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Thinking about goal setting in a new way is exciting to me. I'd like to figure out ways to set goals with IB units.

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I feel self-assessment in social emotional learning is very intriguing. I feel when students are involved in their own self-assessment and learning it has found to motivate them in achieving their own goals through tracking their own data. When looking at social emotional learning in regards to self-awareness and self-management skills with our students they are in need of consistent feedback, as they are not in a space where they are fully self-aware of their feelings, thoughts and emotions, as well as regulating them. I would like to incorporate peer to peer learning in providing feed-back  and assessment of each other as learners and mentors through self efficacy with their self-awareness  and self-management IEP goals. This will encourage them to develop their own self-awareness and self-regulating skills, by supporting each other through their own peer to peer self-assessment.

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Prior to having any exposure to PYP, I have been using student self-assessment for years in my practice and have found students are more motivated to achieve goals if they are tracking their own data. However, I have not been using the important piece of having students plan their own therapy and/or personal communication goals. I typically tell them their IEP goals, however I can try to have them write a personal goal and continue to encourage them to track their own data on their self identified goals.

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Matt:  Finding multiple ways for students to be able to demonstrate their learning in my class is something that I would like to further develop.  Coming up with alternative project ideas or challenges is a good starting point.

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Matt:  Finding multiple ways for students to be able to demonstrate their learning in my class is something that I would like to further develop.  Coming up with alternative project ideas or challenges is a good starting point.

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Feedback for me is very important, along with the other assessment capable practices, however with IB being SO language heavy for students and families of English Language Learners, I am most intrigued in finding ways to communicate a students learning back to them and make this learning evident to their families, while also including them in the conversation of how to grow as a learner!

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Goal setting with students should be incorporated into units in some way. This will be new in unit planning as we begin the school year in 2021-2022. I am excited and interested in thinking about this with teachers and support staff. We have old self reflection documents, but few contain student goal setting, and are more focused on final product and reflection.

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The ability to have the options to plan opportunities that are meaningful and include many ways for students to demonstrate their learning is intriguing. Giving students the ability to express themselves to display learning is important. Sharing information/learning in the larger school environment to promote risk-taking and confidence while still being in a safe environment promoting success and student growth.

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Catie: I really like the idea of planning multiple opportunities for success and I wonder if that includes multiple ways of demonstrating learning. I'm curious about the criteria: Shares evidence and data with students and the learning community. Does that mean the classroom or the larger school environment? What would that look like?

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Patti-Support Students to Become Assessment Capable intrigues me the most. I will start this at the beginning of the year, explaining and modeling. I will investigate different ways of how elementary students can assess themselves, such as using a color in chart, making their own charts/flashcards, using technology (recording themselves as they learn new words, for example), and reporting to me in conferences before their IEPs. 

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Patti-Support Students to Become Assessment Capable intrigues me the most. I will start this at the beginning of the year, explaining and modeling. I will investigate different ways of how elementary students can assess themselves, such as using a color in chart, making their own charts/flashcards, using technology (recording themselves as they learn new words, for example), and reporting to me in conferences before their IEPs. 

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Cat: Self-assessment (of SEL in particular) is an interesting thing in the PYP. Developmentally, our students are not fully in a space of self awareness and therefore need very consistent feedback in order to develop that self awareness. When I have students struggling significantly with their ability to self regulate, I need to wrap my head around all of the ways we can leverage our community to provide feedback to each other as learners and mentors. Students helping each other in developing their own self awareness would definitely support self assessment.