- In creating the third and fourth component of your Classroom Environment Plan what have you done that is different at the start of the school year than what you have done in the past?
- What have you enhanced within your plan that you have done previously in your classroom on opening up the dialogue between you and your students and allowing them to expand the dialogue? How have you enhanced student understanding of expectations, accountability, self monitoring progress and self reflection on their learning?
I have always had students "reflect" on their summative assessments in the past, but it was mostly by having them grade themselves before they turned the assignment in. I didn't ask what their weaknesses/strengths were, and didn't provide enough feedback, other than the grade they received on the assessment.
- How are you connecting the dialogue with students to the learning outcomes, what strategies have been helpful?
Students will also be asked to share where they are at with their goals using a google form for me to see how much they've accomplished.
- What opportunities are you creating for students to expand various avenues of learning while still aligning with the learning outcomes?
- How are you encouraging ways for students to be accountable for their learning, to engage in self-reflection while fulfilling learning and behavioral expectations?
- How is research supporting these two component of your plan?
Starr Sackstein says “Goals are the necessary starting point to the learning process: all learning begins with setting the final objective.” Students must be able to know where they are going so they can assess themselves on where they are at any point throughout the process of learning.
- What research has helped influence your plan in setting up opportunities more teacher/student dialogue and creating the climate of personalized care for each student?
I have linked the Chappuis article below and a website overview of Sackstein's book.