Reflecting on practice

1. I can almost see itThat dream I am dreamingBut there's a voice inside my head saying"You'll never reach it"Every step I'm takingEvery move I make feelsLost with no directionMy faith is shakingBut I gotta keep tryingGotta keep my head held highThere's always gonna be another mountainI'm always gonnawanna make it moveAlways gonna be a uphill battleSometimes I'm gonna have to loseAin't about how fast I get thereAin't about what's waiting on the other sideIt's the climbThe struggles I'm facingThe chances I'm takingSometimes might knock me downBut no, I'm not breakingI may not know itBut these are the moments thatI'm gonna remember most, yeahJust gotta keep goingAnd I, I got to be strongJust keep pushing on'Cause there's always gonna be another mountainI'm always gonnawanna make it moveAlways gonna be a uphill battleSometimes I'm gonna have to loseAin't about how fast I get thereAin't about what's waiting on the other sideIt's the climb, yeah!There's always gonna be another mountainI'm always gonnawanna make it moveAlways gonna be an uphill battleSomebody's gonna have to loseAin't about how fast I get thereAin't about what's waiting on the other sideIt's the climb, yeah!Keep on moving, keep climbingKeep the faith, babyIt's all about, it's all about the climbKeep the faith, keep your faith, whoa

2. Reflecting on practice Headin’ home…

3. Your wordle

4. At your table, spend 5 minutes discussing… What you find notable What you find surprising What you find missing

5. Responses to: What you find notable What you find surprising What you find missing

6. Week 1 Setting the stage

7. Identifying goals

8. Moving on from student error

9. What are your students telling you?

10. Match goals with instruction and activities

11. We looked at your feedback

12. Discovered goals need to be clearly expressed to students

13. Your activities need to allow student thinking to surface

14. Need to engineer effective classroom discussions and learning tasks

15. Information can come from non-Mathematical means

16. Discovered the need for tools… how, how, how?

17. What are you still thinking about now?

18. Week 2 Building with the 5 NonNegotiables

19. Minute by minute, Day by Day

20. A deep task … looking at student responses deeply

21. Collecting information about students’ understanding and behavior

22. Matching goals with checkpoints and with end tasks

23. Receiving feedback on your planning from peers

24. I observe … I believe, I wonder

25. This could be a video of your class…

26. Collection information in a new way

27. Doug Corey from BYU

28. Students (and teachers) need to struggle

29. Principles of effective instruction

30. What is the one tool or technique of formative assessment you will use next year?

31. Are you helping your students by using it? How will you know?

32. Week 3

33. The Assessment Pattern versus the Formative Assessment Cycle

34. Students using online self-assessment tools

35. Electronic environments for student learning

36. Designing effective questions to uncover student understanding

37. Being a listener … really hear what students are saying or doing

38. Allowing students to grow as independent problem solvers

39. You have two roles: one as teacher, one as learner

40. Music evokes memories, expresses knowledge and inspires

41. Moving from expert to novice

42. Setting a goal

43. Having a supportive community

44. He made his goal public and wrote about his progress & challenges

45. It’s not about trying to do, it’s about doing it.

46. Who will help you climb?

47. Who’s got your back?

48. Who can you rely on?

49. When the going gets tough, how will you keep going?

50. Who will help you when you lose sight of your goal?