Informal Checks for Formal Checks for Summative Assessment Understanding Understanding How will you know if How will you know if students How will you know if students have got it? students are getting it? are getting it? The quality of student’s I’m going to use the BC writing Student watch, and baseline creative writing standards rubric for assessing their quality of their skills both pre-and post- baseline creative writing skills conversations self/peer edit. Stage 3 – Learning Plan Processing/Learning Activities Designed to Ensure Understanding and Promote Critical Thinking: Examples: A/B partner share, think-pair-share, Socratic seminars, opinion line-ups, See-Wonder-Think, expert jigsaws, tabletop twitter, manipulatives, etc. A/B partner share/edit, eating manipulatives, teacher comments Lesson Format: Components to consider: hook/introduction, body of lesson, closure (bringing the lesson back to the PLOs), timing, transitions and transition activities, materials, methods/strategies/activities, places for differentiation, logistics, etc. Potential Barriers to Success: Might include: engagement, motivation, organization, language ability, exceptionalities, reading level etc. Engagement: This class can struggle with staying on task in small group conversations, but especially in large class conversations. Adaptations: Resources/manipulatives: T. will be allowed to dictate his created paragraphs. L. will be allowed to work with his SEA to try his best to Oreo cookies write descriptive paragraphs. Short story planning sheet Ipads First Nations Principles of Learning: schoology Learning is reflective We’re eventually going to come back to this creative piece later in the semester to see how far the students have come Learning is experiential Students need to experience the cookie as they’re eating it, as well as describe their experience in great detail
Informal Checks for Understanding How will you know if students are getting it? Student watch, and quality of their conversations Formal Checks for Understanding How will you know if students are getting it? The quality of student’s baseline creative writing skills both pre-and post- self/peer edit. Summative Assessment How will you know if students have got it? I’m going to use the BC writing standards rubric for assessing their baseline creative writing skills Stage 3 – Learning Plan Processing/Learning Activities Designed to Ensure Understanding and Promote Critical Thinking: Examples: A/B partner share, think-pair-share, Socratic seminars, opinion line-ups, See-Wonder-Think, expert jigsaws, tabletop twitter, manipulatives, etc. A/B partner share/edit, eating manipulatives, teacher comments Lesson Format: Components to consider: hook/introduction, body of lesson, closure (bringing the lesson back to the PLOs), timing, transitions and transition activities, materials, methods/strategies/activities, places for differentiation, logistics, etc. Potential Barriers to Success: Might include: engagement, motivation, organization, language ability, exceptionalities, reading level etc. Engagement: This class can struggle with staying on task in small group conversations, but especially in large class conversations. Adaptations: Resources/manipulatives: Oreo cookies Short story planning sheet Ipads schoology T. will be allowed to dictate his created paragraphs. L. will be allowed to work with his SEA to try his best to write descriptive paragraphs. First Nations Principles of Learning: Learning is reflective We’re eventually going to come back to this creative piece later in the semester to see how far the students have come Learning is experiential Students need to experience the cookie as they’re eating it, as well as describe their experience in great detail