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LI: I will give my students better feedback at the end of a project

SC: We will go over the IB Drama Rubric for Performance BEFORE we start the project to be clear about expectations at the end.

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I will teach my students about growth mindset, pointing out that they have more control over their successes than they think they do.

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LI: I will support my students in developing a positive growth-mindset and sense of self-efficacy (get away from the perspective of "I can't", "I'm not good at").

SC: I will do this by implementing reflective opportunities and components of the Kahn Academy Growth Mindset lesson plans, which include opportunity for self-assessment of mind-set.

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LI: I will give my kids more feedback for work they have done by reviewing their WIP with them.

SC: I will edit/grade WIP in front of the student so they can internalize their errors/ choices and understand how they could have improved their writing.

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LI:  I will improve the way I give my students clear and meaningful feedback at the end of a project.

SC: I will use the rubric/success criteria list provided to them at the beginning of the project to evaluate their final product. I will structure presentations in a way students and I can both use the rubric to give positive and needs improvement feedback to the presenting groups.

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LI: I will give my students multiple opportunities to receive feedback from their peers on their work in my classroom.

SC: Students will provide feedback to their peers work by using a peer-review sheet structured to promote a "growth mindset" (internal-unstable; based on effort).

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LI:  I will support students to become better self-regulated learners in the music classroom through different activities.

SC:  I will create a music sight reading checklist so students understand the process of learning new music.

I will provide time for students in class to collaborate with like instruments, and provide scaffolding when needed

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LI: I will support students by giving them a checklist to complete before moving on

SC:

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LI: I will assign roles and individual assignments within group projects.

SC: Students will be accountable for their role in the project and work collaboratively in the overall project. I will understand how to read a rubric and self-evaluate myself based on the rubric.

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LI: I will support students by giving them the tools to self regulate their learning while referring back to their learning intention

SC: I will do this by assigning roles, giving rubrics or assignments where they can reflect, grade, and adjust projects. Also provide sentence frames to student to help students create meaningful conversations during partner talk.

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IC: I will incorporate defined roles into group work so students take more ownership and become more self-regulated.
SC: Create roles and descriptions for groups. Create rubrics that students can refer to so they can see how each role is evaluated differently.

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LI: I will create a "playlist/ may do" list for students that complete the "must do" work.
SC: Students will know what to work on when they are finished with an assignment.

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LI: I will begin to connect learning to real world situations so my 8th graders understand that the science info they are learning IS important to their life.

SC: I will incorporate exit slips where students connect their learning to their life. I will then go over these exit slips and share a few the next day during class.

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LI: I will share this info with my partner teacher and get a learning intention up on the board.

SC:
We do a lot of partner talk and exit slips to check for understanding. I love the 4 L's (listen, lean in, lower voice and listen)
as they apply to all kids

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Being able to see the progression of a unit before the unit even begins can be a powerful tool to provide a mind set that students can use as they self monitor their learning

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I will role play the 4 levels of productive partnering-Lean in-Look at partners eyes- Lower voice -and Listen attentively with students in small groups.
Students will work in groups with modeling and finally work successfully by themselves with minor supervision.

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I will check for understanding by giving review questions at the end of the period through a nonverbal process.

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Today we will calculate experimental probability by conducting an experiment with a paper cup.
You will know you have been successful when you and your partner have completed your chart and identified the probability of the the three different outcomes.

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LI: I will add a weekly plan that is posted largely on the wall. I continuously remind the students but the visual weekly plan instead of only daily plan can reinforce the ideas.
I would like to make Annotation Bookmark List.
I would like to include DOK checklist.
SC: Students will use AB List to mark notes. Students will be ready for what

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Warm up/Review examples should be group discussions allowing the students to share what they don't understand as well as what they do understand with each other.

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LI: I will support teachers as they incorporate visible learning in their instructional planning by coaching, modeling, and collaborating.

SC: Students are engaged and utilizing resources related to visible learning strategies that teachers are using.

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LI: I will establish an outline of the student's weekly lessons and include the LI and SC for them to view.

