16:03:06 From Susan Ballard : All set with chat! 16:04:08 From Swift : Charlie Swift 16:04:17 From Lisa Petrie : Lisa Petrie, Librarian Souhegan High School 16:04:22 From lindahedrick : Linda Hedrick 16:04:26 From ncarle : Nathan Carle- Souhegan High School Physics teacher 16:04:29 From Gail March : Gail March, NH Coordinator for SLASL 16:04:30 From Beverly Tedeschi : Beverly Tedeschi Plymouth Regional HS Biology Teacher 16:04:31 From Alaura Carson : Alaura Carson - Making Community Connections Charter School - Mathematics 16:04:35 From jpayeur : Jessica Payeur, Londonderry High School, Librarian 16:04:36 From mary sohm : Mary Sohm Londonderry High Biology 16:04:39 From Kaitlyn Palmer : Kaitlyn Palmer Granite State College (working with Manchester) Library Media Specialist student 16:04:40 From Caitlin : Caitlin, Biology teacher Manchester Memorial 16:04:41 From lindahedrick : LMS Manchester Memorial High School 16:04:41 From Kim : Kim Carter, Making Community Connections Charter School, CEO/School Librarian 16:04:43 From Swift : Charles Swift, Physics/Engineering teacher, Souhegan High School 16:04:49 From Susan Ballard : Susan Ballard, Granite State College. Program Director MSSL 16:05:15 From jpayeur : I haven't seen Mary Sohm all week! I miss her! 16:05:32 From mary sohm : :-) 16:06:10 From Swift : I wonder how to make my students engage with the content? 16:06:16 From ncarle : What defines success? Knowledge? Skills? Passion? 16:06:17 From Alaura Carson : What will draw my students in and help them engage with the anchor text? 16:06:39 From Kim : What sparks inquiry? 16:06:51 From Kaitlyn Palmer : (I don't have students just yet, mostly here observing. :-) ) 16:07:00 From Lisa Petrie : How can I ensure that this experience feels authentic? 16:07:01 From Caitlin : What will make my students interested in learning more from the text 16:07:19 From jpayeur : What will light the fire in my students to want to learn more about the topic we have chosen? 16:07:23 From mary sohm : What will my students find meaningful? 16:07:25 From lindahedrick : I wonder how the students will embrace this 16:08:00 From Lisa Petrie : What can we do to make sure that difficult content is accessible to all students? 16:08:06 From Beverly Tedeschi : Will my students be successful? 16:09:50 From Amee Godwin : Kaitlyn, you’re in a unique place - what might you wonder or want to know about students at Linda and Caitlyn’s school, to bring you closer into the process? 16:13:02 From Kim : Can we use the CCSS math standards? 16:15:01 From egaides : Tips for someone who is online but can not hear anything? I can hear and see. Ethel 16:15:11 From Kaitlyn Palmer : Amee, I'd definitely be interested in learning whether the students at Linda's and Caitlin's school are open to this process or if they're more hesistant. 16:15:41 From egaides : Thanks! I will let them know. 16:20:35 From Kim : no one right answer 16:20:43 From Susan Ballard : EQ's have no pat answers. 16:20:45 From Beverly Tedeschi : Broad and allow for more than one answer 16:20:49 From mary sohm : Requires students to think and give an opinion 16:20:56 From ncarle : Essential questions can be answered many ways and develop sub-essential questions. 16:20:57 From egaides : Open ended questions 16:21:04 From jen : Open Ended questions with no specific “correct” answer - enables deep discussion 16:21:12 From Caitlin : Open ended, there is not one answer 16:21:22 From Kim : requires analysis and synthesis 16:21:39 From Lisa Petrie : A good essential question leads to the development of a few sub-questions. 16:21:53 From jen : One second, I’m eating dinner :) 16:21:55 From lindahedrick : something that helps students relate to real life experiences 16:21:57 From Lisa Petrie : Cannot be answered with a "yes" or no". 16:22:00 From Swift : Forces the student to think deeper about the question and wonder what a possible answer could be. 16:22:08 From Alaura Carson : There are muliple answers to an essential question. It should be thought provoking and require students to be able to defend their answers/reasoning to the essential question. 16:22:14 From Kaitlyn Palmer : The essential questions seem to open up to the possibility of varying answers. 16:22:49 From Kaitlyn Palmer : Less factual and more opinated. 16:22:53 From Kaitlyn Palmer : opionated* 16:23:09 From jpayeur : critical thinking questions, make students think 16:23:27 From Kaitlyn Palmer : I'm sorry I can't type. Opinionated* 16:24:01 From Kim : personal answer to EQ requires evidence 16:26:34 From ncarle : The ability for students to demonstate their knowledge in multiple ways 16:26:38 From Kim : cite evidence, build argument, apply knowledge 16:26:40 From Kaitlyn Palmer : I'm honestly unsure what you mean by this question... 