https://padlet.com/stephanie_holtz/zqhi00hafzf9 Please respond to the following questions. en-us 2017-06-22 17:02:24 UTC 2017-06-30 20:52:35 UTC hello@padlet.com stephanie_holtz https://padlet.com/stephanie_holtz/zqhi00hafzf9/wish/177227252 3. How comfortable are you with not having all the answers? Will you be okay with saying "I don't know" and learning with your students?

SH - I am totally fine with not having all of the answers. I am very upfront with my students about the probability that I do not have all of the answers. Even if I do have the answers, I still want the students to discover them on their own. I can't be the keeper of the learning or knowledge. They need to practice "learning"!! 

DL - I am good with that. I tell my kids at the very beginning of the year that I do not have all the answers. Often times throughout the year I will tell them something that is completely false and sometimes hard to believe just to see if any of them will question it. I eventually tell them I was lying to them. I make it a teaching point for questioning and not believing everything that they are told or read, especially on the internet.

JW - I am totally okay with not having all of the answers. I am honest with my students about that. I encourage them to use their resources to try and find the answers. Sometimes I help them with that and other times a classmate with a similar interest in the topic with help. 
JP- It's my ticket out! Love not knowing everything. Gives the student a chance to be the expert and teach us what they know. Gives a boost to their ego too!

BB - First off...you should never say "I don't know." It sets a bad example for students. "That is a great question, we will have to look that up!" This puts action into learning instead of a nail in the coffin of dismissiveness. I do not allow IDK.....and then we find the answer....sometimes together....sometimes on our own.
RR - I love the idea of inquiry and learning knew things; my friends and colleagues would tell you that I am the queen of "Googling" information. My goal would be to create a culture of inquiry where students are searching for answers to our questions!

KH- Great answer Baron! I have told students that I wasn't sure off the top of my head, but lets look it up. If it's something easy, I'll have a student find the answer quick. If it's something more complex, I say something along the lines of, "We should find out."]]> 2017-06-22 17:06:19 UTC https://padlet.com/stephanie_holtz/zqhi00hafzf9/wish/177227252 stephanie_holtz https://padlet.com/stephanie_holtz/zqhi00hafzf9/wish/177227351 2. Do your students know how to reflect, or do they know how to remember? What are some ways that you can give your students opportunities to reflect?

SH - For the most part, I believe my students know how to reflect. Again this is a skill that needs to be taught and practiced. Students need several opportunities in which they are asked to reflect. This is one of my toughest obstacles as I have my students self-monitor their learning. They do this on a recording sheet but I have been unable to create the "recording sheet" that maximizes student self-reflection. Perhaps their is no such thing. :) 

DL - I would say that the students know how to reflect.  This is has been more evident the last few years because they are being taught to reflect during earlier classes.  I need to work more on thoughtful reflection that serves a purpose.  One idea I have is to have my students take part in a mini-reflection time maybe part of the way through a project.  This would maybe slow some down and really help them think and evaluate what they are doing midway, rather than just at the end.

JW - I think it is a lot easier for student to go over what they have done than it is to reflect on strengths and weaknesses of what they have completed. I look forward to focusing on this during the upcoming school year. 
JP- Reflection takes thinking time and writing time to work. Totally worth it! Best pieces of writing I get are those students who truly took time to record their thoughts and process their thinking. Sometimes giving them sentence starters or questions to respond to helps the struggling writers get going and be more descriptive.

BB - I would guess they just rush through the reflection and give me a bunch of garbage they think I want to hear. Most of it looks and sounds amazing, but the discipline to follow through may not be attainable for their hormone soaked brains. 
RR - Students need to understand the difference between remembering and reflecting and modeling this thinking can be done. I have also created some Google Forms with some prompt questions for students to reflect on their learning and feedback.  I liked the idea of posting different reflections or using QR codes.

KH- Reflection-- another AVID connection. I spend time in AVID teaching students the difference between a reflection and a summary. Both are important for different purposes.]]> 2017-06-22 17:07:35 UTC https://padlet.com/stephanie_holtz/zqhi00hafzf9/wish/177227351 stephanie_holtz https://padlet.com/stephanie_holtz/zqhi00hafzf9/wish/177227360 1. How do you feel about feedback? is this a priority in your classroom? If not, what can you do to make it a priority? 

SH - Feedback is essential in education for students and teachers! Yes, we offer feedback often - both formally and informally. 

DL - Feedback is very important. I try to give feedback to students, but it is very frustrating when some of those students do not care about the feedback that was given, whether by myself or their peers. It is rewarding to see students take that feedback and make their projects or assignments better because of it.

JW - I feel that feedback is very important; however, I do struggle with timely feedback because of the large number of students. I also struggle with getting some students to understand the importance of the process of feedback. 
JP- Very necessary in the ELA classroom. How we provide and use feedback is the important question
BB - It needs to be quick. I like to get the scores back ASAP. I will tailor time to enhance grading efficiency. 
RR - Feedback is an essential part of making growth. I have found that since I am not always able to meet one-on-one with all students every day, I need to rely on peer feedback. From the start of the year, we work on feedback that is kind, helpful, and specific.

KH- Feedback is very important. I struggle with timely feedback.]]> 2017-06-22 17:07:42 UTC https://padlet.com/stephanie_holtz/zqhi00hafzf9/wish/177227360