TEACHING/LEARNING/ASSESSMENT STRATEGIES



Planning Model (The Third Column)

This example of a planning model represents a sampling of possible learning contexts that may take place during inquiry. It reflects the Model of Explicit Instruction (see Chapter 2) and allows for a variety of entry points for both students and teachers.

Planning with the end in mind, teachers may target three to five learning outcomes from selected Foundation for Implementation documents to guide formative assessment. The targeted learning outcomes may shift as the inquiry evolves and as students and the teacher reflect on the learning journey and plan for summative assessment.

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|Instruction: Learning, Teaching, and Assessment Strategies |

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|Activating: How will I find out what students already know? / What will I see and hear? |

|Inquiry Process |

|Inquiry Stage |Teacher-Led |Shared / Negotiated |Student-Led |

| | | |(Class, Group, or Individual) |

|Activating: |Teacher: |Teacher and students: |Students: |

|Choosing a theme or topic. |chooses topic(s) from content subject|negotiate a topic for class, group, |choose a topic to support learning |

| |for class, group, or individual |or individual inquiry |goals |

| |inquiry |collect resources |suggest and collect resources |

| |collects resources | |Teacher: |

| | | |supports student needs and goals |

| | | | |

| | | |( Think about making connections |

| | | |between students’ topics and the BIG |

| |( Think about putting topics into a |( Think about putting topics into a |ideas in curricula. |

| |curricular context. For example, the |curricular context. For example, the | |

| |general learning outcomes (GLOs), |GLOs, clusters, and strands suggest | |

| |clusters, and strands suggest BIG |BIG ideas from which topics can be | |

| |ideas from which topics can be |derived. | |

| |derived. | | |

|Planning NOTES | | | |

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|Identifying and recording |Teacher: |Teacher: |Students: |

|prior knowledge. |leads brainstorming, K-W-[L], mind |guides brainstorming, K-W-[L], mind |choose a strategy such as K-W-[L], |

| |map, web… with whole class |map, web… with whole class |mind map, web… |

| | | | |

| | |Students: |Teacher and students: |

| | |engage in brainstorming, K-W- [L], |reflect on prior knowledge to |

| | |mind map, web… in groups or |identify learning needs and plan for |

| | |individually |inquiry |

| | | | |

| |(Think about: |(Think about: | |

| |assessing prior knowledge to |involving students in assessing |(Think about: |

| |determine instructional needs |prior knowledge to determine learning|students’ reflections on their prior |

| |setting learning goals |goals and instructional needs |knowledge and learning goals to |

| | | |determine instructional needs |

| |(For information on differentiating | | |

| |instruction, see Chapter 4.) |(See Chapter 4.) | |

| | | |(See Chapter 4.) |

|Planning NOTES | | | |

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continued

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|Instruction: Learning, Teaching, and Assessment Strategies (continued) |

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|Activating: How will I find out what students already know? / What will I see and hear? |

|Inquiry Process |

|Inquiry Stage |Teacher-Led |Shared / Negotiated |Student-Led |

| | | |(Class, Group, or Individual) |

|Activating: (continued) |Teacher: |Teacher and students: |Students: |

|Asking initial questions. |leads questioning for the inquiry |generate questions |generate own questions |

| | | | |

| |( Think about: | | |

| |assessing prior knowledge, curiosity,|( Think about: |( Think about: |

| |and questioning to plan for |engaging students in assessing prior |monitoring students’ reflections on |

| |instruction and resources. |knowledge, curiosity, and questioning|prior knowledge, curiosity, and |

| | |to plan for instruction and |questioning to facilitate next steps |

| | |resources. |and resources. |

|Planning NOTES | | | |

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|Exploring and selecting |Teacher: |Teacher and students: |Students: |

|primary and secondary |assesses students’ knowledge base |reflect on what students know |reflect on what they know to |

|sources. |plans field trip |reflect on sources they will need |determine sources they will need |

| |invites “experts” |plan field trip | |

| |provides a text set |invite “experts” |Teacher and students: |

| | |build a text set |plan field trip |

| | | |invite “experts” |

| | | |collaborate to plan for and gather |

| | | |sources |

| | |(Think about: | |

| |(Think about: |strategic teaching |(Think about: |

| |strategic teaching |involving the community |strategic teaching |

| |involving the community |involving students as “experts” |involving the community |

