Questions to Guide Conversation and Reflection

¾ “My Learning Story Sample” reproducible (page 41): This tool offers an example of how upper elementary and middle school students might monitor and celebrate short-term skill development in relation to longer-term goals . ¾ “Sample Unit Tracker” reproducible (page 42): This tool offers a process by which teachers and students can work together to clarify the goals for a unit and also specify what each goal looks and sounds like . Students can then monitor and celebrate attaining these goals as the unit progresses . ¾ “Monitoring My Learning” reproducible (page 43): This tool, appropriate for any grade level, invites students to reflect frequently and document any learning they feel has taken place. It reminds students that learning represents new skills or understanding and not things they can already do . This tool can serve as a catalyst for decision making or celebration . ¾ “Documenting and Reflecting on My Learning” reproduble (page 44): You can use this tool with students in grades 4–12 to curate samples of learning (products and performances) that represent specific strengths and needs to include in a data notebook or portfolio . These samples can help learners set goals for the next unit. After choosing samples, students can respond to specific reflection questions .

QUESTIONS TO GUIDE CONVERSATION AND REFLECTION

On your own or as a part of a collaborative team, consider and discuss the following eight reflective questions. 1. How often are students collecting documentation of their learning at various stages and using it as a catalyst for conversations about decision making? 2. How could I expand the kinds of documentation students collect? 3. How does it make sense, in my classroom, to organize the data and artifacts students create so they can revisit them as part of advancing learning? 4. How might I explain data notebooks and self-assessment to students? How could I frame this conversation? 5. What changes might I need to make in my instructional routine to create space and time for self-assessment? 6. Which aspects of self-assessment are most important in my classroom? What do I want to include? What is less important to me and my students right now? 7. To what degree are my learners comfortable with each of the subskills of self-assessment? Are some subskills a strength for my students? Are there some in which students clearly need additional practice and support? 8. How comfortable are my students with taking risks, making mistakes, and turning initial failure into productive learning? To what degree do I have a classroom culture that supports authentic selfassessment, decision making, and goal setting?