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How to Make "I Can" Statements Work for Your Classroom

"I Can" statements are not for decoration; they are for declaration.
by

Stacy Baysden

on 28 May 2013

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Transcript of How to Make "I Can" Statements Work for Your Classroom

"I Can" statements are not for decoration; they are for declaration. Setting Up Your Week Closing Your Lesson *On Fridays, I hold a brief conference with each of my students. They must "prove" to me that they have met their goals if they haven't already during one of our lessons. I check off their "Look What I Can Do" goal sheet, and it goes home for the parent to sign.

*Students can prove they've met their goals using a variety of methods: a conversation with me, hands-on manipulatives, written assessment, building/constructing, etc.

*I take that info to prepare review groups for the following week. * I decide what objectives from the Common Core or NC Essential Standards should be addressed during the week.

* From those objectives, I derive a smaller learning target that can be taught in one to five lessons.

* Those learning targets are written in kid-friendly "I can" statements that are measurable.

* "I can" statements are shared by reading through them each Monday before any lessons are taught.

*Students are asked to think about how well they know them before any teaching is done. * "I can" statements are displayed in a prominent space in my classroom. When you walk in, you can easily spot them and read them from anywhere in the room.

*Before each lesson, I ask a student to read or recite the "I can" statement for that subject area.

*Any new terminology or extension of a previous goal is discussed and is in a different color than the rest of the "I Can" statement. *As I teach the lesson, I refer
to the "I Can" statement several times to
provide reinforcement of what we are
working towards during the lesson.

*When a student demonstrates that they've got the goal or part of it, I give automatic recognition and ask them to share their learning with others throughout the lesson. *At the end of each lesson, students are asked to self-assess what they know.

*This automatically gives a sense of closure and resolution to our lesson and provides me with automatic feedback with what they know.

*At the top of the self-assessment sheet, students are asked the questions: 1. Where am I going? 2. Where am I now? 3. How can I get there? Finishing the Week How to Make "I Can" Statements the Center of Your Instruction Setting Up Your Lessons Guiding Your Lesson This student changed her mind about this goal in particular because she realized part of the goal was a review from a previous lesson, and she felt she knew that already. At this point in the year, my students can already write six sentences about a topic, but I wanted to draw attention to the new skill that we would be learning this week to enhance our six sentences, sparkle words. Sparkle words are written in a contrasting color, so that students' attention is focused immediately on that part of the goal. If I am reviewing a previously taught skill, there will be an "I have" statement added, so that students will know they will be responsible for demonstrating that they can still do that skill. This student was the first student who was able to demonstrate making this object balance, and he shared his learning with the rest of the class using our document camera and Smartboard. Notice the terminology is the same as the self-reflection sheet. When writing the "I can" statements on the weekly progress report, I will provide clarification or examples of what I am looking for because this is specifically for parents.
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