| |involving students as “experts” |collecting a variety of texts, such |involving students as “experts” |

| |collecting a variety of texts, such |as picture books, magazines, |collecting a variety of texts, such |

| |as picture books, magazines, |journals, videos, software… |as picture books, magazines, |

| |journals, videos, software… | |journals, videos, software… |

|Planning NOTES | | | |

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|Planning for inquiry. |Teacher: |Teacher and students: |Students: |

| |models revision of initial questions |revise initial questions |begin the first steps in constructing|

| |models an inquiry plan for the class |chart an inquiry plan |criteria for “What does quality |

| |to follow |begin to construct criteria with |inquiry look/sound like?” |

| |introduces criteria building for |students by asking, “What does |revise initial questions |

| |quality inquiry by asking, “What does|quality inquiry look/sound like?” |create, share, and assess their |

| |quality inquiry look/sound like?” | |inquiry plan with peers and/or the |

| | | |teacher |

| |(Think about: | | |

| |differentiating for learning styles, |(Think about: |(Think about: |

| |skills, reading ability… |differentiating for learning styles, |differentiating for learning styles, |

| | |skills, reading ability… |skills, reading ability… |

|Planning NOTES | | | |

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continued

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|Instruction: Learning, Teaching, and Assessment Strategies (continued) |

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|Acquiring: How will I facilitate student inquiry? / What learning will I see and hear? |

|Inquiry Process |

|Inquiry Stage |Teacher-Led |Shared / Negotiated |Student-Led |

|Acquiring: |Teacher: |Teacher and students: |Students: |

|Gathering, processing, and |suggests some specific sources to |choose appropriate sources to answer |choose appropriate sources to answer |

|recording information. |answer students’ questions |their questions |their questions |

| |models and guides students’ use of | |choose appropriate strategies for |

| |appropriate strategies for processing|Teacher: |processing and recording |

| |and recording |models or guides students’ use of | |

| |models the shift from initial to |appropriate strategies for processing|Teacher: |

| |guiding questions |and recording |monitors students’ choices |

| | |models or guides students’ shift from|monitors students’ shift from initial|

| | |initial to guiding questions |to guiding questions |

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| |(Think about: |(Think about: |(Think about: |

| |guiding students to identify assumed |guiding students to identify assumed |facilitating students’ identification|

| |prior knowledge and gaps in |prior knowledge and gaps in |of assumed prior knowledge and gaps |

| |information |information |in information |

| |modelling reflections on learning to |guiding students’ reflections on |facilitating students’ reflections on|

| |focus inquiry plan(s) |their learning to focus their inquiry|their learning to focus their inquiry|

| | |plans |plans |

|Planning NOTES | | | |

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|Focusing the inquiry. |Teacher: |Teacher and students: |Students: |

| |suggests possibilities for a |brainstorm for possible culminating |propose a possible culminating |

| |culminating performance, |performances, demonstrations, or |performance, demonstration, or |

| |demonstration, or product |products |product |

| |suggests/guides an action plan for |collaborate to choose or create an |choose or create an action plan |

| |the class, groups, or individuals to |action plan |choose sources to answer guiding |

| |follow |choose sources to answer guiding |questions |

| |models answering of guiding questions|questions | |

| |using appropriate sources | |Teacher: |

| | | |monitors students’ choices |

| | | | |

| |(Think about: | |(Think about: |

| |students’ learning goals |(Think about: |facilitating students’ reflections on|

| |assessment criteria |guiding students to reflect upon |learning goals and assessment |

| |differentiating for learning styles, |learning goals and assessment |criteria, learning styles, multiple |

| |multiple intelligences, skills, |criteria |intelligences, skills, interests… |

| |interests… |differentiating for learning styles, | |

| | |multiple intelligences, skills, | |

| | |interests… | |

|Planning NOTES | | | |

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continued

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|Instruction: Learning, Teaching, and Assessment Strategies (continued) |

