Planning for Student Learning
Planning for Student Learning
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Educators who work with a student-centered learning framework may:
develop the end assessment (how will we know they learned it?) first
match learning targets to assessment so that students reach goals (What do we want students to know?)
plan for learning opportunities and formative assessments
measure learning and next steps to respond (extend or intervene)
Beginning of Each Day
Beginning of Each Day
The first 10 minutes of class are key.
The first 10 minutes need to revolve around a learning target. The example below is for science, but the concept is the same for every subject... Understanding what you want students to do that day must be clear and communicated--and designed ahead of time in conjunction with data and TEKS-based.
Do you have a hook? What do your warm-ups look like?
End of Each Day
End of Each Day
The last 10 minutes of class are key to assessing whether or not students understood the learning target...it can be formal or informal, but it provides key data to determine the next learning target.
Opening Activity Resources
Opening Activity Resources
Work Session - During the Day
Work Session - During the Day
Act, Observe, Reflect
Act, Observe, Reflect
playlist2017_2018jan2018.pdfcooperativelearningactivities.pdfFacilitatingtheUnderstandingofDEPTHandCOMPLEXITY.pdfVoss-High-Level-Differentiated-Questioning-with-Depth-and-Complexity-Icons.pdfCognitive Apprenticeship.pdfMetacognitive:ACCOUNTABLE TALK Stems - Handout_REDESIGNpdf.pdfthinking_stems_onepager.pdfClosing - End of the Day
Closing - End of the Day
Reflect on Meaning and Sense Made
Reflect on Meaning and Sense Made
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