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2 Answer from Jess (for the good of the group)

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2 Answer from Jess (for the good of the group)

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What if the lesson really uses part of a skill?  For example, a lesson I was working on really asked students to make connections to further their understanding.  But, the POG skill also says “asking questions” and “paraphrasing.”  Can I still use that skill?  Is it ok to leave out the bit about asking questions and paraphrasing, or should the wording of the skill be exactly what it is on the vertical articulation guide?

Jess: I think it’s okay to leave out parts that are not addressed. Some of the MS skills contain multiple skills in one statement which can feel overwhelming.

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When we are putting in evidence suggestions, should we keep to it one suggestion? Also are these slide decks multiple days of lessons?

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I just need to get started and I am sure some will arise!

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Answers from Jess (for the good of the group)

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Answers from Jess (for the good of the group)

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What if a small tweak needs to be made to the lesson in order to insure the student use of a skill.  For instance, one lesson I was working on asked students to “look at” photos.  If the teacher asked them to annotate the photos, that would provide tangible evidence.

Jess:   I like the change from “look at” to annotate. If you make these type of changes, can you highlight it so I can reflect those changes in the other copies we have?

Me: Do you want us to literally highlight the resource, or to note it in in the workflow document?  Or both?

Jess: I was thinking highlighting the word change. For example, “annotate”. Does that make sense?

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Are there more specific parameters you want to give us around placement of these images on slidedecks? Some of the slides feel very full and I'm not sure how to make them fit without modifying the existing slide.....

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The directions that we were given yesterday along with the examples were very helpful. Excited to get started.

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I'm noticing that there's not an explicit POG reflection slide -- the one that Jeff shared yesterday could be redesigned for Slides. Should that be something that we incorporate in?

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What is the expected turn around time after we mark a project as ready for review?

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I am getting to know the POG skills and attributes better. That is where I am feeling new awarenss.

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I can't think of anything I need right now!  I'm good to go!

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I can't think of anything I need right now!  I'm good to go!

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I'm feeling confident about this project. The communication and expectations were clear. The exemplar was SUPER helpful. Thank you both for organizing such a well designed SCD.

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a bigger screen or another screen to see everything easier.

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We spoke a bit yesterday about structuring resources in a way that supports new teachers, or those who might not be familiar with POG. I also wonder how we might support those veteran teachers who are aware of POG, but still need some motivation to shift their thinking and align their practices with the work we are doing--those who are still a bit resistant

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I loved the templates that were provided. It is a way that everyone can stay consistent.

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You guys did a great job yesterday of setting us up! I feel confident and excited about diving into this work!

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Working through one of the slide decks together as a group will be beneficial. We have this planned for today.

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I'm also feeling confident and looking forward to working with my team. We have a good game plan and I think that helps clear the way.

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I'm excited for the work we're doing; I feel it is so important as part of an effort to provide equitable and meaningful learning experiences in Social Studies for all FCPS Students

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This is more geared towards next year, but a lot of examples/what we spoke about yesterday was upper grade/middle school stuff. While I did gain a lot from yesterday, I think it would have been helpful to have incorporated some lower elementary examples.

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I feel confident about the work we have to do.  You have given us really specific structures and directions with great templates, making it easy for us to adapt for our grade level.

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I feel confident about the work we have to do.  You have given us really specific structures and directions with great templates, making it easy for us to adapt for our grade level.

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I feel that there is a piece of POG that is missing for students to meaningfully be able to reflect on their progress towards each attribute.

I know there are individual subskills on the Vertical Articulation chart but it seems that there isn't any description of these skills for kids. For example, if a student is working towards a specific skill, how would they know if they are not proficient yet, proficient, or exceeding expectations? It seems like there needs to be a rubric or a spectrum for each skill so students can place themselves on it for specific reasons.

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You guys created routines and outlines, explicit directions and ways for us to communicate and be able to move forward in the work. It was great to have Jeff there as well to get the SS and POGPOL lens solidified.