1 18:49:59 From Cameron Metzgar to All panelists : A teddy bear face. 18:50:00 From rammerman to All panelists : The human face 18:50:02 From Nikki : second time was the mountain face 18:50:03 From bais_ashley to All panelists : faces and animals within landscapes 18:50:03 From JoEllen Walters : Lots of faces everywhere! 18:50:03 From Stephanie Richardson : I noticed there were many more faces around in the hills 18:50:05 From Cindy Black : I was able to see more faces the second time. The first time I only noticed the island in the foreground. 18:50:05 From Kathleen Fisher : I looked for faces the second time in all of the rock faces 18:50:06 From Rafe : The statue on the left that looked like a human 18:50:06 From MH3 : 4 faces, three animals and 1 human 18:50:09 From Holly Rinehart to All panelists : love the face - so peaceful 18:50:10 From Kathryn Connell : I saw the teddy bear, the images in the waterfall, the image of the gorilla on the left 18:50:11 From bais_ashley to All panelists : people in waterfall 18:50:17 From Kendall : The island is a face and another monkey in the mountains. 18:50:20 From elise.barrett to All panelists : Several faces, animals 18:50:37 From Cameron Metzgar to All panelists : they are right next to each other. 18:50:39 From Cindy Black : Took me a minute to find those. 18:50:42 From Rafe : I was lost 18:50:43 From Nikki : found that one right before you pointed it out 18:50:50 From MH3 : everything is alive! 18:50:53 From Kendall : I could not find the alligator 18:50:57 From Kathleen Fisher : I kind of saw it before the arrow 18:51:21 From MH3 : What is the source of that image? 18:51:30 From Kendall : That is a great picture 18:51:45 From Nikki : its not wrong lol 18:52:04 From Nikki : NOPE! 18:52:29 From Cindy Black : Sometimes we are disciplined if we DON’T use the publisher’s assessment. 18:56:41 From Nikki : I struggle with challenging my higher students 18:58:48 From brad verneau : I agree Nikki, not enough time is spent on the high flyers in my experience. 19:00:27 From Stephanie Richardson : Brad and Nikki - I’ve been trying to think”instead of” rather than “in addition” to help with that time factor 19:00:32 From Nikki : I think we would probably end up having a delay in getting to other standards because we would need to circle back and do a reteach, and depending on the missed opportunity, that could take weeks or days to go back and teach. 19:01:01 From rammerman : Students could become discouraged at their lack of understanding. 19:01:11 From Stephanie Richardson : Many students would fail, students would lose confidence, not have the basic understanding for later instruction 19:01:15 From kasandrasaiki to All panelists : Feel like teacher is not listening to them 19:01:25 From Nikki : Yes, i could imagine a lot of discouragement there. 19:01:28 From Cameron Metzgar to All panelists : Needing to spend more time on unit which would cut time for future planned content. 19:01:29 From Cindy Black : Teachers are faced with the choice of teaching the pacing guide (moving on) or the children (review and retest). 19:01:29 From MH3 : I agree with Nikki, if you were in a paced curriculum you would really bestressed and conflicted as a teacher! 19:01:30 From Kathleen Fisher : You would have to push back whatever the next thing was. Plus you are missing something in the how you are teaching 19:01:31 From Luke McDonald : Students may see the teacher’s surprise at their lack of understanding and feel like they let themselves or the teacher down 19:01:31 From Kathryn Connell : Time would need to be used to revisit those foundational skills so that students would be successful 19:01:33 From Holly Rinehart to All panelists : retract in small groups 19:01:33 From JoEllen Walters : Discouragement and negative thoughts towards learning. Especially if they thought they were doing well. 19:01:36 From brad verneau : Students could become nonparticipants that lack the motivation provided by academic success. 19:01:48 From Kendall : The teacher will need to review more and target the students that have gaps in their understanding. The teacher needs to find where those gaps are to avoid it happening in the future. 19:01:49 From Nikki : Luke, good point! 19:02:17 From Jodi to All panelists : There would be a few that would get it and then many would fail unless the assessment was delayed and reteach occurred. 