SC: Students are aware and can inform others of their goals for the day. They are able to locate this either digitally (Google classroom) or hard copied.

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Learning Intention:
I will be more explicit with what it means to successfully complete their work.  Currently they are given the work they need to complete but I would like to be more clear on what success looks like within that activity.

Success Criteria:
Success Criteria looks more like "Complete ________. In order to show you have mastered this skill you should complete it with ________ accuracy or solve the problem in 2 ways." etc!

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LI: I will give my students more opportunities to talk to each other throughout the period.

SC: I will implement math partners and provide students with novel problems to debate.

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I will provide clear learning intentions and success criteria for the entire week so that students are well aware of the full week's expectations.

I will have students create their own math notebooks as a running journal that is written and pictured so that they have a printed and a digital copy of their work, understanding, and reflections of the different concepts learned.

I will better support class discussion and better guide students into their own class and small group discussions.

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Learning Intention:

I will expand my use of "may-dos" in my class.

Success Criteria:

Students will use unstructured time to identify skills of need and work on those skills independently through the structure of a well planned set of "may-dos" curated to promote general review and skill building.

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I will continue to give my students opportunities to become independent workers and writers thru technology. I hope learn as they learn.

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LI: I will provide more opportunities for my English Learners to extend their learning independently once they have met their goals.

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LI: Continue to post the weekly period schedule & revise it to include a column for Learning Intention and Success Criteria for the week.

SC: Will include the specific tool, medium in/on which the mastery of  learning will be produced and submitted.

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LI: I will incorporate more student led mini lessons into my curriculum.
For example: Students share steps of writing a persuasive introduction  paragraph that include hook attention getter, claim, 4 reasons, and explain how they came up with each part.  Students peer edit paragraphs and submit to Google classroom.
SC:  Students post peer edited paragraphs into Google Classroom
SC: for teacher...Paragraphs will meet success criteria more often when students have collaborated on final product.

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I will give students opportunity to respond to readings, etc through a padlet post.

I will give more opportunity for class discussion.

I will provide a clear learning intention!

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Anderson

,LI:   Provide more opportunity for students to use, learn, and teach History using more tech and appropriate apps.

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LI- Providing a playlist for extending the learning.

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LI- Providing a playlist for extending the learning.

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SC: I can provide students with opportunities to extend the lesson and learning.

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LI:
I will provide clear learning intentions and success criteria for my students as we move through each piece of our project.

SC:
Every project piece will have clear learning intentions listed on the assignment page.

Rubrics will be given prior to the final due date.

Students will be given clear success criteria for major pieces of the project.

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LI: I will give students time to develop, and write a script that showcases the importance of end of the year testing (PSA on testing).

SC:
I can provide students with an example of a past testing PSA video to use as a guideline.

I can provide students with a storyboard, and rubric.

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LI: I like the "Playlist" posted on the whiteboard to give students  choice of what the "may do" when they have finished their work.

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LI: I like the "Playlist" posted on the whiteboard to give students  choice of what the "may do" when they have finished their work.

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SC: I can provide students with self-directed and regulated learning opportunities.
Sherry Hulbert

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LI : I will provide a "play list" or a list of additional activities that can be done once work for that class is complete.  

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LI : I will provide a "play list" or a list of additional activities that can be done once work for that class is complete.  

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SC: I can provide a written list that is posted in the classroom for all students to see.
Lynn Henry

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LI: I can help  students identify and take ownership of determining next steps on their own.  Also, I want to add in more speaking opportunities beyond writing and digital sharing.

SC: I can provide students with tools for progress-monitoring based on the TYPES of learning they are required to display WITH a space to write out what they think/know will come next.

I can support my students by giving them sentence frames for starting/continuing productive and poignant conversations and discussions.

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LI:  I will provide the opportunity for my students to learn WeVideo and compare it to iMovie.

SC:  I can provide my students with more film editing options.

I can facilitate a discussion / comparison about the two programs.

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LI: I will provide additional opportunities for students to engage in discussion in my classroom.

SC:

I can provide students with academic language stems for Socratic Seminars.

I can support my students with developing feed forward protocols for their small group discussions.