How can we incorporate student selfassessment so that

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How can we incorporate student selfassessment so that students stay involved, motivated and encouraged

How can we incorporate student selfassessment so that students stay involved, motivated and encouraged to be responsible for their learning within a multi-aged learning community? THIS JOURNEY STARTED SEPTEMBER 2017 – WITH GRADE GROUPS 1, 2 AND 3. By Sandra and Dee

Tried some new things that were successful!!

Tried some new things that were successful!!

And then some things that weren’t so successful (mistakes challenges)

And then some things that weren’t so successful (mistakes challenges)

Challenges Physical Space was a constraint in terms of being all together as one

Challenges Physical Space was a constraint in terms of being all together as one learning community - logistics – trying to find what worked Behaviour –Social Emotional development was huge factor to lack of success. Early on our groups gathered together 3 -4 times per week for a unit of study but management was an issue-not enough time for social emotional connection and relationship building

Moving Forward So we revamped our report card to provide more information and to

Moving Forward So we revamped our report card to provide more information and to reflect selfassessment which included the new growth-based language and a

And Yet… more Challenges -tried starting week off together to build community -tried M.

And Yet… more Challenges -tried starting week off together to build community -tried M. A. T. H. all together but again social emotional differences and grade expectations from ministry curriculum created a challenge Oh Yah… Diversification was the easy part – the social emotional part was huge with this age group to meet

But we learned from our mistakes. . . – Or did we ? ?

But we learned from our mistakes. . . – Or did we ? ? . . .

And Now. . . M. A. T. H. - diversified for ability groups but

And Now. . . M. A. T. H. - diversified for ability groups but within the specific grade curriculum This allows for social –emotional needs to be met. Student Self Assessment Students are comfortable with the language – examples and feedback offered and student self-assessment shows more congruency with teacher assessment – and

And continued. . . We also have more focus on Social– Emotional language: self-regulation

And continued. . . We also have more focus on Social– Emotional language: self-regulation things that you can control and things that you can not and what/how to deal with both Zones of regulation Choices for success Mindfulness

And moving forward… -2020 2019 How can explicit and thorough teaching of Social Emotional

And moving forward… -2020 2019 How can explicit and thorough teaching of Social Emotional skills/strategies improve the learning environment for All students? To be continued. . .

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