19:02:29 From Nikki : thats why its so important to activate that background knowledge and see what they already know, too. 19:02:41 From Nikki : if not you waste time teaching what you dont need to 19:02:51 From Luke McDonald : Right, and do it often! 19:03:11 From Jill Hoffman : Jill Hoffman just joined the class- it took me awhile to download zoom etc... 19:04:42 From Cindy Black : Was content knowledge on this list? 19:04:51 From Nikki : scaffolding, assessing 19:04:51 From brad verneau : Language, Explicit, Outcomes 19:04:56 From Kendall : Specific directions 19:04:56 From kasandrasaiki to All panelists : Multiple delivery method 19:04:56 From Nikki : coaching 19:05:02 From Jill Hoffman : Questioning 19:05:03 From Nikki : higher order thinking 19:05:06 From Stephanie Richardson : standards 19:05:07 From MH3 : feedback 19:05:09 From Holly Rinehart to All panelists : connections 19:05:10 From Nikki : visuals 19:05:17 From Kathleen Fisher : Pedagogical strategies 19:05:17 From Kendall : expectations 19:05:19 From Cindy Black : Purposeful instructional 19:05:20 From kasandrasaiki to All panelists : multiple learning styles 19:05:28 From Cindy Black : Oops - purposeful instruction 19:05:59 From Jill Hoffman : Listening 19:06:04 From Jill Hoffman : Background Knowledge 19:06:13 From Kathleen Fisher : personal interest areas 19:07:11 From MH3 : .4 19:08:33 From kasandrasaiki to All panelists : SO FUNNY 19:08:39 From kasandrasaiki to All panelists : relateable 19:09:56 From Kathleen Fisher : true 19:10:03 From Cindy Black : Teachers do that, too. 19:10:05 From Nikki : we are conditioned as teachers to always look forward and find our next step 19:10:21 From MH3 : teacher clarity 19:10:22 From JoEllen Walters : Teacher Clarity? 19:10:23 From Nikki : something with tentacles 19:10:23 From brad verneau : Too Cool? 19:10:25 From Nikki : haha 19:10:26 From bais_ashley to All panelists : teacher clarity 19:10:26 From Jill Hoffman : totally confused 19:10:27 From Kathleen Fisher : Teacher clarity 19:10:39 From marisa frey : tired child 19:14:40 From Nikki : step 3 is one that mine probably would not know more often than not... I fail at giving them the bigger picture in what the "end result" should be 19:17:24 From Stephanie Richardson : I think the shift to competency based education would help make moving students on easier for teachers 19:17:44 From Kathleen Fisher : The yeah buts 19:19:35 From Nikki : wow 19:19:41 From Nikki : great reflection on her teaching 19:20:15 From Nikki : well it empowers them too 19:20:23 From Nikki : which is really what we want for students 19:20:50 From Kathleen Fisher : I have found that kids set higher goals and reflect more critically than I would 19:21:28 From brad verneau : My coach always said “If you don have rules, you don’t have a game.” 19:22:26 From Nikki : just the completion of a worksheet or an assignment does not equal "success". 19:23:26 From Nikki : exactly 19:23:38 From Nikki : the HOW should not matter as much, so long as we know they learned it 19:25:05 From marisa frey : that’s where rubrics are handy so students know the expectations 19:25:21 From bais_ashley to All panelists : 1. Identify the topic and support it with details 19:25:24 From Kathleen Fisher : I think that would vary greatly between classrooms 19:26:21 From Nikki : I commented earlier on this but ill say again, its #3 that I am not as good at doing for my classes- they know where we are at now, not necessarily where were going 19:26:35 From bais_ashley to All panelists : 1. Identify the topic and support it w detials 2. Able to explain it 3. Able to teach it/Apply it to real world 19:26:41 From Nikki : so i need to work on giving them the bigger picture 19:26:47 From Stephanie Richardson : It definitely varies in some subjects. My students have data binders and have plotted some of the things they’ve learned based on assessments and set goals based on their learning…but they don’t have that for all subjects, and I am not sure they know where they’re going if they’ve mastered everything. 19:26:50 From Kathryn Connell : I think my students would be able to say what they are learning from our “I can” statements, but they probably have no idea how they will know they’ve learned it or what the next step is because I don’t usually share with my K/1’s what I am looking for to know they have learned it. 19:26:50 From MH3 : Asking questions and observing would be the evidence 19:26:55 From brad verneau : My 1st grade students can speak to what they are learning through I cans. They cna assess learning with rubrics and have absolutely no idea where they are going next! 19:27:16 From Jill Hoffman : Giving examples of final projects for each type of grade and what each one looks like.. 19:27:22 From brad verneau : My evidence is through discussion. 