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Ways students can reflect, communicate, and monitor progress

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Ways students can reflect, communicate, and monitor progress

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•Have students communicate what they know, what has helped them learn, and what they’re still unclear about

•Discuss their own learning processes and solidify the revised knowledge in their minds

•Ensure all students to respond questions to effectively gauge each learner’s understanding

•Have students summarize what they’ve learned

•Have students report on and track evidence toward their self-identified unit learning targets

(additional concrete ideas could be helpful to provide to participants)

Moore, C. 5 Monitoring Techniques That Deepen Student Learning

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Defining learning targets for a unit of learning as ways for students to own learning throughout a unit

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Defining learning targets for a unit of learning as ways for students to own learning throughout a unit

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Dueck, M. Giving students a say: Smarter assessment practices to empower and engage.

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Assessment to improve learning requires five elements to be in place: 1. Clarifying, sharing, and understanding learning intentions and success criteria 2. Eliciting evidence of learning 3. Providing feedback that moves learning forward 4. Activating learners as instructional resources for one another 5. Activating learners as owners of their own learning 

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Assessment to improve learning requires five elements to be in place: 1. Clarifying, sharing, and understanding learning intentions and success criteria 2. Eliciting evidence of learning 3. Providing feedback that moves learning forward 4. Activating learners as instructional resources for one another 5. Activating learners as owners of their own learning 

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Wiliam, D.  Embedded formative assessment.

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How do we communicate the purpose to students of engaging in reflective processes around their learning?  How do we show the correlation between student ownership of learning and impact on their growth/performance? What are some structures we can put in place that facilitate student reflection (beyond exit tickets), progress monitoring, tracking pathways to graduation? How can we support teacher internalization of lesson planning with high quality curriculum while shifting towards student ownership of learning?
Julie

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Student ownership and grading... student ownership and asessment, student ownership and data tracking... lets get pragmatic. It may take more work on the front end but it will pay off to set up your grading this way.... Jodi

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Student ownership and grading... student ownership and asessment, student ownership and data tracking... lets get pragmatic. It may take more work on the front end but it will pay off to set up your grading this way.... Jodi

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Jodi- Natalie taught me about students ownership in different parts of the lesson and I think this could be a great session. Really digging into this work.. I know that we have some trainings on it, but there is never enought time to really dig into it. What is participants had to take a lesson plan and rework it in groups during the session. Then we could have them teach the rest of us...

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Jodi- Natalie taught me about students ownership in different parts of the lesson and I think this could be a great session. Really digging into this work.. I know that we have some trainings on it, but there is never enought time to really dig into it. What is participants had to take a lesson plan and rework it in groups during the session. Then we could have them teach the rest of us...

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jodi- Field testing and student ownership.... should a great way to capture a real case study...

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jodi- Field testing and student ownership.... should a great way to capture a real case study...

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Modeling STudent Ownership in PLC  and IGPs. 

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Modeling STudent Ownership in PLC  and IGPs. 

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Partners have a misconception about what engagement and ownership are. They may say that they are going to cover student engagement in a single PLC. We could model backwards-designed and evidence-based planning for PLCs (possibly through the frame of the 5 steps, the foundations of learning, or a subset of indicators). This could clarify the less evident steps for ILTs and highlight the link to student products. We could also make the connection to PLC leaders modeling backwards-designed and evidence-based planning for their teachers.

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Partners have a misconception about what engagement and ownership are. They may say that they are going to cover student engagement in a single PLC. We could model backwards-designed and evidence-based planning for PLCs (possibly through the frame of the 5 steps, the foundations of learning, or a subset of indicators). This could clarify the less evident steps for ILTs and highlight the link to student products. We could also make the connection to PLC leaders modeling backwards-designed and evidence-based planning for their teachers.

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Kevin

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These ideas are so rich!  Thank you to everyone.  I will probably be in touch for further information!

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These ideas are so rich!  Thank you to everyone.  I will probably be in touch for further information!

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The tool introduced in the Oct. AREN meeting is really helpful for differentiating engagement and ownership. -Courtney

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The tool introduced in the Oct. AREN meeting is really helpful for differentiating engagement and ownership. -Courtney

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LaDazha-There is a consistent trend of partners needing support in identifying the depth of rigor of standards and high quality objectives as a result. Then, finally,  success criteria. This is the barrier to the next steps of student ownership. Teachers are not identifying the intent of the lesson and missing opportunities to support students within the grade level content. 

