3a. Planning

Here are the Google Slides from our June 30, 2020 presentation.

3. A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student.

Achievement of this competency is demonstrated by indicators such as:

(a) planning and designing learning activities that:

• address the learning outcomes outlined in programs of study;

• reflect short, medium and long range planning;

• incorporate a range of instructional strategies, including the appropriate use(s) of digital technology, according to the context, content, desired outcomes and the learning needs of students;

• ensure that all students continuously develop skills in literacy and numeracy;

• communicate high expectations for all students;

• foster student understanding of the link between the activity and the intended learning outcomes;

• consider relevant local, provincial, national and international contexts and issues;

• are varied, engaging and relevant to students;

• build student capacity for collaboration;

• incorporate digital technology and resources, as appropriate, to build student capacity for: - acquiring, applying and creating new knowledge; - communicating and collaborating with others, - critical-thinking; and - accessing, interpreting and evaluating information from diverse sources;

• consider student variables, including: - demographics, e.g. age, gender, ethnicity, religion; - social and economic factors; - maturity; - relationships among students; - prior knowledge and learning; - cultural and linguistic background; - second language learning; - health and well-being; - emotional and mental health; and - physical, social and cognitive ability;

• support development of conceptual relationships (deep learning) and include an opportunity to transfer foundational knowledge and skills;
• include daily lesson plans completed at least two days in advance;
• include long range plans within the first 30 days of the school year/semester and an outline in the first two weeks;
• include preparation of teaching materials in advance of the lesson;

Overall, Horizon School Division teacher planning documents are expected to include details of:

• timelines,
• differentiation,
• direct reference to specific learner outcomes,
• accommodations/modifications/adaptations for students with identified needs,
• ties to literacy and numeracy skills (as per progressions),
• approaches consistent with the Horizon Instructional Model,
• a variety of assessment methods including formative assessment attached to outcomes,
• the types of evidence that will be used to assess student learning.

Additional tools to consider when planning:

1. review information and tools available on the Horizon Teacher Tools website

2. building assessments in Students Achieve

Horizon Staff University provides tutorials on how to use our gradebook "Students Achieve" as well as "FreshGrade"

3. incorporate Horizon resources found on Horizon Common drive

4. incorporate digital resources with links to Alberta curriculum

5. set up your Google Drive and/or Google Classroom.

6. Revisit the July Planning Session Slide Deck.