Comments by Liz Locatelli

Questions for assessment

Wed, 27 Apr 2022 21:19:58 -0400

This really gets into thinking about your thinking

This has lots of elements of CRSE.

Thu, 24 Mar 2022 09:43:05 -0400

It’s a great way to introduce social construction and to reflect on its benefits while reviewing/learning vocabulary. What other content could be explored using this method? Which Habits of Mind are inherent in this game?

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Wed, 23 Mar 2022 12:01:25 -0400

Students will brainstorm what they want to learn about the person they are researching and questions they want to ask.

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Wed, 23 Mar 2022 11:58:00 -0400

omit

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Wed, 23 Mar 2022 11:57:18 -0400

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Wed, 23 Mar 2022 11:56:45 -0400

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Wed, 23 Mar 2022 10:39:16 -0400

Omit

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Wed, 23 Mar 2022 10:38:34 -0400

As the students are reading, they will record information with thinking maps, recordings, and devices.

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Wed, 23 Mar 2022 10:29:11 -0400

(omit)

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Wed, 23 Mar 2022 10:28:11 -0400

Students will choose a book within the classroom library, school/public library, Epic, and or on MyOn.

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Wed, 23 Mar 2022 10:25:01 -0400

Students will choose a biography book , videos, interviews, etc. about an important person they find interesting by reading the summary on the back of the book and/or using the book cover to inspire them.

What are some connections that your students might make to travelers on the Silk Road? How might those connections affect their learning? What might be some purposes/audiences for a narrative like this?

Tue, 22 Mar 2022 10:41:00 -0400

What might help students to understand how quality in a narrative might look?

This has lots of elements that relate to the CRSE checklist. What are some purposes and audiences that could be used to make this more authentic?

Tue, 22 Mar 2022 10:39:59 -0400

This is carefully scaffolded to support students. What additional opportunities might you add for social construction? What makes this authentic? What might increase the level of authenticity?

Tue, 22 Mar 2022 10:39:27 -0400

I wonder who is observing in #1 and posing in #4. What opportunities might there be for social construction in this lesson? What about this is authentic? What could make it more authentic?

Tue, 22 Mar 2022 10:38:12 -0400

What are some ways that students might engage in social construction in completing this task? I wonder if students are filling out a chart or answering the questions in sentences?

Tue, 22 Mar 2022 10:37:09 -0400

Students will be split into groups. All groups will be sorting the same pictures. This task is ideal for 2-3 days so each group can sort each topic (transportation, buildings, technology and communities). All groups will be discussing the questions. The first group (below group) will be discussing more on what are the similarities and differences. The second group will be discussing and writing 1-2 sentences on the similarities and differences they see. The third group (above group) will discuss and write 2-4 sentences on the similarities and differences they see. Depending on the class size there will be four groups at once. What might be some ways to extend this task so that students work at a higher level of authenticity? I think some ways students can work at a higher level of authenticity is by asking their family members such as parents and/or grandparents and ask them how NYC has changed overtime for them or what is the difference between technology, communities, buildings and transportation similar and different from their native country to NYC.

WHat are ways students might share their poems with audiences beyond the classroom?

Tue, 22 Mar 2022 10:35:07 -0400

What are some questions you might ask students to deepen their thinking about the weather and its impact on our live before they write poems? Could you give some examples of higher order thinking in #6? How might students use the mentor poems to create criteria for their own work?

I see two projects here - describing the animals and how to care for them. Both are valuable. I wonder if students could choose which to pursue and then join them together.

Tue, 22 Mar 2022 10:34:24 -0400

What are some audiences that could actually benefit from this work? Where might you take the final project to make it more authentic? What expert in the real world might give students input and feedback?

I can imagine how much the kids love this!

Tue, 22 Mar 2022 10:33:20 -0400

I love the fact that they are observing the actual animals and jotting notes on what they see.

Tue, 22 Mar 2022 10:32:54 -0400

This lesson (three slides) is very carefully scaffolded to support quality learning and it contains several of the items from the CRSE guidelines..

Tue, 22 Mar 2022 10:31:42 -0400

The topic is meaningful and students make connections to their own ideas. What audiences might benefit from this work? What are some ways you could elaborate on step 5 to increase the level o authenticity?

How might you word the question in #3 to get students to share more deeply about places that might be significant to them?

Tue, 22 Mar 2022 10:30:13 -0400

After the students circle places they would like to visit, what are some ways you could engage them in a task that has a more authentic purpose and audience?

I see two books and one movie here and they all relate to honesty. What would you like the students to understand about themselves and others from these three stories?

