Communicating Learning Goals
Using Assessments
Instructional Practices
Clarity Module 1
Clarity Module 2
100
Name at least two components that are included in clarifying a learning goal
1. Identifying a learning target/goal 2. Providing a scale 3. A plan for monitoring student progress 4. Opportunity to celebrate success
100
What is an assessment?
An assessment is a feedback mechanism for students and teachers.
100
When is direct instruction essential?
When a teacher is presenting new content to students.
100

The factual information associated with the subject

What is declarative knowledge?
100

Represent the knowledge students gain through extended experience and interaction with the content

What are standards?

200
Describe the difference between "status" and "growth" in terms of student learning.
Status refers to a student's score at a particular moment in time. Growth refers to the difference between the student's current and first scores on the topic.
200
Describe a way you might informally assess a whole class.
Answers will vary. Hand signal. Exit ticket. 4 corners activity.
200
What does it mean to present content in "digestible bites"?
Recognizing that when information is new to students, it is best processed in small, understandable increments.
200

The application of the information

What is procedural knowledge?

200

These "frame the planning you need to do for students to reliably learn."

What is a sequence of learning progressions?

300

True or false: Learning goal, learning objectives, and learning target have distinctly different meanings. Explain your thinking.

What is True?  (explain)

300
Are student-generated assessments valuable? Explain your thinking.
Answers will vary. Student-generated assessments provide flexibility to students so they can select the assessment format and form that best fit their personality and preference.
300
Share an instructional strategy that supports students in processing content and increasing comprehension and retention.
Answers will vary. (Jigsaw cooperative learning, Think-pair-share, reciprocal teaching, collaborative processing, perspective analysis)
300

Knowing when the information should be used

What is conditional knowledge?

300

True/False

Learning Progressions and Learning Intentions are the same thing. (Be ready to explain WHY)

What is false?

400
Identify a difference between a rubric and a proficiency scale.
Rubrics tend to be for a specific task while a scale is more general and describes a progression of knowledge.
400

Explain how informal and formal assessments differ.

Answers will vary. Informal assessments provide a barometer of how a student or the class is performing along the progression of knowledge. Informal assessments of a whole class do not typically entail recoding individual scores. Formal assessments provide accurate information about status at a particular point on a specific topic.

400
Differentiate between procedural and declarative knowledge.
Procedural knowledge includes skills, strategies, and processes (example: converting fractions to decimals). Declarative knowledge involves information (example: knowing vocabulary terms).
400

These reveal the factual, procedural and/or conditional knowledge the students need to learn. (content demands)

What are nouns in a standard?

400

Beginning with the end in mind; analyzing the outcome standard and ways in which students will demonstrate mastery of the standard. 

What is backward planning?

500
Explain the purpose of clarifying learning goals to students.
Students understand the progression of knowledge they are expected to learn and where they are along the progression.
500

Three strategies for using formal assessments with individual students.

Answers will vary.  Common assessments designed using proficiency scales, Assessments involving short responses,   student demonstrations, student interviews, observations of students, student generated assessments, response patterns.

500
How might 21st-century skills become a more forefront component of teaching and learning practices in our schools>
Answers will vary.
500

Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction and syllable division principles to decode and encode (spell) accurately in isolation and in context.

The words in bold.

What are skills (verbs)?

500

True/False 

Teachers may skip an individual learning progression  based on their knowledge of their students. (Be ready to defend your answer.)

What is true?

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