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LaDazha-There is a consistent trend of partners needing support in identifying the depth of rigor of standards and high quality objectives as a result. Then, finally,  success criteria. This is the barrier to the next steps of student ownership. Teachers are not identifying the intent of the lesson and missing opportunities to support students within the grade level content. 

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Agree with all of this. I would add increasing reflection time so students can think about and learn how they learn would help them to begin to build habits and learning processes that work for them. Additional to the exit ticket, the reflection component allows for more metacognition.

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Agree with all of this. I would add increasing reflection time so students can think about and learn how they learn would help them to begin to build habits and learning processes that work for them. Additional to the exit ticket, the reflection component allows for more metacognition.

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Difference between engagement and ownership. Can this be linked to the rubric to support?

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Partners need the definition of student engagement versus student ownership so they can understand that you must intentionally plan for one before the other is visible. 

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Partners need the definition of student engagement versus student ownership so they can understand that you must intentionally plan for one before the other is visible. 

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Yes, 5 steps will be critical with planning, delivering, assessment

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Yes, 5 steps will be critical with planning, delivering, assessment

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Alignment to standards, backwards design planning, and the co-construction of success criteria with exemplars

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Alignment to standards, backwards design planning, and the co-construction of success criteria with exemplars

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Clear definition of student ownership and what it is not; how to implement in a meaningful way that truly builds ownership; clear connections to rubric/NIET resources; clear and easy to follow guidance, low prep-high yield strategies and ideas, tangibles-exemplars, models of best practices, examples/artifacts, etc. What do it look like, sound like? Amber

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When defining and sharing examples of student ownership and strategies that support it, making sure we are using research and theoretical work to back up our claims-Marina

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What does ownership look like in the 5 Steps? How do teachers plan for this? Teacher and student moves

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We can accelerate learning by leveraging the language of the rubrics as best practices to improve Tier 1 instruction. Rather than waiting until students need acceleration, how can we proactively plan Tier 1 instruction using the rubrics as the guide for high-quality instruction? -- Kristina

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What is the evidence that student ownership leads to growth & achievement? What is the evidence of impact? How do we know it works?-Courtney

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What is the evidence that student ownership leads to growth & achievement? What is the evidence of impact? How do we know it works?-Courtney

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Q2-support on planning is also a need. Oftentimes we jump to implementation without effective planning techniques-Angelina

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Q2-support on planning is also a need. Oftentimes we jump to implementation without effective planning techniques-Angelina

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I see partners needing understanding of how to analyze standards aligned with exemplars, success criteria, and lead the work with teachers from a leadership standpoint. ~ Alisha

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I see partners needing understanding of how to analyze standards aligned with exemplars, success criteria, and lead the work with teachers from a leadership standpoint. ~ Alisha

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Pilar-define the word accelerate, how to accelerate for all learners, see models of student ownership throughout the 5 steps

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Pilar-define the word accelerate, how to accelerate for all learners, see models of student ownership throughout the 5 steps

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what teacher actions lead to student ownership. also connecting concept of engagement with ownership. 

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what teacher actions lead to student ownership. also connecting concept of engagement with ownership. 

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kristan

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Having students understand what they are learning, being able to communicate How they know they have learned it through effective success criteria

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Q2: Partners continue to seek models and examples of student ownership. What does it look and sound like? -Courtney

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Q2: Partners continue to seek models and examples of student ownership. What does it look and sound like? -Courtney

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Educators accelerate instruction through ownership by providing multiple paths/resources to understanding (teacher, criteria, exemplar, student to student) and the tools or activities for students to interact meaningfully with the information, strategies, etc.

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Educators accelerate instruction through ownership by providing multiple paths/resources to understanding (teacher, criteria, exemplar, student to student) and the tools or activities for students to interact meaningfully with the information, strategies, etc.

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Kevin

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Q2- When it comes to excellent instruction, I believe they need exemplars to show them best practices in action as well as the outcomes- Angelina 

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Q2- When it comes to excellent instruction, I believe they need exemplars to show them best practices in action as well as the outcomes- Angelina 

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defining student ownership - great chance to help define that for the field.

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defining student ownership - great chance to help define that for the field.

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Kristan Van Hook