Regular and purposeful understanding of the child's social, emotional, cognitive and academic needs.
What is the culture of caring.
100
Regular and purposeful use of tools to activate students' prior knowledge (such as KWL charts, pre-tests, baseline samples, cognitive assessments).
What is pre-assessment tools?
100
Regular and purposeful introduction of new knowledge to hook and engage the learner.
What is engagement?
100
Giving students the opportunity to interact with the outcomes/ individual learning goals in small chunks.
What is chunking?
100
Regular and purposeful use of opportunities to expand students understanding of outcomes/ learning goals, such as higher order thinking skills.
What is critical thinking skills?
200
Regularly and purposefully assist students in taking ownership of their learning.
What is the facilator?
200
Regular and purposeful use of pre-assessment data (formatively not summatively) in delivery of outcomes.
What is planning?
200
Regular and purposeful gathering of data to inform the next instructional strategies.
What is formative data?
200
Practice activities are designed for different needs. Learning tasks consider ability levels, interests, readiness and learning styles.
What is differentiation?
200
Regular and purposeful use of relevant world connections.
What is real world context?
300
Regular and purposeful collaboration with students to identify learning goals and learning expectations.
What is the culture of achievement?
300
Students regularly and purposefully communicate their learning relative to the outcomes/learning goals.
What is student reflection?
300
Regular and purposeful encouragement of individual interests around the new knowledge.
What is activating prior knowlegdge?
300
Students are regularly and purposefully involved with others (physically or virtually) as they practice or interact with the outcomes/learning goals.
What is student collarboration?
300
Students are regularly engaged in purposeful opportunities to collaborate, debate, experiment, problem solve, investigate, hypothesize, and defend their understanding of the outcomes/ learning goals.
What is engagement?
400
Regular and purposeful planning of classroom elements, such as physical space, student groupings, sensory needs, to ensure success for all students.
What is the physical learning environment?
400
Regular and purposeful activation of students' previous experience or knowlege to determine where students are in relation to the outcomes/learning goals.
What is activation of prior knowledge?
400
Regular and purposeful use of questions to encourage all students to make personal connections to the knowledge and skills.
What is questioning?
400
Students regularly and purposefully utilize a variety of methods to develop an understanding of the outcomes/ learning goals (compare & contrast, predictions, reciprocal teaching, academic vocabulary).
What is developing understanding?
400
Students are regularly and purposefully involved with others (physically or virtually) as they deepen their understanding of the outcomes/ learning goals.
What is collaboration?
500
Students regularly feel physically, socially, emotionally and academically safe in the learning environment.
What is the physical learning environment?
500
Students are regularly and purposefully engaged in demonstrating their current understanding of the outcomes or learning goals.
What is student engagement?
500
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?
500
Regular and purposeful implementation of high yield instructional strategies and 21st century skills to practice the outcomes/learning goals.
What is instructional strategies?
500
Learning activities are regularly and purposefully designed and differentiated for high engagement. Learning tasks consider ability levels, interests and learning styles.