templates, defined student roles such as recorder or reporter). There is a gradual release of responsibility from teacher to students for the lesson and its outcomes. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Developing Providing Sustaining Evidence Examples of Practice Examples of Practice Examples of Practice Opportunities for students to apply new knowledge and content are embedded in the lesson. Students learn and Application of learning is integrated into lesson Students their learning, engage in problem practice skills and design. solving, and make real-world connections. procedures. Application of new knowledge in problem-solving Students express an understanding of what they Application of learning is situations (not just skills/procedural knowledge) is are doing, why, and how the task relates to the not evident in lesson evident in student performance and work lesson objective(s), themes or progression of design or classroom products. learning in the unit. artifacts and/or is not at Students are the opportunity to construct and Work products serve as evidence that students an appropriate of express their understanding to the teacher or have drawn on related content from across rigor. peers through multiple means. disciplines in order to complete the task. Students complete Students generalize learning to unfamiliar Students demonstrate mastery of learning worksheets that do not problems or to approach unfamiliar tasks. through application of knowledge in performance require application of and work products. Student performance and work products conceptual demonstrate progress toward mastery of understanding. concepts. Students are unable to There is evidence of student-initiated learning generalize beyond the (e.g., students pose new problems to be context of the lesson or to apply new knowledge.
templates, defined student roles such as recorder or reporter). There is a gradual release of responsibility from teacher to students for the lesson and its outcomes. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Opportunities for students to apply new knowledge and content are embedded in the lesson. Students learn and practice skills and procedures. Application of learning is not evident in lesson design or classroom artifacts and/or is not at an appropriate of rigor. Students complete worksheets that do not require application of conceptual understanding. Students are unable to generalize beyond the context of the lesson or to apply new knowledge. Application of learning is integrated into lesson design. Application of new knowledge in problem-solving situations (not just skills/procedural knowledge) is evident in student performance and work products. Students are the opportunity to construct and express their understanding to the teacher or peers through multiple means. Students generalize learning to unfamiliar problems or to approach unfamiliar tasks. Student performance and work products demonstrate progress toward mastery of concepts. There is evidence of student-initiated learning (e.g., students pose new problems to be Students their learning, engage in problem solving, and make real-world connections. Students express an understanding of what they are doing, why, and how the task relates to the lesson objective(s), themes or progression of learning in the unit. Work products serve as evidence that students have drawn on related content from across disciplines in order to complete the task. Students demonstrate mastery of learning through application of knowledge in performance and work products.
ImplementationGuide2016.docx