Providing Input Sharing Guiding Applying The teacher The teacher The teacher offers The teacher demonstrates, scaffolds support and monitors and models, explains to instruction and encouragement and provides feedback. make begins to provides feedback. Learners comprehensible. As student work. independently learners gain demonstrate proficiency, the Learners engage in progress toward teacher guides them pair and group learning targets in the selection of activities that allow Learners and self-assess authentic text. them to interpret contribute and their progress and express Learners engage begin to work meaning for with the content, with teacher purposes. process input. support. I do We do You do FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching. Into the Classroom: How many ways does the teacher check students’ learning? What are the specific tasks (assessments) that move from do” to do” to do”? “I “We “You Do” Do” Do” “I “We “You What changes in learners’ performance? What changes in teacher’s feedback? Exploring a Balanced Lifestyle Learning Checks Formative Assessments Summative Assessments
Providing Input Sharing Guiding Applying The teacher demonstrates, models, explains to make comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text. The teacher scaffolds instruction and begins to student work. The teacher offers support and encouragement and provides feedback. The teacher monitors and provides feedback. Learners independently demonstrate progress toward learning targets and self-assess their progress Learners engage in pair and group activities that allow them to interpret and express meaning for purposes. Learners contribute and begin to work with teacher support. Learners engage with the content, process input. I do We do You do FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching. Into the Classroom: How many ways does the teacher check students’ learning? What are the specific tasks (assessments) that move from “I do” to “We do” to “You do”? “I Do” “We Do” “You Do” What changes in learners’ performance? What changes in teacher’s feedback? Exploring a Balanced Lifestyle Learning Checks Formative Assessments Summative Assessments
sandrock_handout2017.docx