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Comparing how much formal writing I assign to my peers

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Comparing how much formal writing I assign to my peers

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I think this speaks for itself. I will continue to offer different modes of responding to literature, including response commentary. Jeremy

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Including student input in the assessments

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Including student input in the assessments

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Early in a unit, I'll ask students what they wish to gain and how they would evaluate whether they've achieved them. At the end, I'll ask for a self-assessment in relation to what they foresaw. I'll then take that into account in my grading, but only to the extent that I've observed their self-assessment to be founded in reality. Jeremy

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I've done a fair amount of SEL work, but before introducing co-design and other methods, I need to build a rapport with each of my students as individuals. Jeremy

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The student that I interviewed really appreciates subjects that offer "more types of resources to support learning" and that help students to get tasks done. They also offer more ways to complete these tasks. Teachers should be more interactive with students, and should sound like they’re interested and prepared at the start of lessons. They should not just sit at the front of class the whole lesson, but rather mingle with students to make them feel like what they are doing is valuable to the teacher. The motivation comes here from this student feeling that the teacher is actually engaged in the learning with them.

Teachers should listen to student opinions more. It’s usually like they’re asked to choose between two tasks, but this isn't really much choice at all. Teachers should also listen more to students' opinions and consider their ideas and thoughts more when planning tasks. Sometimes, it should be okay to “break boundaries” so that there are many more ways to do the task than just the ones suggested by the teacher.

The point of activities needs to be made really clear for this student. One time this student dissected an animal in Science, but it felt like there was no real reason for doing so, other than to "prod around in a dead animal, and fill up time." Perhaps the purpose was to impress the parents or something?

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Many students really appreciate working with their peers and liked opportunities for social ways of learning

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Students want more choice of content, more control over time, more choice over how they access content, how they engage with it, and how they express what they are learning.

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My student commented how she enjoyed classes where students are allowed to discuss real things. In my typical Chem Honors class, students regularly bring up chemistry related things that they read or heard about. I will continue to nurture these conversations and try to turn them into practice opportunities. (Petra)

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I will stop adding late penalties to work. Students will get full credit for any good chemistry skill they show, irregardless of whether or not it is shown on my timeline. (within some boundaries of course). (Petra)

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If students are discussing academic or related content and using critical thinking as they do, I should let "off topic" discussions continue instead of insisting on covering my content.

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I have structured my tech classes to include a good amount of choice, both in subject matter (create a web site about any topic) and also what to focus on (I have more content than they can get through, so they can choose). This is good!

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Agency over Learning outcomes in Chem Honors

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Agency over Learning outcomes in Chem Honors

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Chem Honors is a class that feels overwhelming for a good part of my students. Though I have always created and communicated tangible learning outcomes, this year I will be more intentional about providing students with practice materials that are explicitly linked to a learning outcome. I will also start grading by skill instead of by assignment and grades will be rolling. Students will continually be allowed to learn and practice and have themselves reassessed
(Petra)

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My school will have long blocks this year to minimize transitions. We are encouraged to go outside. My student interview said that she likes more discussion -- I think I will make a protocol of walking outside and discussing what we are learning with 1-2 people as we walk.

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I will continue to offer students voice and choice in their work.
They will be able to choose what they focus on and how they represent their learning.

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While content is a kay part of my course, I will try to not worry about the amount of material covered. Students understand what is needed and I will expect them to do what is best for them.

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I will ensure that I revisit information to make connections explicit.
I will allow students the opportunity make connections and go deeper in their understanding.

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Quality is the key! Less is more!

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To provoke students to observe the world outside of the school and their comfort zone to exam and find ways to solve with the aim to be a be the change - a change maker, no matter how small of the changes are.

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To provide right amount for deeper understanding and chance for real world applications.

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Provide additional EF support so students are effectively managing their time.

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Opportunities to use the language in authentic situations

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Even short ones!

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Provide more opportunities for students to learn from each other. To process together and hear a wider variety of perspectives.

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I will continue to hear out a student.
Gowri Meda

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I will stop giving summative assignments that enable and reward cramming and short-term retention.
Gowri Meda

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Use 1-1  time to help students know when they are indeed exercising student agency so that they  can feel encouraged to continue on that journey.
Gowri Meda

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I will continue to prioritize building trust between student and teacher to create a safe learning environment.

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I am going to stop feeling guilty that we didn't finish a book.  I am no longer going to let the length of a novel dictate the pacing of the course.

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Continue to be passionate and curious about what students are interested in learning so that I can provide learning materials that would appeal to their interests. Meanwhile, make sure to keep balance between what they need to know that they don't necessarily know at a moment and what they want to know based on their interests.

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Keep a length of unit appropriate duration to retain students' interest.

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Make sure to circle back to what students have learned weeks ago or even months ago to tap into their long term memory and to give them an opportunity to apply their knowledge again in different scenarios so that they can test their long term memory or reestablish it with this practice.

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Lots of different modes and approaches

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Allow students to meander and create a list of what they need to know.

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Allowing more opportunities for student choice in both content and time parameters

Allowing more time for individual meetings with me

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...with students as individuals

Room for student engagement during classes (especially discussions)

Choice within a structure