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Learn how to use learning goals and success criteria to help support student inquiry in your classroom. inquiry based learning | activities | projects

Talking Inquiry – Learning Goals and Success Criteria

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Does the thought of assessing inquiry keep you up

Does the thought of assessing inquiry keep you up at night?⁠
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I totally get that! There is a lot to prepare!⁠
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In the newest episode of Teaching with Madly Learning, I am talking all about how you can assess inquiry effectively without doubling or tripling your workload.⁠
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I am confident that the ideas, tips, and tricks that I have will help you.⁠
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If you are ready to release the overwhelm and start assessing inquiry more effectively, listen on your favorite podcast platform!⁠

Online learning....here we go again. ⁠ ⁠ I am

Online learning....here we go again. ⁠
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I am as ready as I will ever be. ⁠
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How do you set up your workspace?⁠

When I first had to do remote teaching last year,

When I first had to do remote teaching last year, I was anxious and overwhelmed. ⁠
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I was desperate to do everything perfectly. So I made all the slides, went over the top on the bitmoji classrooms, and killed too many personal hours in front of the laptop screen prepping and planning. ⁠
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But you know what? All of these things were just distractions from what really needed to happen. I just needed to teach, even if it wasn't perfect, even if I had tech problems. ⁠
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I’m so happy that I stopped wasting time and just DID it. Now, as we enter the third school closure, I feel more prepared to make the best of it and get it done.

Oh friend, you’re going to want to stop scrollin

Oh friend, you’re going to want to stop scrolling, because I'm about to blow your mind! You ready?⁠
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I've been saying for ages that I can save you time and trouble with our simple graphic organizers that are available in both print and DIGITAL versions⁠
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They will help to take you from stressed to streamlined with our FREE 30+ Graphic Organizers.⁠
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How can I help YOU?

I should’ve seen this coming… Ever since I was

I should’ve seen this coming… Ever since I was young, I’ve been stubborn and independent, always choosing to take the road less traveled even if it meant doing it the hard way.1) I have never been satisfied with the answer 'just because', just ask my math teachers or my own parents. I can be down right annoying at times.
2) I didn't go to university right away after high school. I instead went to college first to gain my diploma as a CYW. Taking seven years to finish post secondary instead of 5.
3) I decided that instead of renting my own place when going to university I would buy a condo (with my now hubby) and work full time through university to pay for my share of the bills.So it comes as no surprise that when I started teaching, I was never satisfied with just using what I had. I always need to make it better or make it my own. It's probably what drove me to start Madly Learning all while I was having three kids and teaching full time.Or why I create resources that tackle the big complex problems teachers face like how to spiral your literacy program integrating reading and writing together, or how I create split grade units that help teachers teach two grades at once.What is it about you that you should have seen coming...

This chart changed things in my classroom. ⁠ ⁠

This chart changed things in my classroom. ⁠
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To say my students struggled with understanding and evaluating how they were doing was an understatement. ⁠
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What I wanted was for them to self-assess their understanding of a lesson or a concept accurately. We made this chart together to help them understand what successful understanding looked like and felt like. ⁠
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But we took it a step further and talked about what we should do when we were at red, orange or green. We also talked about how learning new things felt. That we often all started at red and that our path to green was never going to be the same as the person next to us. ⁠
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We used this in math, language, art, science...everywhere. ⁠
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This helped students understand that you didn't have to stay in one area. ⁠
Everyone had the capacity to grow and learn. ⁠
Not compare themselves to others. ⁠
Your green was someone else's red and vice versa. ⁠
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What do you do to help your students self assess?

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