Maryland TESOL Fall Conference 2019

We know student agency, feedback and explicit teaching of metacognitive strategies are important features for student growth. However, when it comes to english learners and students with IEPs, we struggle with how this looks in application. Worse, we avoid keeping rigor high and expectations of autonomy because we struggle to scaffold to the student's level. I have developed and tried some tools for student goal setting and self-evaluation. I will present my tools, my findings, how I've adjusted my tools since, and give teachers time to analyze at how they fit with their population.