Look-fors in Classrooms and Student Work Learning skills and competencies necessary to attain the questioning, analysis, and understanding impacts the graduate school’s vision of analysis, synthesis, creativity, making knowledge, understandings, transferable skills, connections, and understanding relationships and dispositions necessary for future success critical and creative thinking dispositions, such as independence, flexible using technology in informed, effective, and thinking, and persistence ethical ways disciplinary and interdisciplinary knowledge communicate clearly and creatively deep understanding construct knowledge higher order thinking create inquiry problem-solve application of knowledge and skills to authentic share work with an audience tasks collaboration Teaching interdisciplinary learning, project-based learning, regular and consistent checks for understanding and authentic learning experiences presentation of learning to authentic audiences strategic differentiating and individualizing multiple and varied opportunities over time to purposefully organized group learning demonstrate learning connections to prior knowledge across disciplines consistent, systematic, specific, and timely corrective feedback additional support and alternative strategies opportunities to revise and improve work organizational, grouping, and tiered intervention strategies teacher feedback as well as peer feedback and self-reflection learning that is personalized, relevant, and authentic separate grading/reporting and feedback for work habits and academic skills opportunities for students to determine learning outcomes, set goals and reflect upon the results technology to: student discourse and reflection on learning access, support, document, and supplement student choice, pursuit of personal interests, and learning opportunities for creative expression broaden perspectives locally and globally opportunities to learn in and out of school personalize the pace of learning experiences that are cognitively challenging share work with an audience beyond the a wide range of assessment strategies, including school community formative, summative assessments, and common collaborate digitally to support learning assessments engage in learning beyond the constraints of specific and measurable criteria for success the school building and school day provided to learners prior to assessments
Look-fors in Classrooms and Student Work Learning skills and competencies necessary to attain the school’s vision of the graduate knowledge, understandings, transferable skills, and dispositions necessary for future success dispositions, such as independence, flexible thinking, and persistence disciplinary and interdisciplinary knowledge deep understanding higher order thinking inquiry application of knowledge and skills to authentic tasks questioning, analysis, and understanding impacts analysis, synthesis, creativity, making connections, and understanding relationships critical and creative thinking using technology in informed, effective, and ethical ways communicate clearly and creatively construct knowledge create problem-solve share work with an audience collaboration Teaching interdisciplinary learning, project-based learning, and authentic learning experiences strategic differentiating and individualizing purposefully organized group learning connections to prior knowledge across disciplines additional support and alternative strategies organizational, grouping, and tiered intervention strategies learning that is personalized, relevant, and authentic opportunities for students to determine learning outcomes, set goals and reflect upon the results student discourse and reflection on learning student choice, pursuit of personal interests, and opportunities for creative expression opportunities to learn in and out of school experiences that are cognitively challenging a wide range of assessment strategies, including formative, summative assessments, and common assessments specific and measurable criteria for success provided to learners prior to assessments regular and consistent checks for understanding presentation of learning to authentic audiences multiple and varied opportunities over time to demonstrate learning consistent, systematic, specific, and timely corrective feedback opportunities to revise and improve work teacher feedback as well as peer feedback and self-reflection separate grading/reporting and feedback for work habits and academic skills technology to: access, support, document, and supplement learning broaden perspectives locally and globally personalize the pace of learning share work with an audience beyond the school community collaborate digitally to support learning engage in learning beyond the constraints of the school building and school day
2020_Evidence%20Gathering%20Worksheet.docx