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In figure 4.1 I think the first question is such a main point and question, "what are the main objectives and standards for this lesson.  I have to try and remember what it is that I want the students to really take away from this lesson.

I like the questions for the students, "what prior knowledge do I have that is relevant to this content. I feel that using that question would really make the student think and realize that they already have knowledge and can then build on that.

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As a science teacher, one topic that comes to min is alternative forms of renewable resources. This is a topic that all students think about and see in their everyday life and can easily be connected to things that they do at home. Such as, recycling, or using other forms of energy.

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This has definitely changed my thinking as to how I want to start my units. By providing students with a chance to show off their prior knowledge while also asking questions or telling us what they would like to learn, we could provide more elements in which they have control. Those questions can then become problems/solutions that they wish to research.

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Quick checks ins during Do Nows, Exit Tickets, Kahoot, Padlet, etc. will enable formative assessment to determine whether or not the students understand the process and are progressing.

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For history, I think that students can interview people that experienced a historical event or people that are impacted by an event, law, initiative, etc. to help connect past content to the present. Further, this will also provide them with perspective that leads to empathy.

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In environmental science, we spend a great portion of the year discussing natural disasters such as wild fires and hurricanes. These are things they may see in the news or hear about when talking with adults or peers. Also discussing what they can do as a young adult to help these causes- getting outside of themselves.

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I like using concept maps. I have the students fill one out at the beginning of the unit and we revisit it after each lesson so they can add more information they learned. This gives me a good idea of what concepts they are making connections with and fully understanding.

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I want to echo what Casey posted.  I was struck by the very same thing. In particular, the notion of how this knowledge can possibly help design a solution to improve the world around us. Our goal is to educate the whole person and I think that we lose sight of the impact of what we teach. How it can change the perspective of our students to motivate them to change.

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The first and last questions within figure 4.1 resonated the most with me. Having students identify “What part of the content is more interesting to me. Why am I drawn to it” is important, as stated previously in the book, because building off students' curiosity can provide built-in motivation. I also find the last question “how can this knowledge help design a solution to improve the world around us” to be the purpose of teaching. We as educators want to mold productive citizens and this epitomizes that goal.

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I really like that she gives them guiding questions they can use when providing peer feedback. This helps students organize their thinking and allows for a better flow of conversation.

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With math the saying “practice makes perfect” is somewhat true. I cannot tell you how many times a student enters class the next day saying “it made sense when we did it in class yesterday but then I went home and tried to do it on my own, I couldn't do it.” This is why I tell my students homework, especially in math, is so important as it is a tool you can use to evaluate what you learned and are able to do. I truly believe that homework should be meaningful and not time consuming. I use it daily as a form of formative assessment in my classroom. I also think that with all of the technology available in the classroom it has become easier to formatively  assess students throughout the lessons to gage “KWL” and “Exit Slips”.

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I agree with Casey- the last two questions are the most significant for students to take pause and connect how they have seen the content in aciton-, where is it relevant? and how can this knowledge help design a solution to improve the world around us?

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"As students enact peer and self-reviews, they're learning essential skills of regulated learners and global citizens who can successfully collaborate with peers." My goal is to do this more often when I assign group work to foster collaboration and growth mindset. I need to zero in on the students that are hesitant to share and sit back and let the more vocal students take the reign (or responsibility). Motivate the passive learners.

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Formative feedback can be a quick check in at the beginning of class either through a 1 or 2 question google form or by having students answer a quick question on a post it. Similarly, giving them an opportunity at the end of a lesson to summarize or reflect either through an electronic tool (padlet, google form) or low tech options like post its, white boards, chart paper.

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One of the overarching national learning standards of World Languages is Communities - connecting to communities, understanding community perspectives and products. This echoes the philosophies of design thinking. I am thinking that when we enter the clothing unit students can suggest a school dress code, design sustainable clothing, organize a clothing drive or suggest their own ideas. When we enter the food unit, students can suggest school lunch menus, inform about healthy eating, organize a food drive or a larger project of their own design.

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Since I teach math, metacognition and self assessment is important to model. I try to model thinking aloud often when problem solving. Also, having students share and explain their methods and thought processes to others reinforces their own understanding and broadens the audience's perspective. Oftentimes, students think there is only one way to solve a problem.

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I loved the questions Teacher: What multimodal activities can my students do within and beyond the classroom? Student: How have I seen this content in action?  Where is it relevant in my life?
I think the most important way of connecting education for students is to show them how it is applicable in life.

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The narrative prompt "I used to think _____, but now I think_____ is a good starting point for a discussion about content and perspective growth.
Also, finding common areas of confusion allows the instructor to revisit the assignment guidelines or redirect students.
SMART model for feedback.

