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      <title>My luminous padlet by Alicia Reinersman</title>
      <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5</link>
      <description>Made with a dash of wit</description>
      <language>en-us</language>
      <pubDate>2016-09-20 16:20:47 UTC</pubDate>
      <lastBuildDate>2016-09-20 17:24:02 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url></url>
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      <item>
         <title>Formative and Summative. Rick Wormeli</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125147337</link>
         <description><![CDATA[<div>Summative assignment is post-unit.  This means no new stuff, however, if a student does poorly on a summative assessment, you can turn it into a formative assessment.  More time should be spent on formative assessments.  The best formative assessment needs to have good feedback for student growth.  An assessment with no feedback has no structural design. </div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 16:22:24 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125147337</guid>
      </item>
      <item>
         <title>The Formative Classroom.</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125149989</link>
         <description><![CDATA[<div>Using appropriate formative assessment is crucial for getting the students to grow. It helps create a better relationship with the teacher and the students because they are more aware of each other and where they are in their l</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 16:29:23 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125149989</guid>
      </item>
      <item>
         <title>Strategic Goals: Formative Plus Summative Assessment equals Rigor</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125152507</link>
         <description><![CDATA[<div>This is for deeper understanding. Exhibitions are 8-10 page papers using the habits of mind to make an informed argument about a topic. They have to have the five habits of mind: point of view, evidence, connections, significance and alternative POV's. The stages of this process include, coming up with the essential question creating a thesis, drawing an outline and then writing the arguments and revisions. The final thing is the final paper. There's a process for everything.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 16:36:31 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125152507</guid>
      </item>
      <item>
         <title>Using Common Formative Assessments to help Teachers Reflect on Their Practice - Kenneth Williams</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125155490</link>
         <description><![CDATA[<div>Common assessments tell us which students to struggling but also to help teachers improve on our practice.&nbsp; You won't be able to use the same lessons every year around. &nbsp; The answers were inside the room.&nbsp; The outside was almost irrelevant. It's not just about gathering a bunch of grades.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 16:43:00 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125155490</guid>
      </item>
      <item>
         <title>Unpacking Formative Assessment</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125159302</link>
         <description><![CDATA[<div>Not all kids are going to have the same goal. Sometimes it is better have differentiated instruction. Formative assessment is lead by teachers to engage students.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 16:53:12 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125159302</guid>
      </item>
      <item>
         <title>Who Cares</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125161482</link>
         <description><![CDATA[<div>It creates a more open relationship with the students.  This is involves thinking about who does care about this subject.  It involves outside connections and also the students interests.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 16:59:11 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125161482</guid>
      </item>
      <item>
         <title>Live Binders</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125162576</link>
         <description><![CDATA[<div>This is just an electronic binder. Binders have tabs that have links, images, assignments, etc. </div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 17:02:06 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125162576</guid>
      </item>
      <item>
         <title>Response Cards</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125163951</link>
         <description><![CDATA[<div>Response cards can be used in the classroom for a quick assessment of where the students are in their understanding of the lesson. </div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 17:05:39 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125163951</guid>
      </item>
      <item>
         <title>Google Forms</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125165060</link>
         <description><![CDATA[<div>A great way to incorporate technology in the classroom. This can be a quiz, test, forums, etc. It is a good quick assessment.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 17:08:16 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125165060</guid>
      </item>
      <item>
         <title>Four Corners Formative Assessment</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125166722</link>
         <description><![CDATA[<div>When asked a question, the students go to the different corners of the classroom that represents the letter of the answer.  Then they discuss.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 17:11:47 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125166722</guid>
      </item>
      <item>
         <title>Formative Assessment for Middle School: Gathering and Analyzing Evidence.</title>
         <author>alicia_reinersman1</author>
         <link>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125168740</link>
         <description><![CDATA[<div>Feedback is the central piece of assessment. Teachers can instruct but students don't necessarily learn. Without good feedback, they can't improve. Why do we collect evidence? To make sure the students met the conceptual understanding standards.</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-09-20 17:16:25 UTC</pubDate>
         <guid>https://padlet.com/alicia_reinersman1/n1iua0puohd5/wish/125168740</guid>
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