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Phil - Using formative assessment techniques to assess the degree of ever student's understanding during the lesson -- students create or identify their own learning materials

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Students can use the checklist to self assess. based on the success criteria, those I can statements.

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Set new goals based on feedback

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Students take advantage to reject and revise work based on the teacher providing this opportunity in class.

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Students take advantage to reject and revise work based on the teacher providing this opportunity in class.

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Reflect and revise thinking

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Identify and explain learning goals. The checklists helps students be able to do this

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Teacher's use of formative assessment impacted students' practice of sharing feedback with peers.

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Teacher's use of formative assessment impacted students' practice of sharing feedback with peers.

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My students monitor their progress towards their goal achievements by using checklists and I like to use motivational strategies that work for them to increase their confidence. I also celebrate their success and have them reflect on their feelings about their success.

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The first student practice of striving taking pride in producing high quality work, using feedback to revise work, continuously import and set new goals is due to the being able to ask different level questions

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The teacher utilized stop and jots as a formative assessment.  By reading the stop and jots the teacher can assess which students were able to analyze the texts and would be ready to write independently and make further connections

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The teacher utilized stop and jots as a formative assessment.  By reading the stop and jots the teacher can assess which students were able to analyze the texts and would be ready to write independently and make further connections

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Students can engagement and help each other to achieve their goals

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Students can engagement and help each other to achieve their goals

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Students can use a graphic organizer to help them put down their thoughts. We can also then pair them up in groups to work together and scaffold the students.

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During this activity, we can do small groups and partner them up to work together.

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I might pull Julian to work on clear topics as this is a starting point to develop overall good writing skills. I might use mentor texts as well as other student writing that have clear topics as a beginning to this work.

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I might pull Julian to work on clear topics as this is a starting point to develop overall good writing skills. I might use mentor texts as well as other student writing that have clear topics as a beginning to this work.

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In the morning, I check their understanding of math by giving them a question to answer in their notebooks. For students who answer incompletely, or struggle to answer, I conference with them in a small group during math period

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We look into identify the students trends and help the students to do a better performance.

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Teacher practice: The teacher was tracking what participants were saying.  She realized that not everyone had spoken.  She encouraged those who had not spoken to speak.  She could use the data in the future for grouping or teaching concepts again.

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Based on the data I would group students who need intervention for certain aspects.  For example, I'd meet with these students in a small group to help them generate ideas for their writing pieces.
Julian F
Christian G
Jax R
Nicole B
Carissa M
Beth S
Miranda V

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At the end of my sessions, I invite the students to reflect on the task they completed and share their learning experience. I provide them with a ranking-system to assess the level of complexity of the task. I also encourage them to share what was easy and what was challenging.

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During this activity, we could meet with a group of students who are having difficulty with the graphic organizer to help them understand the topic better.  We could also create groups of students who understand mixed with students who do not understand for peer tutoring.

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During this activity, we checked for understanding 3x: First (1) using a graphic organizer (while students were writing, teacher was circulating checking responses), then (2) using the tracker to monitor your discussion and then (3) analysis of your understanding with the wrap-up question.  This impacted student practice as it allowed them to have multiple opportunities to respond openly and authentically to the prompts.

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During this activity, we can do a conference 1:1 with a student and address his/her specific needs

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students create their own learning materials was impacted by the teacher practice of differentiating materials and resources so that all students can learn in their own way

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Identify 3-6 students you would pull for a small group. What skill would you address? How might you address misconceptions?

Identify one student you might pull for a conference. What skill would you address? How might you address misconceptions?