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Observation: teacher was not prepared in terms of planning and groups - culture responsive teaching difficulty remembering and saying students' names - planning component - couldn't see clear standards - liked formative in stations with strategy for that was evident

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Observation: teacher was not prepared in terms of planning and groups - culture responsive teaching difficulty remembering and saying students' names - planning component - couldn't see clear standards - liked formative in stations with strategy for that was evident

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Group discussion - who in which group, technology, giving grace, available in the moment and thinking on feet (adjust as quickly for effective)

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Group discussion - who in which group, technology, giving grace, available in the moment and thinking on feet (adjust as quickly for effective)

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Process / product - product based - a lot of students trying to make it connected but watching students were in own mind - where was student voice, where could they speak their process. Questions felt like quick answers or redirect to reshape the answer to her expectations - can they recall what she wanted - were they involved in process

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Process / product - product based - a lot of students trying to make it connected but watching students were in own mind - where was student voice, where could they speak their process. Questions felt like quick answers or redirect to reshape the answer to her expectations - can they recall what she wanted - were they involved in process

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3rd use of formative assessment - doesn't include student in process - looking for answers - affirmation of what they think student should have gotten to move to next step (check or x box to move lesson on) - disconnect in formative assessment not quite student voice and choice - not used to guide path of learning it's already well thought out by teacher and used to affirm teacher plan

# data[].attributes.subject
3rd use of formative assessment - doesn't include student in process - looking for answers - affirmation of what they think student should have gotten to move to next step (check or x box to move lesson on) - disconnect in formative assessment not quite student voice and choice - not used to guide path of learning it's already well thought out by teacher and used to affirm teacher plan

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Interesting that student being participant isn't a basic proficiency - you have to be Proficient before student arrives to the rubric

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Interesting that student being participant isn't a basic proficiency - you have to be Proficient before student arrives to the rubric

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different lenses of formative assessment - purpose behind it - one or preferred way of formative; there are can be used as formative assessment tools in great ways but wasn't used in their full ways (QR Codes, post-it notes - questioning techniques to pull gathering information for formative)- knew what she wanted, if she didn't know what she wanted used same strategies could be very strong which would align with the rubric.

# data[].attributes.subject
different lenses of formative assessment - purpose behind it - one or preferred way of formative; there are can be used as formative assessment tools in great ways but wasn't used in their full ways (QR Codes, post-it notes - questioning techniques to pull gathering information for formative)- knew what she wanted, if she didn't know what she wanted used same strategies could be very strong which would align with the rubric.

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Looking for use of planning - not understanding the statements - McDonald's cup student - quite connected to his statement, would she go back to address the depth of question; students up and moving to see own thinking, but when student says don't understand but... (don't keep moving, stop and dig deeper)

# data[].attributes.subject
Looking for use of planning - not understanding the statements - McDonald's cup student - quite connected to his statement, would she go back to address the depth of question; students up and moving to see own thinking, but when student says don't understand but... (don't keep moving, stop and dig deeper)

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Tension paid to students up and moving, all activated, into groups based on need and access to tech, shows intentionality, variety of materials - design focused on understanding scaffolding of ideas which teacher attempted to enable (stopped a bit short) but design focus on creating steps for understanding but lacking student input; Friesen framework student is central so it makes it feel lacking in this video

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Tension paid to students up and moving, all activated, into groups based on need and access to tech, shows intentionality, variety of materials - design focused on understanding scaffolding of ideas which teacher attempted to enable (stopped a bit short) but design focus on creating steps for understanding but lacking student input; Friesen framework student is central so it makes it feel lacking in this video

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questioning techniques good to build understanding "why do you think" all so different answers; wasn't about right or wrong in beginning - refreshing to hear answers, allow others to jump in and build understanding (liked); flip side -bigger questions with more time, but then teacher keeps talking - gap in design was effective but not executed

# data[].attributes.subject
questioning techniques good to build understanding "why do you think" all so different answers; wasn't about right or wrong in beginning - refreshing to hear answers, allow others to jump in and build understanding (liked); flip side -bigger questions with more time, but then teacher keeps talking - gap in design was effective but not executed

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Students involved in criteria and have exemplars; met with others as to how lived and realized - students contributed and were driving force of assessment should be; bigger role of student voice

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Students involved in criteria and have exemplars; met with others as to how lived and realized - students contributed and were driving force of assessment should be; bigger role of student voice

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Use of other students for feedback, made it authentic, contributing to each other's development; produce and share it with others not work just going to teacher; authentic audience to push boundaries and challenge

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Use of other students for feedback, made it authentic, contributing to each other's development; produce and share it with others not work just going to teacher; authentic audience to push boundaries and challenge

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Little in rubric - doesn't extend - students use assessment information but not students use criteria - language doesn't show in the rubric. 

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Little in rubric - doesn't extend - students use assessment information but not students use criteria - language doesn't show in the rubric. 

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We saw more design than the assessment; bigger takeaway than end product

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We saw more design than the assessment; bigger takeaway than end product

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The end product - so rich so authentic - poster with images glued on poster, focus on process of developing richness; didn't connect to idea authentic and rich tasks - what I associate to TEF versus rubric itself

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The end product - so rich so authentic - poster with images glued on poster, focus on process of developing richness; didn't connect to idea authentic and rich tasks - what I associate to TEF versus rubric itself

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Relationships and community engagement we discussed a lot 

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Relationships and community engagement we discussed a lot 

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Took to Mount Royal student teachers, brining in community, brought in professor Blackfoot Woman with Indigenous perspective, strong community building part of lesson. 

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Took to Mount Royal student teachers, brining in community, brought in professor Blackfoot Woman with Indigenous perspective, strong community building part of lesson. 

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concepts of relationships related to FN holistic rubric, family, community, relationships

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concepts of relationships related to FN holistic rubric, family, community, relationships

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Video was inspiring, watching TEDTalk, listing to speakers, reaching beyond walls of classroom and reaching into community to bring in experts make learning come to life and hearing from community

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Video was inspiring, watching TEDTalk, listing to speakers, reaching beyond walls of classroom and reaching into community to bring in experts make learning come to life and hearing from community

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She made connections to community for students, where as in other video student was encouraged to make those connections

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She made connections to community for students, where as in other video student was encouraged to make those connections

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Perspective is different - snapshot in time in classroom - highly edited in All My Relations - different story told - if were are going to view through any framework do we need snapshot 

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Perspective is different - snapshot in time in classroom - highly edited in All My Relations - different story told - if were are going to view through any framework do we need snapshot 

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Students that don't get, perplexed by inquiry based way of learning - were there organizers, ELL or students with individual needs

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Students that don't get, perplexed by inquiry based way of learning - were there organizers, ELL or students with individual needs

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teacher directed learning, not everyone able to share their piece, how are these perspectives being represented - not just struggle with inquiry but struggle with teacher direction

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teacher directed learning, not everyone able to share their piece, how are these perspectives being represented - not just struggle with inquiry but struggle with teacher direction

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view with different lenses - what are we looking through? When we walk into someone's class when we see snip of that what happened before or after? Even to consider, how we label it

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view with different lenses - what are we looking through? When we walk into someone's class when we see snip of that what happened before or after? Even to consider, how we label it

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This column above was discussion of different set of videos and should be considered for Jenny, My and Keri's project :)

# data[].attributes.subject
This column above was discussion of different set of videos and should be considered for Jenny, My and Keri's project :)