Tue, 22 Mar 2022 10:29:06 -0400

What are some ways that they could share perspectives and support each other in deepening their understanding of the stories and their messages? What are some choices you might give students in this work?

This is a general procedure. It would be helpful if we could see a sample question. The question itself will determine how authentic the task is. What do you mean by publish the response?

Tue, 22 Mar 2022 10:28:21 -0400

Is there an audience beyond the classroom? I wonder if one month you might make the task more authentic.

I wonder if #7 would be a good activity right after #4.

Tue, 22 Mar 2022 10:27:27 -0400

This clearly shows how to engage students in active reading. The next step is to show how you applied this process to a particular book and made the final project more authentic.

Tue, 22 Mar 2022 10:26:33 -0400

This shows using multiple modalities and social construction!

Tue, 22 Mar 2022 10:25:47 -0400

Lots of opportunities for Social Construction and feedback This applies several different strategies for looking at text more deeply and striving for accuracy.

Tue, 22 Mar 2022 10:24:10 -0400

Great example for SEL and HOM. What might be some ways to extend this task so that it becomes an authentic assessment with a purpose and audience outside of the classroom?

Tue, 22 Mar 2022 10:23:14 -0400

Can you identify places where students can engage in Social Construction? How will students know they have completed the four questions successfully?

Tue, 22 Mar 2022 10:22:15 -0400

What if you expanded this so that they came up with facts and opinions about someone they felt was worthy of recognition (they could co-construct criteria). They could then present their opinions with facts that support them.

This could be enhanced with a CRSE component. What resources could they use in addition to biograplies? What is the purpose in selecting? What questions might they ask?

Tue, 22 Mar 2022 10:17:10 -0400

What if they brainstormed advantages and problems in their community and then posed questions that would help to solve a problem. They could use using imagination and creativity to come up with possible solutions and add their suggestions to the map.

Tue, 22 Mar 2022 10:16:02 -0400

Suggested Revision

Fri, 18 Mar 2022 10:49:22 -0400

What would you add? Why?

This allows students to share ideas in both content and format. You could also allow some to create individual poems after sharing ideas.

Thu, 24 Feb 2022 14:04:25 -0500

Will they decorate the poems with relevant drawings?

The hexagons allow students to make their thinking visible very easily. It is also easy to move them if the students change their thinking.

Thu, 24 Feb 2022 13:58:30 -0500

Can students group them any way they want or is there a specific focus here? If there is, you might state it.

Thu, 24 Feb 2022 13:56:46 -0500

Where are students getting their information? This sounds like a very authentic project that could use more time.

Thu, 24 Feb 2022 13:55:25 -0500

The drawings show that students are very invested in the project.

Thu, 24 Feb 2022 13:50:59 -0500

Engineers explain their designs fully by using drawings charts, checklists to show the steps they took to complete it.

Thu, 24 Feb 2022 13:48:16 -0500

I wonder if this could indicate what will make the process successful.

Thu, 24 Feb 2022 13:46:16 -0500

Reading carefully, checking numbers, following the pattern exactly, asking questions if something is not clear... They could decide what is most important.

I wonder if this could be worded in a way that shows the importance of accuracy.

Thu, 24 Feb 2022 13:44:31 -0500

This process reflects the way engineers work and gives students the chance to collaborate, imagine& create

Thu, 24 Feb 2022 13:43:22 -0500

We could make this more authentic with a stem related to HOM

Thu, 24 Feb 2022 13:41:12 -0500

I can show persistence by.... I can strive for accuracy by... I can take responsible risks like...

Would it be helpful to give some transitions for chronological order?

Thu, 24 Feb 2022 13:36:45 -0500

Could you say I can draw a picture showing how a person felt using facial expression and body position

Thu, 24 Feb 2022 13:36:09 -0500

Could they add what they will do to make it interesting? ...by using specific detail, vivid vocabulary or other

Thu, 24 Feb 2022 13:34:29 -0500

Would it be more helpful to say problem, attempt to solve it, outcome and reaction?

Thu, 24 Feb 2022 13:33:25 -0500

Are these stories supposed to tell about a time they helped someone? If so you might combine these. Use first person to write a bout a time you helped someone.

Thu, 24 Feb 2022 13:32:40 -0500

Did students outline these stories? Perhaps by looking at the problem, attempt to solve it, outcome and reactions, they could create a framework for their own stories.

Thu, 24 Feb 2022 13:31:31 -0500

Did you consider giving them a graphic organizer?

This is great for the foundations work. Have you provided similar guidelines for the content of a task?

