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We are using unit serveys where students are sharing their thoughts, reflections, and suggestions while responding to online google forms. I plan to make it more metcognitive and competency based.

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When asking my 6th graders about what they have learned and what they are struggling with, I want to know if they know why. I want to know what they think they are good at first and foremost, and make sure that they are tracking their own growth, as opposed to just tracking what they have to improve. Am I giving my students enough language for their growth?

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Become better at helping students not only create better SMART goals but reflect on them and determine next steps; teaching them how to improve upon their goals and what they can measure to gauge their progress

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Become better at helping students not only create better SMART goals but reflect on them and determine next steps; teaching them how to improve upon their goals and what they can measure to gauge their progress

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Better integrating in our competencies into the reflection piece. Moving the conversation to quality rather than completion.

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Creating student-friendly rubrics to make sure outcomes/expectations are clear for students.

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Include students in school-wide effort to identify shared community agreements and getting their feedback on a rubric that could be developed out of this, reflecting, especially, work habits

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Include students in school-wide effort to identify shared community agreements and getting their feedback on a rubric that could be developed out of this, reflecting, especially, work habits

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Work with teams of teachers to develop/adapt and common structures (reflection protocols, for example) and then implement it with students!

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I want to have a reflection period more frequently, not just before conferences. I'd like to help my students on the road to being truly reflective and use that to help guide my practice

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I want to have a reflection period more frequently, not just before conferences. I'd like to help my students on the road to being truly reflective and use that to help guide my practice

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I love the phrase from MAELS of the importance of an "authenticity of a culture of reflection." The state/status of student reflection in my school differs fairly widely from classroom to classroom. I think a good next step for us as a school is to make reflection a more regular part of students' learning across the week across classes -- to build the habit of reflection as a part of learning and in so doing hopefully to establish a culture of reflection in our school community.

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Planning further in advance to give myself time to really understand what I want students to know.

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My next step is going to be incorporating some of the "End of Unit Reflection" student-led conference structures into my post-ADI Lab discussions... thanks so much to the staff at Flushing International for the inspiration!

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I'd like to give kids more choices for the work they want to do in class based on the outcome they need more time developing.

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Making student reflection on learning outcomes a routine across content areas and grade levels. Using these reflections to discuss in departments whether teacher practice is effective, and if not, how can we revise our curriculum to ensure students are progressing toward competency.

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In terms of reflecting appropriately and more accurately, along with the rubric , I would REALLY like to use sentence starters in my classroom. Discussion can become more mathematical and visible in that manner.

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Goal for our school is to scaffold our SLC experience for students and create a resource that teachers can use to increase language access and vary the style of SLC based on student need.

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Creating a more formalized protocol to get students reviewing, contributing and approving rubrics, resulting in their more focused efforts, agency and engagement

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Creating a more formalized protocol to get students reviewing, contributing and approving rubrics, resulting in their more focused efforts, agency and engagement

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Keep in mind as we make rubrics for our new outcomes that the goal is for students to be able to assess themselves and discuss their own learning. Identify some common language that signals the outcome, but can be used in different rubrics as tasks change

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Ensuring scholars take the reflection process seriously so they can see the growth.  I would love to have the reflections throughout the year so scholars can reflect back on how they have grown.

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Having more time for reflection for students and staff

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I'm rethinking how to design reflection documents better so students can easily refer back to previous reflections and track their progress across the year

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Try to find more examples of this being done in a math class. I am brand new to this in a brand new school. I am the only math teacher in the school so any high school math teachers who can share their wisdom would be greatly apreciated.

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Try to find more examples of this being done in a math class. I am brand new to this in a brand new school. I am the only math teacher in the school so any high school math teachers who can share their wisdom would be greatly apreciated.

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Incorporate reflection that also asks students to address learning outcomes in our existing structures, for example in mastery statements.

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Incorporate reflection that also asks students to address learning outcomes in our existing structures, for example in mastery statements.

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Creating schoolwide space to learn from those in our community who are piloting SLCs. 

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Creating schoolwide space to learn from those in our community who are piloting SLCs. 

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Reflection is part of our teacher's work in the classroom on our learning opportunities or a classroom experience. We don't often provide space for students or teachers to reflect holistically on their progress towards outcomes. I think we need to provide time for teachers to do some reflecting on their students' progress towards mastery and also model for teachers what this could look like with students.

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Bring back into the conversation in our instructional team meeting the concept of learning outcomes.
-Mrs. C-K (ms296)

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Finding space to have students revisit reflections and goals they have made so they can see how they are growing or where they are still finding challenges

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I'm going to continue to work with students on developing rubrics and reflecting on their growth throughout the quarters.

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I'm going to continue to work with students on developing rubrics and reflecting on their growth throughout the quarters.

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I want to organize my units so I give students the unit reflection at the beginning and make space for reflection throughout. In the past I've given them a unit reflection after only and I think it loses it's power.

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Setting up structures for kids to feel comfortable and safe sharing what works and doesn’t work for them in the classroom. Building capacity for teachers to adjust their practices in real time using this feedback.

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I really like some of the materials that were shared and I want my school to offer a slideshow as an option for SLC. THANKS!

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I really like some of the materials that were shared and I want my school to offer a slideshow as an option for SLC. THANKS!

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Encouraging students to take the self reflection process seriously by pointing out specific adjustments that were made in response to reflections and explaining why those adjustments were made based on feedback

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Help teachers create clear outcomes so that our SLCs can be more purposeful and become a driving factor in student learning and development.

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Having students collaborate with teachers on what they get assessed on!