Students keep track of their own progress on standards, while I keep track of progress on a paper sheet, and update quarterly.
This school year I have decided to streamline the process, adding instructions, embedded video, and rubrics to the slide template students will work in.
By finding a visualization, downloading it, removing specific information (titles, legends, keys, etc.) and displaying it to students, questions emerge.
I have written to annoying lengths about my love for the connection between the 5E Inquiry Learning Cycle and Joseph Campbell's Hero's Journey.
My final "stack of papers" to grade was a shared folder full with our final lab practical reports: a group experiment where students determined the optimal H2-O2 ratio to fill a 2L bottle fo for maximum product upon ignition.
It reminded me how explaining a difficult concept to a novice and expert audience simultaneously requires deep conceptual knowledge, and how listening to such an explanation helps to build simultaneous conceptual and mechanical knowledge of a concept.
Often times a powerful video can simultaneously engage AND demotivate students by "inducing" curiosity, while also explaining the content that underlies the phenomena.
The Google Science Fair designed in such a way that students are inspired to turn their thoughts and ideas into a format that address a gap in the world, and thus, change it!
The most important part of the shifting one's instruction to an inquiry learning cycle approach is challenge of "Calling Students to Adventure", engaging them by strategically sparking their curiosity.