Thu, 24 Feb 2022 13:26:59 -0500

Is the purpose of the task to show accomplishments, influence and impact? I wonder if you could ask questions that keep them focused on this idea so that they don't get lost in too many irrelevant details.

Thu, 24 Feb 2022 11:21:41 -0500

Will there be opportunities for students to collaborate, give each other feedback?

Thu, 24 Feb 2022 11:18:27 -0500

I wonder if this would be overwhelming given some subjects. What if they focused events representing challenges, accomplishments and impact.

Thu, 24 Feb 2022 11:17:33 -0500

How will each student know what is expected in the picture or how quality pictures look? Could you work in Striving for Accuracy?

Thu, 24 Feb 2022 11:15:10 -0500

The directions ask for a story. Would it be helpful if students drew the family doing something related to the story?

Thu, 24 Feb 2022 11:12:24 -0500

I wonder if you could add to the learning targets some ideas that would help students to attend to details.

What in this process supports the goals of the CRSE initiative. List as many examples as you can.

Tue, 22 Feb 2022 17:01:56 -0500

Will students give feedback?

Tue, 22 Feb 2022 17:00:19 -0500

I wonder if this could be more specific.

Tue, 22 Feb 2022 16:59:48 -0500

There are opportunities to collaborate, choose, and support each other.

Tue, 22 Feb 2022 16:59:09 -0500

These are very clear and helpful.

Tue, 22 Feb 2022 16:58:09 -0500

Can you build in steps that allow students to collaborate and demonstrate understanding at various points in the process using a variety of assessment types?

Tue, 22 Feb 2022 16:57:50 -0500

This is authentic in that it relates to a real-world problem. What would put it at the highest level of authenticity?

Tue, 22 Feb 2022 16:51:16 -0500

These are very helpful

Tue, 22 Feb 2022 16:50:01 -0500

This could be extended to I can support my main idea by giving supporting details.

Tue, 22 Feb 2022 16:49:18 -0500

This gives students a strategy to use. You might also add and why?

Tue, 22 Feb 2022 16:48:24 -0500

Elaborate on what? Do you mean use my own words to explain what the quote means?

Tue, 22 Feb 2022 16:46:45 -0500

Can you add a strategy here that might help students who don't know how to do this?

Tue, 22 Feb 2022 16:45:57 -0500

Do they do this by creating a graphic organizer or using one that is provided?

Tue, 22 Feb 2022 16:45:13 -0500

This makes it easy to assess student understanding of main idea and details.

Tue, 22 Feb 2022 16:44:16 -0500

Students at the Center

Sun, 06 Feb 2022 14:13:14 -0500

I have introduced the Four Elements of Personalized Learning to teachers in NYC. It really helps them to be more learner-centered. It is also nicely aligned to Zaretta Hammond's Academic Mindset. Perhaps this is the time to move education in the direction Art and Bena have envisioned for decades. There is a need to teach differently and it’s an opportunity we might seize.

Pandemic

Sun, 06 Feb 2022 14:08:05 -0500

The Habits have become very significant as teachers try to adjust education to meet the social, emotional and academic gaps their students are facing. Teachers are telling me that the HOM are helping them and their students to cope in this period of uncertainty.

This frames the whole think in terms of a growth mindset. You won't necessarily succeed, but you can learn in the process.

Mon, 07 Feb 2022 18:35:50 -0500

Responding with Wonder and Awe

Tue, 25 Jan 2022 09:03:25 -0500

These could be turned into explicit learning targets that might support students more readily. It might be interesting to try stems like: I can clarify by, I can predict by_.

Mon, 24 Jan 2022 08:46:19 -0500

Choice is an important factor in Co-creation, which we will explore in Session 3. This works well.

Mon, 24 Jan 2022 08:42:14 -0500

Good evidence

Mon, 24 Jan 2022 08:40:26 -0500

This student did a good job of explaining the situation but didn't give much of a reaction. The writing is also good. I wonder if more explicit expectations would improve performance. Even good work can be improved!

This one also could use some specific evidence that can be analyzed. I wonder if students understood that criteria in the rubric.

Mon, 24 Jan 2022 08:38:00 -0500

Next steps

Mon, 24 Jan 2022 08:36:38 -0500

The student is clearly moved by the activity and makes personal connections. The next step is to add a specific example and explain its significance and a reaction. There is one quote, but the explanation is very general. It would be interesting to use a few of these samples to establish some criteria with the students. For example, the first sentence here is a good attention grabber.

How might a checklist made of these criteria work for students?

Mon, 24 Jan 2022 08:32:24 -0500

Did students discuss their responses to get different perspectives?

