How are you including the "Yes" into your teaching toolbox and describe what goal setting and learning agency look like now in you classroom. by

2024-02-28 14:02:32 UTC

In Bedenbaugh and Lindsay PP we are allowing students to design their learning and determine their learning targets as well as the final products through independent "Wonder Day" projects.

2024-02-28 14:02:56 UTC

For our Panther Period we are allowing students to choose what they are learning and how they will show mastery of their chosen topic of study

2024-02-28 14:03:11 UTC

I include yes by allowing students to choose their groups when possible, modifying a writing prompt when I can. Learner agency looks like students working towards goals that we have set together

2024-02-28 14:03:43 UTC

In Burton and Bedenbaugh's Social Studies classes, students are given a choice as to how they will represent their learning on projects. For example, for our WWI Unit Project, students had nine different choices for displaying what they had learned during the unit.

2024-02-28 14:05:37 UTC

I include "YES" in my classroom by giving students choice in their learning targets and final products. They have designed presentations and models that demonstrate their mastery of learning concepts. On our "Women in Science presentations students have been given an opportunity to include self selected information to share with their peers.

2024-02-28 14:17:54 UTC

Allowing students to choose a game when we are reviewing material, instead of the traditional way of reviewing. I have noticed improvement in scores.

2024-02-28 15:49:44 UTC

Student choice, working in groups, allowing them to choose options for their projects. Allowing movement in the room from station to station with a hands-on approach.

2024-02-28 15:50:14 UTC

AVID students set SMART goals at the beginning of the semester. Students will revisit these goals at the end of the quarter and set new ones for quarter 4.

2024-02-28 15:53:53 UTC

I have students share their interests and plans for post secondary. Together, we come up with transition goals for their IEP based on their interests.

2024-02-28 16:06:42 UTC

Student choice, collaborative groups, students are leaders, and have input when possible. -KLaw

rrose21 — 2024-02-28 16:07:03 UTC

In PP students are given a choice on what to work on and review a few days a week. In class, students are given more choice as to how to practice their new skills

2024-02-28 16:07:32 UTC

Allowing students to work in groups or partners & choosing thier learning activities to reinforce skills being taught

2024-02-28 16:18:28 UTC

Usually I try to allow students as much choice in the order or how we do things in ELA class. Often this will look like a choice between two ways of studying the same thing. Other times students may want something minor (seat change etc) and often everyone will work a bit better with a bit of movement and choice.

2024-02-28 18:03:02 UTC

In Chorus, I allow students to choose which piece they'd like to work on first. I also allow them to create their own rhythm and tonal patterns, allowing for musical creativity.

2024-02-28 20:33:33 UTC

Giving students the opportunity to further their musical and performance skills by participating in events like Region auditions, All-State auditions, Solo & Ensemble and participating with the HS Band in the Poultry Festival parade. These are not required for students, so I like the fact that we have band members that are willing to commit to additional opportunities.