19:27:49 From JoEllen Walters : Nikki, I’m on the same page. They know what they’re learning and they will know when they’ve learned it, but they don’t necessarily know the next step. (I’m a newer teacher, so I’m still trying to figure out the next step too!) 19:28:00 From Stephanie Richardson : I also have struggled as a teacher with the “How will you know they’ve learned it” How do I know that my assessment matches what other 4th grade teachers are using? How can I ensure that what I say is mastery matches others? 19:28:46 From Nikki : We do not have common assessments Stephanie so Im with you.... other 4/5 teachers are not necessarily doing what I am doing for assessments 19:30:15 From brad verneau : Well said Ms. Walters! 19:34:21 From Cindy Black : That dance is harder to do than one might think. 19:34:31 From kasandrasaiki to All panelists : Do your thing honry 19:34:34 From Cameron Metzgar to All panelists : room to improve 19:34:35 From kasandrasaiki to All panelists : honey 19:34:41 From Kathleen Fisher : I have some questions 19:34:43 From Nikki : Id tell her she is really brave lol 19:34:46 From Stephanie Richardson : You might want to think about what your feet are doing…. 19:34:53 From bais_ashley to All panelists : She showed courage and self-confidence 19:34:54 From marisa frey : You move to your own beat! 19:35:01 From Jill Hoffman : She's a confident dancer 19:35:03 From MH3 : You looked like you were having fun 19:35:16 From Nikki : Thumbs up! 19:35:16 From kbrumfield to All panelists : Such enthusiasm! 19:35:21 From Luke McDonald : Two thumbs up! 19:35:25 From Kendall : keep the thumbs 19:35:29 From Cameron Metzgar to All panelists : gotta have the thumbs 19:35:49 From MH3 : ha ha she met the criteria! 19:35:54 From Nikki : her jerky leg movements are meeting that target!! 19:36:07 From Nikki : I love Seinfeld 19:36:24 From Kathleen Fisher : Bonus points if it is a group dance 19:36:25 From MH3 : she didn't match her movements to the music, awkward!! 19:36:38 From Kendall : add some twirls 19:36:53 From Luke McDonald : Lots of sudden unexpected movements. Putting all the attention on herself from the beginning also really adds to the awkwardness. 19:36:55 From Jill Hoffman : jump up and down a couple times 19:36:56 From Cindy Black : More high-stepping, Silly Walk style. 19:37:07 From MH3 : We knew what to look for! 19:38:27 From Nikki : and essentially helps us evaluate our own teaching 19:38:40 From Nikki : when we really think about what the target should be 19:39:43 From Stephanie Richardson : This seems to tie into the Understanding by Design ideas - start with the end goal in mind and move from there 19:39:50 From Nikki : I can see how putting the learning target first would really end up as a great reflection tool for me. Am i really doing me best at teaching them what they need to know or am i filling it with things that are not needed? 19:40:23 From MH3 : I love the use of the term "engineering" used in this graphic! 19:40:31 From Nikki : some days the target is just getting your class to get a name on a paper though LOL 19:40:46 From brad verneau : Exactly! Awareness! Reflect and adjust! 19:42:05 From JoEllen Walters : Accessible and age appropriate wording 19:42:23 From Nikki : Brad, yes- reflecting is one thing... NOT fixing what needs fixed and moving learning forward is unacceptable. 19:44:57 From Nikki : teacher clarity involves knowing what your students should know by the end of your lesson and students must know exactly what to do and how they will know when they reached that target. The teachers role is to share the intention and give the desired outcome, not just a quick surface explanation of how to fill out a worksheet or take a test. We must allow for students to all reach that target at their own pace, so long as they all know when they arrive there! :) 19:45:55 From brad verneau : Agreed Nikki 19:45:59 From kasandrasaiki to All panelists : I grew up playing Xbox and you could earn achievements based on new skills or things you demonstrated in the game 19:46:13 From brad verneau : Adjustment is key. 19:46:45 From kasandrasaiki to All panelists : I