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Great job. I enjoyed this session, learned a bunch and had no less than two a-ha moments. 

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Great job. I enjoyed this session, learned a bunch and had no less than two a-ha moments. 

# data[].attributes.body
Thanks for everything.

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I used to think I had to create a retake for every Assessment, but now I think the retake could require the student to demonstrate a different type of analytical thinking (for example) in order to demonstrate understanding

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I used to think I had to create a retake for every Assessment, but now I think the retake could require the student to demonstrate a different type of analytical thinking (for example) in order to demonstrate understanding

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I used to think there was a common understanding of proficient, now I think there is more work to do to

# data[].attributes.subject
I used to think there was a common understanding of proficient, now I think there is more work to do to

# data[].attributes.body
I used to think that I was doing a pretty good job of creating good learning opportunities for my students.

But now I think that I have a lot of work to do to change my instruction (and philosophies of teaching) to make lasting learning for my kids.

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I used to think that there is a great deal of work and energy required to move a district toward proficiency, but now I think there is even more to think about and work toward achieving if we are going to make this transition effectively.  It doesn't help that there are so many things to do as part of the paradigm shift.  Learning new learning management systems, new vocabulary and changing long established paradigms is an incredibly arduous but worthwhile endeavor.

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I used to think that defining proficiency was easy, but now i think it's more complicated. 

# data[].attributes.subject
I used to think that defining proficiency was easy, but now i think it's more complicated. 

# data[].attributes.body
I used to think that I understood declarative and procedural and how to teach in an effective manner...but now I think there is more learning to be done.

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I used to think that using protocols for learner feedback was a great tool.  Now I think I need to get back to it!

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I used to think that using protocols for learner feedback was a great tool.  Now I think I need to get back to it!

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I used to think our district was far behind but now I think we have been doing a lot of this already but we never discussed it in these terms.

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I used to think that proficiency was mastery, but now I think that proficiency is just the beginning. 

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I used to think that proficiency was mastery, but now I think that proficiency is just the beginning. 

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I used to think that I was not doing enough of to align with standards, now I think I am further along than I thought. 

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I used to think that I was not doing enough of to align with standards, now I think I am further along than I thought. 

# data[].attributes.body
I realizing I need to be okay with going slow

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I used to think it was my job to educate all students.

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I used to think it was my job to educate all students.

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Now I think that learning  is collaborative and choice centered. The student with teacher "focus" can meet learning targets, Habits of mind...

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This is my third session this year with Linda and I've really enjoyed them. I admit to being a bit overwhelmed with all of this, but every session I learn more and become more comfortable.

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I used to think defining proficiency would be simpler, and a matter of sharing a common language. But, now I think we need to have deeper conversations, make sure teachers have the background knowledge in the three circles, and provide more opportunities to collaborate and give each other feedback.

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I used to think defining proficiency would be simpler, and a matter of sharing a common language. But, now I think we need to have deeper conversations, make sure teachers have the background knowledge in the three circles, and provide more opportunities to collaborate and give each other feedback.

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I use to think that teacher education practices align with what is actually going on in school. I now think that more must be done in regard to teacher preparation to refocus educational practice in K-12 education

# data[].attributes.body
Things were clear, but now I realize they are muddy for most.

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I use to think proficiency would be hard to determine but now I think providing the common language, defining it and sticking to it will help calibrate some. 

# data[].attributes.subject
I use to think proficiency would be hard to determine but now I think providing the common language, defining it and sticking to it will help calibrate some. 

# data[].attributes.body
Fish bowl activity was a great tool to analyze the purpose of an activity. Still need more strategies to help others define proficiency.

# data[].attributes.body
I appreciate the opportunities for conversations with people outside of my district and the turn and talks.  I appreciate the use of the Fishbowl protocol and see it's utility with my staff- this and other protocols to scaffold their discussions about proficiency, looking at student work, and every other issue we're faced with.

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The format worked well! Thank you for the opportunity to attend and improve how our district is "defining proficiency".

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I appreciate the opportunity to view the Fishbowl protocol

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I appreciate the opportunity to view the Fishbowl protocol

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I would have like to see more teachers and more fishbowls ....that was helpful. 

# data[].attributes.subject
I would have like to see more teachers and more fishbowls ....that was helpful. 

# data[].attributes.body
I used to think that I had a clear understanding and now I think like my students I am a work in progress.

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www.todaysmeet.com

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Can you provide a list of strategies for teaching declarative and procedural knowledge in each of the triangle levels--store, organize, etc..??

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reflection, teamwork, examine

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Invert.
The.
Triangle.

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Student-Centered

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grit

engagement

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Shifting-paradigms
Hardwork
persever

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share, listen, trust

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Reflection
Engaging
Rich dialogue

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Mastery
Transparency
Student-Focused

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Reflection
Learning

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Change, creativity, responsibility

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Collaboration,  Discussion, Reflection.

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Useful
Overwhelming
Logical

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Innovation
Self- assessing
Challenges

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Continous improvement
Reflection

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Sharing
Discussion
Thinking

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1. Flipped Classroom
2. Paradigm Shift
3. Variables

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Buy in
Held Accountable
Student centered

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Changing how we provide feedback to learners and each other can change the focus to learning as well

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Changing our language is an easy way to start encouraging  students (and ourselves!) to think about their learning: process, not product.

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What does it mean to "tag" learner outcomes?

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What does it mean to "tag" learner outcomes?

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1) Clear and Effective Communicator, (2) Responsible and Involved Citizen, (3) Self-directed and Lifelong Learner, (4) Creative and Practical Problem Solver, (5) Informed Thinker

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1) Clear and Effective Communicator, (2) Responsible and Involved Citizen, (3) Self-directed and Lifelong Learner, (4) Creative and Practical Problem Solver, (5) Informed Thinker

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Can you give us a quick reminder of what are the five guiding principles? 

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Can you give us a quick reminder of what are the five guiding principles? 