• Made examples for students to use as a guide when reflecting on their I can statements in math.
• Since this is first time doing this, we will see how it goes.
• After, I will reflect and see if I need to make changes.
• At conferences, it’s okay to say this is our first time doing this and explain to parents this process.

Explicit Examples in Student Work (when applicable):

• How should I be using I can statements as reflection/at conferences?
• Have them use notebook as evidence of their growth
  • As you are checking, maybe circle what they get wrong the first time to show growth once they go back and do it again.
• Maybe have them glue assessments in notebook
• Possibly use Lani’s math self reflection sheet but combine it with the I Can statements
• Plan: at certain points during the unit you print out with I can statements – have each I can statement on half sheet where they can track evidence throughout quarter.

Explicit Examples in Student Work (when applicable):

Learning Partner Conversation:

initial meeting

potential goals:

blogging – getting the kids motivated to blog – worked really well in Science to allow them to reflect on their own- no parameters- work quality improved

allow for more opportunities to check in individual students to check in for understanding and then plan small group instruction based on this check point  (exit tickets, quick quizzes, tutorials,  etc.)

meeting bi weekly on Mondays

Reflection:  (need prompts?)

Explicit Examples in Student Work (when applicable):

• Take notes from conference, pull out and type biggest takeaways.
• Go through all resources, again, pull out resources, worksheets, graphic organizers, power points that I will use
• Create binders organized by topic so materials are easy to utilize and find
• Possibly try one of the story lines with the 6th graders at end of year – would not finish the whole unit, but is there a way that they could still wrap it up and come to a conclusion?
• Have 6th graders look at their CER, do they have evidence? do they have reasoning? Then have them peer review.
• Next year: more CER opportunities, more science argument opportunities, I want to work on the phenomena and story line when teaching
• Check out Gretchen story line blog (written down in notes) when understanding further of how to really teach using the story line
• 5th graders to keep science notebook next year
• Need to look at 5th grade curriculum and somehow make it more rigorous – not sure what next steps are quite yet…

Explicit Examples in Student Work (when applicable):

• Conferences
• Choose one thing that they are proud of and one thing that is a work in progress
• Bring in things that support standards
• Relate strengths and weaknesses to standards
• Scientific Principles: After experiment/or activity, ask “is there anything we need to add to our driving question board”
• Does it belong on our scientific principles?
• Prompt them.

• Conferences went well.
• Related their strengths and weaknesses back to our main objectives of this unit: modeling and participation
• Students created a document that showcased their progression of modeling from the start of the unit to the end of the unit, as well as reflected on their strengths and weaknesses through a form that I created

Explicit Examples in Student Work (when applicable):

• Relating back to driving question board during lessons is going well
• The kids enjoy answering them and finding ways to answer them
• Still need work coming up with questions based on experiments and activities we are doing in class
• Possibly give them sentence stems to help with posing those questions
• file:///home/chronos/u-1ea9e2c597b70b71ea3a81dd6428b3d4d860183b/Downloads/ScienceQuestionStems.pdf
• Practice, practice, practice!
• Keep track and share out great questions!
• Could keep track of thick and thin questions (possibly refer to them as different names)

Reflection:  (need prompts?)

Giving them sentence starters worked well.

They were able to generate more questions.

In the future, give more specific guidelines for when writing questions so they do not ask unrealistic questions or silly questions.

Explicit Examples in Student Work (when applicable):

• How to reference driving question board more
• Start with it at the beginning of each class
• Turn and talk
• After little experiments or labs, be intentional. Ask “what questions do you have. Let’s add them to the driving question board”
• Try to refer it to it
• Plan it into your lesson so you know when you are going to reference it
• Example: “Does the PH lab we did help us answer our driving question?”
• Put right onto agenda on board: “Refer to driving question board” or “Update Scientific Principles” so you do not forget
• Make sure to go through questions that we are able to answer
• Keep at forefront of planning
• Could use as warm up or exit slip
• Organization of binder
• Table of contents for next unit? Like Dacy uses
• Tab scientific principles pages
• Next Steps:
• Be intentional about driving question board

Reflection:  (need prompts?)

Intentionally referring back to driving question board really helped.

We were able to answer multiple questions that we had asked at the beginning of the unit and have a strong understanding of the first section of our driving question board.

After referring back to it, the kids started to notice things on their own.

For example, one student said after reading an article, “hey, we can answer the questions that ask how our noses work because it just answered it in this reading!”

That made me so excited and made me realize how important it is to refer back to the board.

Going forward, I need to continue to make sure I intentionally plan times in class to discuss the driving question so I do not forget about it.

Explicit Examples in Student Work (when applicable):

• 6th First Science Test
• Model what note card should look like
• Give them time in class to fill out note cards
• Confer with each student about what they are writing
• Have them compare what they are writing with each other
• When finished have them work on Save the Last Word – get from Dacy
• Next Unit: Chemistry

• Most students note cards and the important pieces of information on them needed for the test
• It forced them to take time to look through their scientific principles and notes to study
• Next time make sure they are recording scientific principles throughout the unit
• Possibly do not give them exact question however, make study guide and allow them to use note cards to take notes as a form of studying

Explicit Examples in Student Work (when applicable):