Standards Based Student Evidence
Big enough for students to access
Learning Target
Students ask open-ended questions, share thinking and use resources
Challenge & Question Each Other
Teacher adjust instruction in the moment based on student evidence- using a written/digital tracking gathering evidence of student learning
Teacher Monitoring
Other staff in the classroom
Engaging with students
Students can access the learning target in several ways
Verbalize/Printed on Student Work/Posted
Questions 7-12 will all get a strongly disagree if there are no
Groups or partners
Students referring to a checklist, reflecting on their progress, tracking their learning
Student monitoring own progress
What word describes how group and partners should be created?
Intentional
Taxonomy level that generates new conclusion
Analysis Level
Partners and groups have a single team product; not requiring students to divide and conquer
Working Interdependently
Related to lesson content; Student make change based on it; teacher to student and student to student
Student act on feedback
During the hours of 8-11 teachers are teaching what content
The content on your schedules.
To get a Yes for evidence of student learning two things must be true
Aligned to learning target and appropriate taxonomy
Student teams grappling and persevere through a task without teacher support
Productive Struggle
Team assess and adjust their thinking and words as needed using lesson learning target; ensuring all team members are making progress.
Student monitor each other
Teachers should have posted
Lesson Plans/Learning Target/Anchor chart
A strongly agree for question #5, lesson learning task focused on reading, writing or speaking about content-specific grade level text requires
Student demonstrate understanding using multiple text
Students use of content specific terms to explain their thinking without the teacher support
Precise academic vocabulary
A blank paper on a clipboard indicates
No tracking of learning