Yesterday’s session on assessment causes me to wonder…Are we afraid of cool feedback? I wonder if we so closely connect feedback to being evaluated that we miss opportunities to learn and grow.  What if we embed feedback loops in our routine? What if we make feedback a habit? Are we in such a hurry to “get ‘it’ done” that we miss opportunities to make “it” better?

What if we use peer feedback to improve our work and gain new perspectives?

I liked working in a small group and getting feedback from all other groups.

[I liked] More practice building levels and considering exactly what I want for our students to be able to do. Also, the collaboration was helpful–this time. I enjoyed working solo at first–I felt more comfortable thinking together with a colleague this time.

I like the challenge.  It’s difficult to look at your progression and try to make it make sense to your team and students.  The feedback opened our eyes to some, now obvious, flaws in our levels.

We can take the feedback that we received and use it to better our lessons and ways to level the lessons to benefit the variety of learners in the classroom.

If we find peer feedback useful and constructive, will we offer the same opportunities to our young learners by intentionally incorporating feedback loops into our lesson plans?

What if we indicate the target level of learning? (Can we?) How might we shift the language and learning in our classrooms?

This session really got us thinking about considering different perspectives when determining our students’ skill expectations.  It made us think about how to make assessment clear to learners and to those who will interpret the assessment information.

I loved breaking down the goals we have for our children into levels.  It makes it clearer to me how I can teach students of various knowledge levels.

When doing the exercise today, I realized I need to slow down and put myself in a Pre-Kers perspective and not an adult or parents perspective.

It was interesting to find out how others see our assessment levels, and it gave me incentive to speed up or slow down expectations for students at my grade level.

Students all have different ability levels and only rarely will you find a whole group at the same “level.”  We also need to help kids realize what they do know and where they need help.

I think that it was important to see the progression of learning and expectations written down on paper. Actually thinking about where we want our kids to be, how they’re going to get there, and what comes next is so helpful.

Through experiential learning, are we finding connections?

It was helpful in thinking about we plan our lessons and units and leveling up.  It was also helpful practice in writing I can statements…

Especially following conferences and progress reports, we are very aware of the necessity of clear expectations and plans of actions for parents and students.

[This] helps us collaborate on ways to differentiate the instruction.

I liked learning about leveling up and it helps me understand how to calibrate horizontally.

This session really got us thinking about considering different perspectives when determining our students’ skill expectations.  It made us think about how to make assessment clear to learners and to those who will interpret the assessment information.

How might we continue to find connections and experience growth-oriented feedback? What if we intentionally experiment with these ideas in our classrooms with learners?

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