Mon, 24 Jan 2022 08:30:53 -0500

This is a great chart

Mon, 24 Jan 2022 08:29:06 -0500

It encompasses all the goals we have for this program.

This lends itself to CRSE and Personalized Learning.

Mon, 24 Jan 2022 08:27:51 -0500

CRSE

Mon, 24 Jan 2022 08:26:58 -0500

This activity lends itself to CRSE as well as Personalized Learning in that it gives students Voice and allows for Social Construction. Nice!

Since the students analyzed the anthem line by line, I expected to see quotes given and explained here.

Thu, 27 Jan 2022 10:59:44 -0500

That might be a next step for this activity next time.

CRSE Connection

Thu, 27 Jan 2022 10:57:31 -0500

Using our National Anthem as practice and then letting students analyze and report on anthems of their choice helps to give students Voice and an opportunity to learn from each other.

I wonder if you could give questions like these for the National Anthem.I also wonder if students might read this and use some of it to introduce the Star Spangled Banner in their writing.

Thu, 27 Jan 2022 10:58:42 -0500

The student selected relevant quotes. Next step is to explain their significance more clearly. Perhaps rehearsing with a partner would help.

Sun, 23 Jan 2022 14:48:24 -0500

This topic sentence clearly addresses the task.

Sun, 23 Jan 2022 14:46:32 -0500

Can we be more precise here. Why don't they know anything about him?

Sun, 23 Jan 2022 14:45:38 -0500

This is a good opportunity to discuss the habit: Thinking and communicating with clarity and precision.

Sun, 23 Jan 2022 14:44:47 -0500

The rest of the essay meets the criteria beautifully. Color coding is a great way to help students to analyze their own work.

How well does this rubric work for your students? Would a checklist be just as good?

Sun, 23 Jan 2022 14:38:49 -0500

How would the learning targets below work for your students?

Sun, 23 Jan 2022 14:36:32 -0500

I can solve one digit multiplication problems by using the distributive property. I can solve one digit multiplication problems by decomposing factors.

I wonder if a checklist would work as well or better to help students complete the task successfully. The checklist could have all the same criteria as listed here.

Sun, 23 Jan 2022 14:29:45 -0500

These samples are perfect for helping students to understand the criteria for engaging introductions.

Sun, 23 Jan 2022 14:26:59 -0500

You could share some of these and ask students to develop a set of criteria for their own work.

The introductions are very detailed, descriptive and informative

Sun, 23 Jan 2022 14:24:41 -0500

Did the students have guidelines or learning targets to follow. I see that they all understand a few things:

Sun, 23 Jan 2022 14:19:04 -0500

1. Explain a selected problem 2. Quote the text or a source 3. Give information from the text. We could add - define terms. What they don't seem to consider is how to organize the information. Some of them go off on tangents. We will be discussing how to help students to understand expectations.

I see that the student has explained why littering is bad and even gave a quote and an example. I wonder why the student began talking about cutting down trees.

Sun, 23 Jan 2022 14:10:35 -0500

Students seem to enjoy this task. They might develop their writing more fully if they had a chance to use a graphic organizer and share ideas in small groups.

Is this rubric for students or teachers? IF for students, how well does it work for them?

Sun, 23 Jan 2022 14:05:33 -0500

I can see that the students understood these directions, but I have some questions.

Sun, 23 Jan 2022 13:54:36 -0500

Where on the number line does the first number go? I thought it was midpoint and they would move up and down the line. What are students showing with these number lines? These will be interesting questions to explore as we create explicit learning targets.

I wonder why this equation is here.

Sun, 23 Jan 2022 13:47:38 -0500

Comments by Liz Locatelli

Questions for assessment

This has lots of elements of CRSE.

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What are some connections that your students might make to travelers on the Silk Road? How might those connections affect their learning? What might be some purposes/audiences for a narrative like this?

This has lots of elements that relate to the CRSE checklist. What are some purposes and audiences that could be used to make this more authentic?

This is carefully scaffolded to support students. What additional opportunities might you add for social construction? What makes this authentic? What might increase the level of authenticity?

I wonder who is observing in #1 and posing in #4. What opportunities might there be for social construction in this lesson? What about this is authentic? What could make it more authentic?

What are some ways that students might engage in social construction in completing this task? I wonder if students are filling out a chart or answering the questions in sentences?

WHat are ways students might share their poems with audiences beyond the classroom?

I see two projects here - describing the animals and how to care for them. Both are valuable. I wonder if students could choose which to pursue and then join them together.