kinda think of it like that 19:47:37 From Nikki : data, data, data.... 19:48:13 From MH3 : b 19:48:13 From Nikki : b 19:48:15 From Luke McDonald : b 19:48:16 From Kathryn Connell : b 19:48:17 From rammerman : B 19:48:20 From Stephanie Richardson : b 19:48:20 From Kendall : b 19:48:20 From Kathleen Fisher : b 19:48:22 From bais_ashley to All panelists : b 19:48:24 From kbrumfield to All panelists : b 19:48:24 From marisa frey : b 19:48:25 From kasandrasaiki to All panelists : b 19:48:27 From Holly Rinehart to All panelists : B 19:48:30 From Cameron Metzgar to All panelists : b 19:48:32 From ssmith : b 19:48:36 From Jill Hoffman : B 19:48:38 From brad verneau : b 19:48:39 From JoEllen Walters : B 19:48:40 From Kristina Demain to All panelists : b 19:48:54 From Nikki : d 19:48:59 From MH3 : a,b,c,d,e 19:49:00 From Cindy Black : a, b, c, d, e 19:49:04 From Stephanie Richardson : e 19:49:04 From Kendall : d 19:49:04 From Holly Rinehart to All panelists : all 19:49:06 From ssmith : all 19:49:08 From kasandrasaiki to All panelists : Kinda all 19:49:08 From Kendall : e 19:49:08 From bais_ashley to All panelists : d 19:49:10 From Jill Hoffman : b 19:49:10 From brad verneau : e 19:49:11 From Kristina Demain to All panelists : all 19:49:13 From Kathryn Connell : all 19:49:14 From kasandrasaiki to All panelists : Idk if that’s an option 19:49:15 From kbrumfield to All panelists : all 19:49:19 From kasandrasaiki to All panelists : all of them 19:49:20 From Luke McDonald : ALL! 19:49:21 From Kathleen Fisher : All of the above 19:49:22 From kasandrasaiki to All panelists : Are true., 19:49:23 From rammerman : all 19:49:30 From marisa frey : all 19:49:32 From Jill Hoffman : All 19:50:25 From Nikki : abc 19:50:26 From Stephanie Richardson : a,c,d 19:50:29 From Holly Rinehart to All panelists : c, D 19:50:35 From Cindy Black : a, c, d are must-haves; b is good, but not mandatory 19:50:36 From Kathleen Fisher : c & d 19:50:37 From kasandrasaiki to All panelists : acd 19:50:41 From Jill Hoffman : C 19:50:42 From Kendall : a 19:50:42 From bais_ashley to All panelists : acd 19:50:44 From MH3 : a,c 19:50:46 From Luke McDonald : A, C, D (relate to the learning!) 19:50:46 From brad verneau : a 19:50:49 From JoEllen Walters : ACD 19:50:50 From kasandrasaiki : acd 19:51:13 From kasandrasaiki : Completion of the activity isn’t necessarily mastery 19:51:19 From kasandrasaiki : they could be copying! 19:52:10 From JoEllen Walters : LOL! 19:52:18 From Holly Rinehart to All panelists : whoops 19:52:18 From Kathleen Fisher : I didn’t choose a because success doesn’t have to be mastery. It can be growth. 19:52:22 From kasandrasaiki : Omg I laughed aloud 19:53:11 From brad verneau : b 19:53:12 From Kathryn Connell : b 19:53:12 From bais_ashley to All panelists : b 19:53:13 From MH3 : b 19:53:15 From Nikki : b 19:53:15 From Holly Rinehart to All panelists : B 19:53:18 From Luke McDonald : b 19:53:22 From Kathleen Fisher : b 19:53:26 From Cameron Metzgar to All panelists : b 19:53:28 From Kendall : b 19:53:30 From kbrumfield to All panelists : b 19:53:31 From rammerman : b 19:53:33 From kasandrasaiki : b 19:53:33 From Stephanie Richardson : b 19:53:57 From kasandrasaiki : Pacing kills me 19:55:24 From MH3 : a,b,c 19:55:27 From Nikki : abc 19:55:28 From Kathryn Connell : a,b,c 19:55:29 From bais_ashley to All panelists : abc 19:55:29 From Holly Rinehart to All panelists : All 19:55:31 From Kathleen Fisher : A b c 19:55:31 From Kendall : c 19:55:38 From kbrumfield to All panelists : a b c 19:55:40 From Stephanie Richardson : A-c, but d is nice too 19:55:44 From Luke McDonald : A, b, c 19:55:55 From kasandrasaiki : abc but D sure helps 19:56:12 From Kathleen Fisher : you can be an island 19:56:13 From kasandrasaiki : Its hard in the village sometimes because we are all distance 19:56:18 From Holly Rinehart to All panelists : ah okay, D is bonus 19:56:29 From MH3 : Feedback, pause a bit when we are laughing!! 19:59:16 From kasandrasaiki : I deff have camerons 19:59:19 From kasandrasaiki : several 20:00:22 From Kathryn Connell : Agreed! 20:00:25 From Nikki : content specific 20:00:30 From Kathleen Fisher : Yes Yes Yes 20:01:12 From Cindy Black : Push-back is when I talk to the kids about code-switching. 20:01:12 From Nikki : like the word sorry 20:01:32 From MH3 : I love identifying 3 objectives, including language and social, not just content. 