16:26:44 From Alaura Carson : project based 16:26:45 From Swift : Students have freedom of choice as a part of assessment 16:27:05 From Beverly Tedeschi : project based; open response questions 16:27:49 From Caitlin : Find evidence, use literary skills, open ended discussion or reflection 16:27:54 From jpayeur : writing component that allows students to explain what they know...sketches and drawings to go with the writing, projects that show that students understood the content...it will be open! 16:27:58 From Kaitlyn Palmer : That makes sense, and the other answers are helping, too, thank you. 16:28:10 From jen : The assessment should be tied to the EQ and require students to use their critical thinking skills 16:28:20 From Kim : Summative assessment will include student’s considered, developed, thoughtful response to EQ 16:29:20 From lindahedrick : it may be open-ended 16:29:22 From Kaitlyn Palmer : I can definitely understand what you mean by that...I'm in the midst of doing the PRAXIS exams and I've found that the multiple choice/timed test is more nerve wracking and doesn't feel like I'm entirely proving my abilities. So I suppose my suggestion would be for the assessments to not be timed and perhaps vary based on how the students feel comfortable showing they've learned. 16:29:31 From Amee Godwin : demonstrated skills in close reading - backing up a claim they make themselves w/ evidence drawn from the text 16:29:50 From egaides : PBL and engagement of students higher Bloom’s T. 16:32:29 From jen : They start with phrases like “will be able to do” or “will understand” 16:32:33 From ncarle : Good ones are easily understood and get to root of what students need to know and how they will demonstrate it 16:32:45 From Kim : understandable by the students; clearly articulate what students need to DO; and are measurable 16:32:45 From Alaura Carson : it states what the student can do as a result of the lesson 16:32:48 From Swift : They are clear and describe what the assessment need to be assessing 16:32:56 From mary sohm : Student learning objectives should be understood by the students! 16:32:57 From Lisa Petrie : They should clearly identify what students should do, and how they will do it. 16:33:04 From jpayeur : Students should be able to say "I can"... 16:33:29 From jen : They quickly and concisely let the kids know what the lesson or unit contains 16:33:34 From Kaitlyn Palmer : These remind me of the objectives that are in the beginning of a syllabus. I think it prepares students for what to expect. 16:33:49 From lindahedrick : They should be clear and easy for the students to understand 16:34:11 From Caitlin : They will explain what and how is going on. The students will then be able to demonstrate the skills and students should be able to follow it 16:34:30 From Kim : Mmmm… scaffolding is GOOD! 16:38:10 From Kaitlyn Palmer : I'm sorry I'm unfamiliar with Blooms that's being referenced... 16:38:49 From Kim : Here’s a link for Bloom’s https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ 16:39:01 From Kaitlyn Palmer : Thank you. Sorry to interrupt. 16:39:13 From Kim : sorry, librarian… can’t help it ;-) 16:39:43 From Susan Ballard : Kaitlyn - Bloom's is a learning theory. 16:42:33 From Kim : the LO asks the student to evaluate the claim while the Literacy standard asks student to evaluate (assess) the reasoning and evidene 16:43:27 From jen : It sounds like the same thing to me…. 16:43:37 From Kim : flip sides of the same coin 16:44:00 From Caitlin : They both ask to use evidence from text to evaluate or assess the topic 16:44:00 From Kim : by which I mean part to whole, whole to part 16:44:50 From egaides : Assessment … how … leads questions … 16:45:32 From Kaitlyn Palmer : The standard builds on the objective? 16:45:39 From Kim : is it evaluate the claim by assessing the extent to which the reasoning and evidence support 16:45:43 From Alaura Carson : should the student use other texts as well to evaluate the claim that the author has made? 16:46:36 From Lisa Petrie : Have we asked the students to identiy the reasoning and evidence? 16:47:25 From Kim : Nice, I like the clarity of that scaffolding. It can be hard to unpack what we do automatically 16:48:37 From Kaitlyn Palmer : I feel like the learning objectives have to be very tailored to one class, but these are units that are being used across lots of different classrooms? 16:50:37 From egaides : Thanks! 16:50:42 From Kim : Thank you 16:50:43 From Swift : Thanks 16:50:52 From jen : Thank you 16:50:54 From Beverly Tedeschi : Thank you 16:50:57 From Kaitlyn Palmer : Thank you 16:50:58 From mary sohm : Thank you! 16:51:10 From jpayeur : thank you! 16:51:15 From Emelia : Thank you! This was incredibly helpful. 16:51:15 From Gail March : Zoom is free, so it may be a way to connect over the February vacation. 16:51:21 From Lisa Petrie : Thanks so much, Joanna! SLOs are hard! We are tempted to work ahead. 16:51:38 From lindahedrick : Thank you! 16:51:42 From jpayeur : thanks gail...good to know 16:53:08 From Kaitlyn Palmer : I was thinking of your saying that in some instances you'd tell the students the claim vs they have to find the claim, so is it better to have more info in there and let other teachers take some away? 16:53:22 From Lisa Petrie : Thanks, again! 16:53:41 From Kaitlyn Palmer : Ok, that makes sense. Thank you. 16:54:00 From Amee Godwin : Thanks, everyone!! 16:54:05 From Kaitlyn Palmer : Thank you!