a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. Organize your response: What the students are Students Related content already Related skills students learning to do related to learned already have the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners b. Personal/cultural/community assets related to the central focus—What do you know about your and language backgrounds and practices, and interests? students’ everyday experiences, cultural Organize your response: everyday interests Students’ Students’ cultural Students’ cultural Students’ Students experiences related and language and language related to the learning to the learning backgrounds related practices related to segment segment to the learning the learning segment segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners Notes: Stay positive discuss your – students’ assets Keep the learning segment in mind only discuss student assets related to the learning segment –
a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. Organize your response: Students Related content already learned Related skills students already have What the students are learning to do related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? Organize your response: Students Students’ everyday experiences related to the learning segment Students’ cultural and language backgrounds related to the learning segment Students’ cultural and language practices related to the learning segment Students’ interests related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners Notes: Stay positive – discuss your students’ assets Keep the learning segment in mind – only discuss student assets related to the learning segment
High-School-Math-Thinking-Organizer.docx