students and give them more ownership in their learning.

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I feel like I still haven't mastered anything I worked on this semester so I really want to hone my conferring skills and push to Level 4 where kids are conferring with each other. I am working with Ryan Gillespie through a coaching cycle on this and hope to make this something I can make part of my teacher toolkit and feel successful at. I want conferring to tell me more about the kids' learning and also share and celebrate the thinking

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To plan lessons that create rigorous opportunities that facilitate student learning. Really wanting students to be in charge of their learning rather than being the one dispensing information.

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Emails home to communicate and share student success

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I am very excited to focus on discourse. Adam Hannan is in my room right now and I have watched the way he orients kids to each other and how it creates ownership of learning. I would love to see kids tell each other phrases like "Don't just copy it down, how does this make sense? Why did they..."

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Nicole Symons
Strive to create a level 3/4 authentic task for each unit by 2022-2023 school year.

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I continue to struggle to prioritize and fit in a reflection or debrief at the end of class. As I join the discourse group, I hope to find ways that students can use discourse throughout the lesson and ALSO to reflect at the end of class. -Mary Hamilton

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Chad Booth
An area I'm trying to improve at this semester is diversity in my openers. Info-graphics, political cartoons, etc.

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I feel really inspired to reach out to parents more with positive communication and PLAN for intentional conferring and build it into my daily structure at least twice a week! (But then do it FOR REAL haha)-Lisa Barnett

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I feel really inspired to reach out to parents more with positive communication and PLAN for intentional conferring and build it into my daily structure at least twice a week! (But then do it FOR REAL haha)-Lisa Barnett

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An area I’m striving to grow in is planning tasks that have “life worthiness.” Additionally, never forgetting the value of making sure community and teacher/student relations are nurtured and fed each week. That may mean doing something that isn’t specially related to ELA or Social Studies to grow that. Have fun!!!

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Creating Authentic Tasks
In other words, a task we ask students to perform is considered authentic when 1) students are asked to construct their own responses rather than select from ones presented and 2) the task replicates challenges faced in the real world.  (Of course, other definitions abound.)

If I were teaching you how to play golf, I would not determine whether you had met my standards by giving you a multiple-choice test.  I would put you out on the golf course to "construct your own responses" in the face of real-world challenges.  Similarly, in school we are ultimately less interested in how much information students can acquire than how well they can use it.   Thus, our most meaningful assessments ask students to perform authentic tasks.

However, these tasks are not just assessments.   Authentic assessment, in contrast to more traditional assessment, encourages the integration of teaching, learning and assessing.  In the "traditional assessment" model, teaching and learning are often separated from assessment, i.e., a test is administered after knowledge or skills have (hopefully) been acquired.  In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning.   For example, when presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts.

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My goal to improve in the area of planning, specifically in differentiation and designing content that is conscious of students' interests and competencies.

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Working to believe in the process and how the parts connect. I want to connect my planning to the workshop model and have more time for students to connect music theory to their playing.