to the learning to the learning Students’ practices Students’ interests segment segment related to the related to the learning learning segment segment Class as a whole Students with IEPs Students with 504 plans 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 – 3. Supporting Students’ History/Social Studies Learning Explain how your understanding of your students’ prior learning and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Organize your answer: Chosen learning task Associated student Why did you make What research How does the or material (or learning or asset this choice? supports this choice? research support this adaptation of either) choice?
to the learning segment to the learning segment Students’ practices related to the learning segment Students’ interests related to the learning segment Class as a whole Students with IEPs Students with 504 plans 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 3. Supporting Students’ History/Social Studies Learning Explain how your understanding of your students’ prior learning and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Organize your answer: Chosen learning task or material (or adaptation of either) Associated student learning or asset Why did you make this choice? What research supports this choice? How does the research support this choice?
Secondary-History-Social-Students-Thinking-Organizer.docx