I can imagine how much the kids love this!

I love the fact that they are observing the actual animals and jotting notes on what they see.

This lesson (three slides) is very carefully scaffolded to support quality learning and it contains several of the items from the CRSE guidelines..

How might you word the question in #3 to get students to share more deeply about places that might be significant to them?

I see two books and one movie here and they all relate to honesty. What would you like the students to understand about themselves and others from these three stories?

This is a general procedure. It would be helpful if we could see a sample question. The question itself will determine how authentic the task is. What do you mean by publish the response?

I wonder if #7 would be a good activity right after #4.

This clearly shows how to engage students in active reading. The next step is to show how you applied this process to a particular book and made the final project more authentic.

This shows using multiple modalities and social construction!

Lots of opportunities for Social Construction and feedback This applies several different strategies for looking at text more deeply and striving for accuracy.

Great example for SEL and HOM. What might be some ways to extend this task so that it becomes an authentic assessment with a purpose and audience outside of the classroom?

Can you identify places where students can engage in Social Construction? How will students know they have completed the four questions successfully?

This could be enhanced with a CRSE component. What resources could they use in addition to biograplies? What is the purpose in selecting? What questions might they ask?

What if they brainstormed advantages and problems in their community and then posed questions that would help to solve a problem. They could use using imagination and creativity to come up with possible solutions and add their suggestions to the map.

Suggested Revision

This allows students to share ideas in both content and format. You could also allow some to create individual poems after sharing ideas.

The hexagons allow students to make their thinking visible very easily. It is also easy to move them if the students change their thinking.

Can students group them any way they want or is there a specific focus here? If there is, you might state it.

Where are students getting their information? This sounds like a very authentic project that could use more time.

The drawings show that students are very invested in the project.

Engineers explain their designs fully by using drawings charts, checklists to show the steps they took to complete it.

I wonder if this could indicate what will make the process successful.

I wonder if this could be worded in a way that shows the importance of accuracy.

This process reflects the way engineers work and gives students the chance to collaborate, imagine& create

We could make this more authentic with a stem related to HOM

Would it be helpful to give some transitions for chronological order?

Could you say I can draw a picture showing how a person felt using facial expression and body position

Could they add what they will do to make it interesting? ...by using specific detail, vivid vocabulary or other

Would it be more helpful to say problem, attempt to solve it, outcome and reaction?

Are these stories supposed to tell about a time they helped someone? If so you might combine these. Use first person to write a bout a time you helped someone.

Did students outline these stories? Perhaps by looking at the problem, attempt to solve it, outcome and reactions, they could create a framework for their own stories.

This is great for the foundations work. Have you provided similar guidelines for the content of a task?

Is the purpose of the task to show accomplishments, influence and impact? I wonder if you could ask questions that keep them focused on this idea so that they don't get lost in too many irrelevant details.

Will there be opportunities for students to collaborate, give each other feedback?

I wonder if this would be overwhelming given some subjects. What if they focused events representing challenges, accomplishments and impact.

How will each student know what is expected in the picture or how quality pictures look? Could you work in Striving for Accuracy?

The directions ask for a story. Would it be helpful if students drew the family doing something related to the story?

What in this process supports the goals of the CRSE initiative. List as many examples as you can.

Will students give feedback?

I wonder if this could be more specific.

There are opportunities to collaborate, choose, and support each other.

These are very clear and helpful.

Can you build in steps that allow students to collaborate and demonstrate understanding at various points in the process using a variety of assessment types?

This is authentic in that it relates to a real-world problem. What would put it at the highest level of authenticity?

These are very helpful

This could be extended to I can support my main idea by giving supporting details.

This gives students a strategy to use. You might also add and why?

Elaborate on what? Do you mean use my own words to explain what the quote means?

Can you add a strategy here that might help students who don't know how to do this?

Do they do this by creating a graphic organizer or using one that is provided?

This makes it easy to assess student understanding of main idea and details.

Students at the Center

Pandemic

This frames the whole think in terms of a growth mindset. You won't necessarily succeed, but you can learn in the process.

Responding with Wonder and Awe

These could be turned into explicit learning targets that might support students more readily. It might be interesting to try stems like: I can clarify by____, I can predict by_____.

Choice is an important factor in Co-creation, which we will explore in Session 3. This works well.

Good evidence

This one also could use some specific evidence that can be analyzed. I wonder if students understood that criteria in the rubric.

Next steps

How might a checklist made of these criteria work for students?

These could be turned into explicit learning targets that might support students more readily. It might be interesting to try stems like: I can clarify by, I can predict by_.