unit 2: standardized tests DIFFERENTIATION SUGGESTION You can choose the " fish " for your fishbowl in a number of ways: * Ask two students to play the role of Teacher and Student. * Ask one student to play the role of Student, and you play the role of Teacher. * Ask another adult to join you in the classroom to play the role of Student while you play the role of Teacher. whole group discussion: fishbowl debrief (5-10 minutes) OBJeCtiVe: STUdEnTS Will EVAlUATE An ACAdEmiC ChECk-in RolE PlAY. When you are done role-playing, ask the " cats " to share out what they observed during the fishbowl. Ask: * What did the STUdEnT do before the check-in to prepare? What did the TEAChER do? * What did you notice the STUdEnT doing during the check-in? What did you notice the TEAChER doing? * What will the STUdEnT do after the check-in? What will the TEAChER do? Then, ask: * do you think this sort of check-in will be valuable? Why or why not? * What will be important to keep in mind during check-ins? independent practice: one-on-one check-ins and individual reflection (10-20 minutes) OBJeCtiVe: STUdEnTS Will moniToR PRoGRESS ToWARd GoAlS USinG EVidEnCE. Pass out copies of the academic Check-in graphic organizer and have students staple it to their report card (or progress report or transcript). Tell students that they should begin filling in the graphic organizer to prepare for their check-in. once they are done, they can begin drafting their new goals in the " academic Goals, revisited " handout While they are working, you will come around and have one-on-one check-ins, just like the one they observed in the fishbowl. summary: next steps (5 minutes) OBJeCtiVe: STUdEnTS Will REFlECT on PRoGRESS And REViSE GoAlS ACCoRdinGlY. After you have met with every student or when class is over, have students hold on to their graphic organizers and report cards (or progress reports or transcripts). Ask students: * how many of you met all of your academic goals? how many of you exceeded your goals? Remember that part of self-advocacy is celebrating your achievements. * how many of you need to make some changes in order to meet your goals? What changes will you make? Also remember that part of self-advocacy is being flexible and changing your plans based on your progress. * What are our next steps as a class for moving forward on our academic goals? Ask students to recommit to supporting one another for the rest of the year. lESSon 8: ACAdEmiC ChECk-in 69