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Teacher clarity. Clearly state what our learning targets and success criteria are.

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provide curriculum from various points of view. Collaborative groups. Use technology

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They accurately self report their performance.

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They accurately self report their performance.

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They must know what success looks like so they know when they have achieved success.

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- Exit ticket

- Rubrics

- Success criteria and examples

- Check for understanding

- Self Asessments

- Voice and choice

- Choice of how to demonstrate learning

- Exploration

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Clear expectations
Proper feedback
Student collaboration
Student feedback
Formative assessments
Students can explain LT/SC to other students
Understand the goals of the learning target

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Examples of success
Display learning targets
Clarify LT
provide various levels of success for their level

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KWL

Conferences

Discussion

Learning Logs

Journaling

Connections

Peer Reviews

Activities where they assess their learning by moving to areas of the room

Surveys

flowcharts

Creating Own personal learning contracts

Infographs

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Find your assigned component and list your group's ideas for how to support these skills with your students.  Add a group selfie by clicking on the camera icon in your text box.  Drag your text box under your title.

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Find your assigned component and list your group's ideas for how to support these skills with your students.  Add a group selfie by clicking on the camera icon in your text box.  Drag your text box under your title.

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They reflect on their performance and determine next steps.

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They reflect on their performance and determine next steps.

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They seek and understand feedback at the appropriate levels and from a variety of sources.

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They seek and understand feedback at the appropriate levels and from a variety of sources.

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They use instruction, tasks, and collaboration based on the LT/SC to monitor and assess their goal progress.

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They use instruction, tasks, and collaboration based on the LT/SC to monitor and assess their goal progress.

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They estimate their knowledge, skills, and understandings and create a path for their learning

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They estimate their knowledge, skills, and understandings and create a path for their learning

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They have confidence and perseverance to take on challenging tasks and they know learning is hard work.

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They have confidence and perseverance to take on challenging tasks and they know learning is hard work.

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They know the LT/SC (challenging and appropriate) and they understand them within the context of a learning progression.

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They know the LT/SC (challenging and appropriate) and they understand them within the context of a learning progression.