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Looking at different flexible assessments / evidencing learning for students to demonstrate a skateboarding skill and also a perseverance strategy that was used to help them learn that skill.

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Grade 2 Art - rubric to make a successful coil pot

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Grade 2 Art - rubric to make a successful coil pot

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A reading about the importance of pre-assessments and some different strategies that can be used to determine knowledge and understanding

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Weekly feedback sessions with students. Would be useful to incorporate early into the class both to foster higher engagement / tackle accessibility issues / promote conferencing and meeting skills in the build up to the PYPX.

Larger classes would struggle with timing issues (on top of exisitng timing and workload limitations in G5). These barriers could be reduced by the reccomendations in the article:

Using a google doc system

meeting with fewer students each week (1 or 2)

Halving your class and alternating

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Setting aside time each week to check in with students about what’s going well—and what isn’t—demonstrates universal positive regard.

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Art; I Like, I Wish, I Wonder – A Technique

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Art; I Like, I Wish, I Wonder – A Technique

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‘I Like, I Wish, I Wonder’ method is to guide student feedback on artwork-students note what they appreciate, what could be improved, and what curiosities they have. It’s a constructive and creative way to encourage reflection and inspire new ideas.

I’ll use the “I Like, I Wish, I Wonder” method in my art class to guide student reflections-helping them share what they enjoy, suggest improvements, and express curiosity about their own and others’ artwork.

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Group facilitator- Questioner

Summarizer-Justifier

Recorder-Keyworder

Spokesperson 1-Looker/Listener

Spokesperson 2-Yielder

Inclusive welcome back:

Hook: Ask students to think about a time they worked in a group. What made the experience successful or challenging? Briefly discuss their thoughts.

Transition: Explain that today they will learn about roles that can help improve group discussions and make them more productive.

Explain the Importance of Group Roles:

Show a video of teachers not collaborating during group work and discuss how roles could improve their work. Explain that when everyone has a specific responsibility, discussions become more organized and focused.

Introduce each role:

Explain the purpose of each role.

Practice:

Students practice using different roles.

Closing: Discuss what went well and Even Better If...

For example, identify possible problems and create solutions.

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Student Self Reflection

I am good at …

What will I improve (my goal)?

This goal is important because …

Steps I’ll take to reach this goal are …

If my plan doesn’t work, what will I do?

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This is the Prompts Doc !!

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https://allwritewithme.com/wp-content/uploads/2013/11/narrative-3-w-title.pdf

This is a Third grade Narrative Writing Checklist, which can be used throughout the unit or writing process (it includes Planning, Peer Feedback, Self-Evaluation, Checking, Instructional Lists & Editing). This can be adapted for different grades and student needs. I would add pictures to the steps (such as a heart for writing about emotions, etc), as much as possible.