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Students can Check for understanding using both Self and Peer Assessment. The Self Assessment helps build metacognition about their own thinking and learning asking their ownselves what they know, what they have learned, how to find out more ansers.  The Peer assessment helps engage the students in empathy for others all the while increasing their own self value as a contributing and valuable global citizen.

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Self: "What do I need to know to better understand this content?" "How much time will I have to spend to better understand this content?"
Peer: "Write two areas of strength and two areas that could use strengthening."

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Students can create dynamic concept maps where they continue to update their visual representation of their understanding. Students can work in peer pairs/groups to compare, revise and add as needed. Essentially a peer assessment with an evolving concept map to display their learning.

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Out of all these types of assessments I like the 3-2-1, Listing 3 things they learned will show me that they are taking something away from the lesson, concepts they are still confused about, and 1 thing they would still like to learn. I also like the narrative prompts, I think it gives students freedom to write something specific in the blanks.

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In art, we often discuss current events and how as artists we can take our feelings about those events and channel them into a piece of art. Students often draw inspiration from things that are happening in their everyday life.

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There are opportunities everywhere and using so many different modes. As we discussed yesterday there are different types of ways students (and adults) learn even though all people learn certain things certain ways. But this figure showed so many different entry points for being able to assess where a student is so that feedback and correction can be provided at so many points during the learning process rather than after a formal exam when so much content and time has passed.

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"How does your understanding of ____ help you solve a problem in the world around you?"

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By asking "How can this knowledge help design a solution to improve the world around us?" students will be able to apply their knowledge and skills for the greater good and see the relevancy in their learning. This is a question I plan to incorporate throughout my units (even post it in my classroom!) to elevate the teaching and learning that takes place for students to identify themselves as agents of change for local and global communities.

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In teaching first grade I think there are so many opportunities to help students connect content to the world around them. At this age they are not only super curious and inquisitive but they are at the beginning stages of noticing the world around them. One of the proudest things that happens as a teacher is when a student comes in and says something along the lines of they were at the store with their parents last night and they saw the word ___ and it had a silent e at the end!

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I think it is important for us to remember what we want our students to get out of each lesson. Is it more important that they understand the steps or the policies in our classroom or is it more important to make sure they are understanding the essential question. Using their prior knowledge and making connections will allow them to build and feel more connected to the work they are doing.

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The why am I drawn to it question seems like it would be the most important to me. Students are always better off when they are more invested in what they are learning. Getting them to think about that will help get the brain thinking. I also felt a student question of saying "how can I see this in action" ran along the same mindset that they would be relating content to their lives which makes them more invested.

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For math we have done various field trips that we have brought into our content in the classroom. We have mapped our the slope of hikes and even identified different types of functions in structures on the walkway over the hudson. Statistics is also an easy way to bring current or past experiences from even the classroom into a lesson.

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I've used the 3-2-1 with 2nd graders after introducing a topic of study to further plan lessons and experiences. I like the use of the sentence stems also to guide students in how to respond.

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I agree with Jess's response. Even little ones are learning to reflect on their thinking and share different ways to solve problems. In the last few years I've changed they way I approach math and have incorporated more open ended activities such as math stretches. I love to see a child's expression when they shared an idea no one else thought of or when they could explain another way to solve a problem.

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In social studies class, current event issues can often be tied to content. Specifically, the idea of discrimination. I always poll my students to find out if any of them speak more than one language. Than from there, ask if a parent or guardian speaks another language. And lastly, do they have a grandparent that speaks another language. I look to find out how culture plays a roll in any of my students lives. The conversation than evolves to a discussion on discrimination and their own personal experiences.

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Although I think all these questions play a crucial role, I think the questions that will help connect content to their lives are the first two student questions; "why am I drawn to this" and "what prior knowledge to I have relevant to the content".  I think the last teacher and student question can rally help them in improving the world around them.

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There are opportunities before, during, and after class. I think most of us do a good job providing this formative feedback during these times with things such as do nows, check-ins during lessons like using pear deck, and exit tickets.

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After reading, I think the self-regulated learning is extremely important. I have seen many students that don't know how to apply strategies to remember important facts or that don't take the time that is needed to learn the content. I think from 4.9, student self-assessment is important as well. The first bullet, what evidence do I have that can help solve the problem, is what my students really need to utilize in order to solve problems in Geometry.

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Being aware of your own perspective and background knowledge allows the opportunity to ask questions about someone else's perspective and experience and use that information to find solutions to past problems. they can

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I love to hear that Donna! Younger students can be so motivated by having "figured something out."  Going back to our earlier conversation about empathy I would have loved to hear more from the author on her thoughts.