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Laurie G. - In the areas of reading and writing, student output has significantly decreased from pre-COVID times. Since students come to us with different levels of skills, how can we not celebrate improvements in skill even if the skills aren't at "grade level," especially in the COVID era and changing technology? Shouldn't some grading reflect this?

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Laurie G. - In the areas of reading and writing, student output has significantly decreased from pre-COVID times. Since students come to us with different levels of skills, how can we not celebrate improvements in skill even if the skills aren't at "grade level," especially in the COVID era and changing technology? Shouldn't some grading reflect this?

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I feel that deeper learning happens with an experience. Something memorable. We, as teachers, need to be constantly aware that we need to create these moments for our students. That is why lesson planning aligned to curriculum is SO important.

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The question I still have with measuring student success is how do teachers measure student success after they have a substitute in the classroom, beyond the class report and turned- in assignments?

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The key concepts or ideas that are important and worth holding onto from the readings and the webinar are the ideas of formative assessment and Project-based learning. Formative assessments are used to see how much students understand a topic. Project-based learning is beneficial to students because they are in charge of their own learning.

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Currently, I'm wondering how to motivate students to want to experience deeper learning.

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Currently, I'm wondering how to motivate students to want to experience deeper learning.

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https://pblessentials.org/blog/pbl_practice/essential-question/

A key concept is to focus student learning on "essential questions" that are not Google-able. Students will have to connect to the "world beyond school" and to think deeper.

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Find out how you can inspire deeper cycles of classroom inquiry through authentic questions. Essential questions encourage diverse thinking & further inquiry.

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New ideas that shaped my learning were found in the article "The Power of Extracurriculars."

This article made an important point that extracurriculars because these subjects, “They are voluntary rather than mandatory; they often involve work that is undertaken collectively rather than individually; they feature opportunities for peer leadership and peer-to-peer learning; they involve dimensions of playfulness; and they are aligned to activities that are valued in broader American culture.” Extracurriculars are more student-centered compared to the core classes.

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How can students with disabilities, specifically ASD benefit from participating in a hidden curriculum? In my school district we have a large population of ASD students. What strategies can be put in place for these students who struggle with social norms? ASD students typically follow a specific routine, and when that routine is altered, they tend to disengage or act confused. How will the hidden curriculum keep these students engaged as it tends to disrupt students with ASD daily routine?

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I think the biggest thing for me that I have taken away is the power of formative assessments. Being able to on the spot assess students understanding and adjust your teaching is not easy but so powerful. To keep students engaged and moving forward in their learning while teaching to numerous levels of understanding, you have to be able to have back up plans if assessments don't give you the results you were hoping for. Student led assessments are very powerful as well. Allowing the students to design their assessment(s) or have a say in it gives them much more ownership to want to do well, learn and retain information to be able to apply it down the road.

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We are having to create an online curriculum where sometimes we never meet the student one on one. We know that they are struggling with completing school and are trying to learn on-line. I have my tricks of the trade in the classroom.  How do I put those to use when I never may meet the student? How to I make a lesson that they can complete with understanding, and not going to math calculators to do it for them. How do I know it is their work they are turning in.

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The main Concepts that I am holding onto with this class is to organize your concepts that you want to teach then plan your lessons as the how to accomplish want you want to teach. The front work of our planning will eliminate the waste of time later for lessons that may or not teach the concepts we want our students to learn

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One question that seems to constantly haunt me is which measurement tools can I use that will be best for progress monitoring? I know there are a lot of options but I can't figure out which one will work for me. Maybe that's the problem, for someone like me all of the options make things more confusing.

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I am super interested in the hidden curriculum idea. As I understand it, hidden curriculum are the procedure and policies a teacher has in place that contribute to the climate and culture of a classroom. That is interesting to me because it is one thing that I think is tough to teach another human. It isn't like an, "either you have it or you don't", but it feel more innate than learned.

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I really appreciated the article on portfolios. My grades 2-4 students already complete writing assessments at the end of every story unit, and it would be great to compile them in a portfolio for them to reflect on (and show off!). It would also be an easier way for them to track their own progress and hopefully set more challenging goals and work harder on the next assessment.

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The key concepts from this session are taking many small formative measurements along the way to the summative assessment.  This is also where I find the most teachable moments in my day to day because without these formative assessments beyond a thumbs up or down to indicate understanding, students have many misconceptions.

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I teach elementary students and we have a schoolwide focus of teaching the whole child through using Leader in Me. We used to be a Lighthouse school, but due to funding can no longer afford this. The powers that be have also stated that this is only a building, not a district focus and we have scaled way back on explicit teaching of these habits. How can I find time to fit in this hidden curriculum without sacrificing academics amidst schedules that already have less than 45 minutes per day for each core subject?

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There are points in time where students know the answer but lack the confidence to show it unless sitting directly with me at a separate table. I feel like a majority of it is the student's personality and I don't know at what point I am confident to say they have mastered the material if they are only comfortable doing so one-on-one.

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Formative assessments are a great thing, but I have to remember there are MANY ways to do this. Being a math teacher I always fall back on the tried and true practice page, but there are so many more ways for students to show their understanding on the way to the final summative assessment. Class discussion and other various activities can be used to help students demonstrate without actually feeling like they are doing "another worksheet".

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This is Ty Miller: The video on formative assessments was interesting to me. What evidence do we have that learning is taking place? That is a key question that will go into my lesson plans and curriculum development. Any time we get to an assessment area, that question should be asked. Perhaps it should be asked BEFORE the assessment. The answer to that question might drive our assessments.

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This is Ty Miller: The video on formative assessments was interesting to me. What evidence do we have that learning is taking place? That is a key question that will go into my lesson plans and curriculum development. Any time we get to an assessment area, that question should be asked. Perhaps it should be asked BEFORE the assessment. The answer to that question might drive our assessments.