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|Applying: How will I/they know what they have learned? / What quality of learning will I/we see and hear? |

|Inquiry Process |

|Inquiry Stage |Teacher-Led |Shared / Negotiated |Student-Led |

|Applying: |Teacher: |Teacher and students: |Students: |

|Planning to express learning.|models/guides planning of |plan performance, demonstration, or |plan performance, demonstration, or |

| |performance, demonstration, or |product for audience |product for audience and follow |

| |product for audience |negotiate assessment criteria based |action plan(s) |

| |models/guides development of |on learning goals and a quality |develop assessment criteria based on |

| |student-generated criteria for a |performance task |their learning goals and a quality |

| |quality performance task | |performance task |

| | | | |

| | | |Teacher: |

| | | |monitors students’ decision making: |

| | | |students’ learning goals, processes, |

| | | |foci, reflections, criteria… |

| | | | |

| | | |(Think about |

| | |(Think about |facilitating student decision making |

| |(Think about |guiding or facilitating students’ |regarding form, purpose, audience, |

| |monitoring students’ progress: |decisions regarding form, purpose, |timeline, presentation… |

| |students’ learning goals, processes, |audience, timeline, presentation… |reflecting on targeted SLOs and |

| |foci, reflections, use of criteria |reflecting on targeted SLOs and |students’ learning goals for |

| |for assessment… |students’ learning goals for |assessment |

| |reflecting on targeted specific |assessment | |

| |learning outcomes (SLOs) for student | | |

| |success | | |

|Planning NOTES | | | |

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|Creating performance(s)/ |Students: |Students: |Students: |

|demonstration(s)/ product(s).|apply learning to create a |apply learning to create a |synthesize learning to create a |

| |performance, demonstration, or |performance, demonstration, or |performance, demonstration, or |

| |product |product |product |

| | | |revise criteria for clarity |

| |Teacher and students: |Teacher and students: | |

| |revise criteria for clarity |revise criteria for clarity | |

| | | |Teacher: |

| |Teacher: |Teacher: |monitors students’ needs: resources, |

| |provides supports or scaffolding for |guides and monitors students’ needs: |time, instruction, reflection… |

| |success |resources, time, instruction, | |

| | |reflection… | |

| | | |(Think about |

| | |(Think about |using a workshop format |

| |(Think about |using a workshop format |providing ongoing feedback and |

| |using a workshop format |providing ongoing feedback and |assessment |

| |providing ongoing feedback and |assessment |recording focused observations |

| |assessment |recording focused observations | |

| |recording focused observations | | |

|Planning NOTES | | | |

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continued

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|Instruction: Learning, Teaching, and Assessment Strategies (continued) |

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|Applying: How will I/they know what they have learned? / What quality of learning will I/we see and hear? |

|Inquiry Process |

|Inquiry Stages |Teacher-Led |Shared / Negotiated |Student-Led |

| | | |(Class, Group, or Individual) |

|Applying: |Students: |Students: |Students: |

|(continued) |share learning with audience |share learning with audience |share learning with audience |

| | | |do self-assessment and peer |

|Celebrating and reflecting. | | |assessment, using criteria |

| | | |reflect and think about new learning |

| | | |goals |

| | | | |

| | | |Teacher: |

| |Teacher: |Teacher: |assesses and reflects on learning |

| |models/guides students’ |guides students through |facilitates setting of new learning |

| |self-assessment and peer assessment, |self-assessment and peer assessment, |goals |

| |using criteria |using criteria | |

| |assesses and reflects on learning |assesses and reflects on learning | |

| |models/guides setting of new learning|models/guides setting of new learning| |

| |goals |goals | |

| | | | |

| | | |(Think about: |

| |(Think about: |(Think about: |celebrating students’ learning: |

| |celebrating students’ learning: |celebrating students’ learning: |praise, reflection, Gallery Walk… |

| |praise, reflection, Gallery Walk… |praise, reflection, Gallery Walk… |Grades 6 to 8: facilitating students’|

| |Grades 6 to 8: using |Grades 6 to 8: guiding students in |development of a rubric from their |

| |student-generated criteria to |developing a rubric from their |criteria for summative assessment(s) |

| |develop rubric for summative |criteria for summative assessment(s) | |

| |assessment(s) | | |

|Planning NOTES | | | |

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REFLECTIONS:

BLM 13

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