20:01:58 From Kathleen Fisher : I want there to be a like button for others comments 20:02:16 From MH3 : write to zoom! 20:03:06 From MH3 : Again, there are three objectives up there on the board! 20:04:01 From MH3 : Sentence starters work! 20:04:03 From Kathleen Fisher : Talking stems are a huge help for native Alaskan students 20:04:16 From Jill Hoffman : I also like three objectives! 20:04:27 From Stephanie Richardson : Many students really need the sentence starters to even begin their work. 20:04:40 From Kathleen Fisher : It is like a ramp 20:05:28 From Nikki : i like. theincorporation of the MP's 20:05:42 From Stephanie Richardson : Nikki, me too! 20:05:47 From Cindy Black : LOVE the Standards of Mathematical Practices as a language objective. 20:05:54 From Luke McDonald : It’s so important to break these down and explain them like this, especially when making connections to prior learning. 20:06:22 From Nikki : I have math practices posted in my room but I dont always refer to them. I need to work on that LOL. All these videos are making me build a list of goals. 20:06:31 From marisa frey : I think giving students reassurance is very important…that the concept might be difficult but we are working through it together. The words “I can’t” is not an option in the lesson. 20:06:41 From Luke McDonald : He gave so much value to the learning intentions! 20:06:45 From Kathleen Fisher : Nikki, where do you teach? 20:06:58 From Nikki : Fairbanks 20:08:18 From Kathleen Fisher : I have some good resources from Math Learning Center on the Math Practice Standards 20:08:19 From Nikki : I dont think we truly ARE sharing the purpose with them. 20:08:37 From Nikki : Absolutely! 20:08:43 From Nikki : You're right. 20:08:46 From brad verneau : Exactly! 20:08:51 From kasandrasaiki : I try to relate to real world as much as possible 20:08:52 From MH3 : A PLC might connect the grade levels with scaffolding learning targets 20:08:59 From Holly Rinehart to All panelists : one of my student jobs it to read the weekly standard and I Cans 20:09:03 From kasandrasaiki : I agree with Nikki 20:09:07 From bais_ashley to All panelists : Using “I Can” statements. Listing standards and allowing students to choose what they had learned previous day. Provide an example 20:09:19 From Stephanie Richardson : I’m in Nikki’s boat, that my purpose is often shared just orally. I liked how the video clips had everything written out and very explicit 20:09:21 From kasandrasaiki : You just get so caught up in getting It all done or surviving the day 20:09:26 From Kendall : Standards, how it relates to what they will learn next and how it connects in real life 20:09:38 From Jill Hoffman : I have I can statements but only refer to them at the beginning of the week and could do better reflecting on what we learned at the end of the week and if we accomplished our goals 20:09:41 From kasandrasaiki : The way he explainedGreat for all types of learners 20:09:47 From MH3 : having the target in print and referring to it helps me, too! 20:10:02 From Nikki : We are recently thinking more about what is most important for graduating. What type of students are we putting out there? 20:10:04 From kasandrasaiki : Not great 20:10:49 From Kathleen Fisher : I great math coach used to say you have to go slow to go fast 20:10:57 From JoEllen Walters : I feel like a lot of clarity could be presented during a class meeting time, especially in younger grades. I feel like I could really help them understand the PURPOSE of each unit, but theres no time in the day with our 90-40-40 of Reading, Math, and ELA... 20:10:59 From Nikki : Its a lot of front loading but worth it in the end i think 20:11:40 From MH3 : You are so right JoEllen! 20:11:55 From MH3 : Are you an ASD employee 20:12:01 From JoEllen Walters : Yes! 20:13:26 From Holly Rinehart to All panelists : we have no time anymore for class meetings. And, WIN starts at 9:05. 20:13:50 From Stephanie Richardson : Ooh, I like the very explicit success criteria 20:13:59 From Nikki : the verbs make all the difference 20:14:03 From MH3 : The days do fly by with those learning blocks, I am interested in EASY ways to differentiate so meet the needs of different learners. 20:14:53 From MH3 : School-wide learning targets!!! 20:16:06 From Cindy Black : I feel for any kids with sensory processing issues. 