Getting students to think about their thinking

  Part 1. Access TEDEd . Take some duration to decipher through the menu of precepts and contribute us after a while your impressions. The aftercited serves to alert your confutation as irrelative to a required “list”: How do the precepts in TEDEd exalt student pledge? What are some ways students are encouraged to reckon environing what they are letters? How do these modes of letters afford twain students and teachers to assess letters? Think of two ways you can weld a TEDEd precept into a ordinary 50-70 detailed assort time. How could you surrender it? How could students bearing it?. Take a behold at the NETS-S standards when addressing this. Share one detail precept you explored as courteous as what you gained from it. Part 2: Linking Rubrics after a while Student Self-Assessment and Goal Setting Chapters 9 and 10 of the Brookhart quotation argue strategies for guiding students for the demands of toll as courteous as enhancement goals. Pairing this instruction after a while what you skilled from viewing the “Be Knowing To” video prune, teach how these strategies not solely help the integration of multiple levels of reckoning for students, but the teacher’s power to assess FOR letters. Brookhart, S. M. (2013). How to make and use rubrics for formative toll and grading. Alexandria,VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com Chapter 9: Rubrics & Formative Assessment: Sharing Letters Targets after a while Students Chapter 10: Rubrics & Formative Assessment: Feedback and Student Self-Assessment    Teaching Channel. (2013). “Be knowing to": A strong thought strategy  Retrieved from https://www.teachingchannel.org/videos/student-goal-setting TEDEd Lessons Price Sharing. (n.d.). Make precepts price sharing about YouTube videos . Retrieved from http://ed.ted.com/series