I regularly and purposefully use appropriate humor effectively while maintaining the focus of instruction.
What is Humour?
100
I regularly and purposefully ask questions that encourage all students to make personal connections to the knowledge and skills.
What is Questioning?
100
I regularly and purposefully re-teach based on the individual needs of all students.
What is Monitoring?
100
I regularly and purposefully give students the opportunity to interact with the outcome(s)/individual learning goals in small chunks that require descriptions, discussions, and predictions.
What is Chunking?
100
Students are regularly engaged in purposeful opportunities to collaborate, debate, experiment, problem solve, investigate, hypothesize and defend their understanding of the outcome(s)/learning goals.
What is Engagement?
200
I regularly and purposefully foster an awareness of citizenship beyond the classroom.
What is Citizenship?
200
Students regularly and purposefully self-reflect on their understanding of the new knowledge and set goals for further learning.
What is Self-Reflection and Goal Setting?
200
I regularly and purposefully utilize additional support when needed.
What is Accommodations, Adaptations & Modifications?
200
I regularly and purposefully revisit and review the outcomes(s)/individual learning goals to ensure understanding.
What is Review?
200
Students regularly and purposefully connect the outcome(s)/learner to relevant real-world context(s).
What is Real World Context?
300
I regularly and purposefully demonstrate concern for student welfare.
What is Culture of Caring?
300
I regularly and purposefully encourage individual interests around the new knowledge.
What is Activating Prior Knowledge?
300
I regularly and purposefully monitor all student progress and provide targeted intervention and support as needed.
What is Monitoring?
300
Students are regularly and purposefully involved with others as they practice or interact with the outcome(s)/individual learning goals.
What is Student Collaboration?
300
I regularly and purposefully provide opportunities for all student to expand their understanding of the outcome(s)/learning goals through tasks which require the use of "higher order" critical thinking skills.
What is Critical Thinking Skills?
400
I regularly and purposefully assist students in taking ownership of their learning.
What is a Facilitator?
400
I regularly and purposefully introduce new knowledge to hook and engage the learner.
What is Engagement?
400
Students actively request to demonstrate their new learning by resubmitting or redoing learning activities.
What is Student Accountability?
400
I regularly and purposefully implement and support students by using a variety of instuctional strategies, including 21st Century skills, to practice the outcome(s)/learning goals.
What is Variety of Instructional Strategies?
400
Students are regularly and purposefully involved with others (physically or virtually) as they deepen their understanding of the outcome(s)/individual learning goals.
What is Collaboration?
500
Students regularly and purposefully take ownership of their learning.
What is Culture of Achievement?
500
I regularly and purposefully gather formative data to inform the next instructional strategies.
What is Formative Data?
500
Students regularly practice purposeful reflection and self evaluation in relation to their learning. Students can identify what they know, what they don’t know, and what they need to do next.
What is Student Reflection?
500
Students regularly and purposefully practice reflection and self-evaluation in relation to the outcome(s)/individual learning goals. All students can identify what they have learned, why they have learned it and where to proceed.
What is Reflection?
500
Learning activities are regularly and purposefully designed and differentiated for high engagement. Learning tasks consider ability levels, interests and learning styles.