20:16:14 From MH3 : 5th grade - American History 20:16:48 From brad verneau : Wow! 20:17:25 From MH3 : ha ha 20:17:54 From MH3 : hanhyanagain 20:18:42 From Nikki : further clarifying for them 20:18:43 From Holly Rinehart to All panelists : co-construct - Yes!! 20:22:22 From MH3 : Teaching is a messy process!!! Yes!! 20:23:09 From Cindy Black : I just ask the question back to them if it’s something I can reasonably expect them to know. 20:23:42 From Kathleen Fisher : How do you develop the success criteria when you have kids that won’t meet them without damaging that kiddo 20:24:35 From MH3 : Good question Kathleen, always hard to do that! 20:24:54 From Diana Kurka : This is one of the Options for today’s assignment for those taking the webinar for credit. 20:25:41 From Diana Kurka : With a reflective piece too! 20:26:45 From Nikki : Lordy, I have some improvements to make HAHA 20:27:08 From Nikki : I AM going to commit to posting learning intentions 20:27:19 From Kathryn Connell : Learning intentions are accessible to students in my classroom and success criteria are accessible to students 20:27:32 From bais_ashley to All panelists : I communicate the success criteria to MY STUDNETS 20:27:40 From Kathleen Fisher : I could use more exemplars 20:27:42 From MH3 : I use exemplars - not, that would be a goal for me. 20:27:47 From Stephanie Richardson : Learning targets accessible to students 20:27:56 From Rafe : I need to post some rubrics 20:28:47 From Kathleen Fisher : I think part of the challenge is when you teach all subject areas —you have clarity in some areas and not others 20:29:02 From brad verneau : need to allow students to have a stronger relationship with rubrics. 20:29:35 From Nikki : that takes a lot of trust for students to honestly answer that way too 20:30:27 From Jill Hoffman : Students need to self assess their progress more in my classroom 20:30:29 From MH3 : Rebrics as learning intentions and assessment. 20:30:32 From Stephanie Richardson : I have already started with a clear focus for each lesson, tied to standards, that I created in a PLC 20:30:38 From MH3 : Rubrics. 20:30:38 From Kathryn Connell : I know that letting students know what they are learning, how they will know it, and where they are going will help them grow 20:30:41 From bais_ashley to All panelists : Teacher Clarity is a majority of student learning 20:30:47 From Nikki : that student self assessment is key 20:30:49 From Kathleen Fisher : I am a huge proponent of co creating the learning with students and this validates that 20:30:53 From Cameron Metzgar to All panelists : assessment capable learners 20:31:04 From rammerman : Student Self-assessment 20:31:16 From Luke McDonald : Creating social and language intentions is as important as content learning intentions 20:31:21 From brad verneau : I have clear statements rleated to waht students are learning. I need to give them more feedback on how well they have succeeded. 20:31:23 From kasandrasaiki : I have 6 20:31:29 From Cindy Black : I wish I only had 5 20:31:40 From MH3 : 6 preps, you must teach elementary 20:31:47 From kasandrasaiki : Middle high 20:31:47 From Rafe : It also shows ownership 20:31:59 From kasandrasaiki : I need my students help that’s a good idea 20:32:04 From Nikki : the social intentions of their learning is something new for me. I never really took that into account to SHOW them that I expect that from them 20:32:26 From Kathleen Fisher : I love the idea of including social objectives with each lesson 20:32:31 From MH3 : Outside my comfort zone - adding social and language content standards 20:32:46 From Stephanie Richardson : While I knew my end goal, I need to be explicit in letting my students know 20:32:48 From rammerman : Constant student understanding of learning intentions and success criteria 20:32:51 From MH3 : But not hard to add those 20:32:59 From Luke McDonald : Being intentional about the wrong answers in multiple choice questions so that you can gain a sense of student misunderstanding 20:33:03 From brad verneau : I love the addition of language standards 20:33:11 From bais_ashley to All panelists : I need to take more ownership in my students’ learning. Why do they do things versus regurgitating information that I told them. What is the meaning? 20:33:54 From MH3 : When you struggle you learn!!! 20:33:56 From Jill Hoffman : I loved the exit slip example from 1-4 in your slide to quality assess students and where they are at in their learning continuum. 20:34:01 From Kathleen Fisher : I love the idea of being intentional about social emotional without teaching it in isolation 20:34:14 From MH3 : Like to Kathleen!