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Ss can create their very own google site to store evidence of their own learning (projects, images, links, videos etc..) and reflect (metacognition) on what they liked or didn't like about the work and specific steps on how they could improve.

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Want to get more out of Google apps at work or school?

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Life Skills Lunch for Hospice: Josh Agnesi, Cassandra Summers and Jane O'Gorman

The Life Skills Foods class will plan and host a staff lunch where each students will have a role in the food preparation, setup/clean-up, and serving of the food.

Self-Directed Skills will be demonstrated through the following:

Assist with menu planning

Grocery Shopping

Table settings

Food preparations

Clean-up

Greeters at the door

Collecting donations

Strategies that will be used:

Sign-up charts so students can choose which roles they would like to participate in.

Role playing/demonstrating the skills prior to the event to ensure that each student is aware of what is expected

Visual cues for each menu item i.e., recipe, ingredient list, kitchen hygeine/safety practices

Student/Teacher conferences regarding their own personal goals for the event i,e mastering a new skill

Large group discussions on planning and goal setting i.e., amount raised; number of guests versus how much food will be needed, what can be made ahead of time vs what has to be prepared the day of.
Final Prouct: 1)The Event and the Donations to Hospice
2) Through a short video students with verbal skills will refect on how they feel that the event went, what new skills they learned and what skill can they now do independently or with limited assistance.
3) For non-verbal students a video of them demonstrating the skill/role that they will be doing during the event.
4) Each of the students will have their videos uploaded to their Seesaw Account so it can be shared with their parents.

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Via the PLF4M class - students will have the opportunity to design and implement physical education lessons for elementary level classes. Students will need to work collaboratively to establish roles, in order to be successful with these younger children.

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I am very interested in learning how to take the conversation piece of triangulation and pair it with some assessment. I am already using a google form to assess my students' abilities to make knowledgeable and critically thoughtful conversations but to have a transparent assessment and/or feedback that helps students improve and move forward.

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Having students work at the whiteboards allows for the teacher to observe the students working and talking to each other.  The teacher can converse with the students when they have questions. It is important not to answer "stop thinking" questions. The product will be their written output, whether it be a quiz or a test.

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Encouraging students to be good communicators, and think critically when in their groups/teams - in order to be successful as a unit.

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I think I would like to try some of the whiteboards as seen in Allison's class when we review concepts toward the end of the unit. This can help me to better understand what may still be a source of struggle for students leading into a more formal evaluation.

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White Boards - Vertical Non-Permanent Surfaces (VNPS)

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White Boards - Vertical Non-Permanent Surfaces (VNPS)

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Research shows that using VNPS allows students to take risks and persevere with problems. These skills help to foster a growth mindset.

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Develop anchor charts that identify what knowledgeable contributors and thoughtful contributors look like to help them as they develop their self-awareness and skills in a conversation

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highlighting words that we do know as well as other words that we are struggling with can help us as we lead into conversation with our peers as we build our understanding of a text

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Teaching students how to have conversation

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Teaching students how to have conversation

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They have questions that help them learn when they understand and are thinking deeply about a topic

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Listening to Don's presentation inspired me to revamp my culminating tasks. Specifically I am going to look at the HZT4U culminating task. For this I will start by having the students pick a topic/goal for their research. They will complete a plan for this via either written documentation or video. Step two will include students completing an initial research phase. Students will gather some research and provide a reflection (conversation) on how this is progressing. Step three the students will create a draft of their paper, they will use success criteria to reflect if their paper is meeting the criteria for the course again through either written documentation or video (conversation). During each of these phases I will be able to provide some feedback to the students. The final stage is the final product where students submit their culminating task for the course.

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Allowing students to chose the problems they want to work helps them identify the concepts they need to practice.