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Consider the questions we are asking students.. how can we engage them in conversations around things that matter beyond the walls of school? Ex: Where do you see addition and subtraction outside of school??

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Students choose how they want to work towards their goal.

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Generating ideas by “thinking in questions” using the QFT

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Teaching Students to Ask Their Own Questions

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Teaching Students to Ask Their Own Questions Ideas with an asterisk are from Make Just One Change: Teach Students to Ask Their Own Questions (Dan Rothstein and Luz Santana) The Question Formulation Technique (QFT)* is a research-based approach to helping students ask the “right” questions (with…

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Parents and Cody classes were invited to view, learn from, and enjoy our projects

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Students used our success criteria to learn how to take projects from good to great.

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Name _______________________ Success Criteria How should people prepare for weather-changes? Learning Targets Who did it well? (Exemplars) How am I doing? (Self-Reflection & Feedback) I can explain how to stay safe in extreme weather. I can explain what supplies are needed in extr...

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By posting it, the students were able to interact with and review the success criteria regularly.

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For final closure, we evaluated each other's projects on the success criteria to help us understand how to keep improving and growing.

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Name ______________________ Project Weather Change How should people prepare for weather-changes? Learning Targets Floods Hurricanes Thunderstorms Tornado iMovie The project explains how to stay safe in extreme weather. 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4...

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Students reflect on their Level of Understanding of Math Unit learning targets, and post work examples to Seesaw once they feel they are at a Level 3 (which means they have hit the target.

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Folders are named according to our targets, which helps students find artifacts and supports related to each target and helps teacher easily track each students’ progress toward each target.

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Students working together to understand and practice learning targets

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Students working together to understand and practice learning targets

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During independent work time, students are creating tasks to practice learning targets, regardless of which lesson we are doing at the teacher table eg. creating coin collections for each other to count.

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Personalizing student learning in the context of a Project Based Learning unit was a good first step. We tied our unit to our Science Content Standards as best we could, and were able to assess and instruct to our ELA informational standards, too.

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Students post work samples once they feel they have hit a target. Teacher and other students give them feedback on their work through Seesaw comments. Teacher “likes” post to show that the student has hit the target.

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Teacher resource book of strategies to get started with Student-centered learning.

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Creating a Rubric for Writing and Self-Evaluation

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Creating a Rubric for Writing and Self-Evaluation

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For our informational writing, as a class, we used a teacher-created example (not an exemplar) to create a rubric for our writing.  We referenced the rubric through the writing process.  After writing, students assessed themselves before turning in their final project.  They used Seesaw to reflect on things they did well (stars) and what they would do better next time (wishes).

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Using Christmas Gifts to Teach Compare and Contrast 

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Using Christmas Gifts to Teach Compare and Contrast 

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We (Megan and Stephanie) gave students an authentic task when teaching compare and contrast to help decide what gift to get for our nieces or daughters. The ads for dollhouses were used, and as a class, we used a student friendly version of the new rubrics as a map to guide us in the compare and contrast process.  We had to decide what the "most important points" were in order to decide which dollhouse was best to buy. Students then used the ads for a sled and a snowboard to decide what was best for them. We tied this into opinion writing as well.

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After learning about non-fiction text features for a week, students became "doctors" for the day, performing surgery on texts to find non-fiction text features and to explain how a reader or researcher uses the text features to help them.

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We created a student-friendly version of our new rubric for comparing and contrasting to help students understand how we can get to "meeting".  We explained that it was like a map with guides to move you along.

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Students know what the skill needed to be mastered in math is and students choose the pathway of practice and learning that will help them achieve mastery of the skill.

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Students advocate for and determine when and with whom they are learning.

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Students advocate for and determine when and with whom they are learning.

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There are choices within the math lesson where students determine how confident they feel with today's concept and select which area in the classroom would best fit their learning needs.