Unit-Long Reflection and Goal Setting

After each assessment (formative and summative), students add to their unit-long reflection and goal setting document. The document tracks standards covered on each assessment throughout the unit. District selected Power Standards are listed separately on the document for additional focus. Several reflection questions are answered at the end of the unit.

Teacher Reflection

How has this impacted student learning?

• This was used on one of our hardest topics. It gave them a framework/structure to look at the standards and their mastery of those standards. It appeared that they had not reflected like this before. Moving forward, students understand that it’s more about mastering the content rather than just a grade.

How has this impacted student agency and engagement?

• It helps when tutorials or a closed Advisory is scheduled for students to know they need to come. Students had a better understanding of what they needed to work on instead of “I don’t get any of it”. Students who haven’t been targeted for help will stay after or come to advisory to ask about topics they didn’t master. A few students have asked for additional resources on certain topics. Students understand that the pre-assessments aren’t graded but are important.

Would you change anything?

• The reflection sheet has changed a bit over time. It will need to adapt a little bit to fit better with using a single grading category next year but the overall general idea will remain the same.

Do you do anything to differentiate the reflection or the goal setting?

• For SpEd students, the helping teacher can help guide students through it and they may not reflect on all assessments. A checklist of options could be provided.

Which future ready skills does this practice best bolster?

• Embrace Challenges - new strategies, reflecting on their work, switching mindset