Está en la página 1de 8

Approaches to Learning Planner

The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Organization
Year 1 ORGANIZATION
Learning Objective Classroom strategies that support objective Learning Objective Learning Objective

Year 2

Year 3

Time Management: including using time effectively in class, keeping to deadlines

With guidance, is able to efficiently allocate the given time to adequately complete tasks, including turning homework in on time, managing due dates, and using class time effectively.

Planner Due dates posted Visual Timers Task time limits Timekeeper role in groups Break tasks into pieces Clear expectations articulated Clear consistent routine

With minimal prompting, is able to efficiently allocate the given time to adequately complete tasks.

With minimal prompting, is able to efficiently allocate the given time to adequately complete tasks.

Self-Management: including personal goal setting, organization of learning materials


With guidance, efficiently identify, assess, and utilize all available resources in order to complete tasks adequately.

Consistent classroom system for tracking work/missing work Teacher check of h.w. at beginning of class Teachers check planner in advisory Credit for planner Parents initial planner Keep it in the present/in the classroom Printing/distributing regular grade reports

With guidance, efficiently identify, assess, and utilize all available resources in order to complete tasks adequately.

With minimal guidance, efficiently identify, assess, and utilize all available resources in order to complete tasks adequately.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Collaboration
Year 1 COLLABORATION
Learning Objective Classroom strategies that support objective groups w/ roles such as facilitator, checker, recorder/reporter, resource manager, timekeeper mediations (sudent-led, adult-led) choice theory Accountable Talk Student-led groups Tutorials Modeling/reflecting on what works and what doesnt work Learning Objective Learning Objective

Year 2

Year 3

Working in Groups: including delegating and taking responsibility, adapting to roles, resolving conflicts, demonstrating team work

Participate in efficient conflict resolution, accept delegated tasks and see these to completion, and actively communicate with peers, requiring some intervention from the teacher.

Participate in efficient conflict resolution, accept delegated tasks and see these to completion, and actively communicate with peers, requiring minimal intervention from the teacher.

Participate in efficient conflict resolution, accept delegated tasks and see these to completion, and actively communicate with peers, requiring minimal intervention from the teacher.

Accepting Others: including analyzing others ideas, respecting others points of view, using ideas critically

Distinguish and acknowledge differences between ideas, take into consideration differing opinions from peers about own ideas.

Inclusion model in physical education Explicit teaching of how to include everyone Ethics and different opinions Debate Support ideas/opinions w/ evidence Philosophical chairs/Socratic seminars Peer evaluation on rubrics

Objectively evaluate other peoples ideas in order to choose the most appropriate idea for the situation.

Objectively evaluate other peoples ideas in order to choose the most appropriate idea for the situation.

Personal Challenges: including respecting cultural differences, negotiating goals and limitations with peers and with teachers

Recognize cultural differences and personal limitations when working with others.

Peer mediation Teaching of culture in classrooms Multi-cultural literature Perspective practice Conflict resolution skills Peer teaching about different cultures

Take into consideration cultural differences when working with others and attempt to find ways and means to achieve goals despite personal limitations.

Take into consideration cultural differences when working with others and attempt to find ways and means to achieve goals despite personal limitations.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Communication Year 1
COMMUNICATION
Learning Objective Classroom strategies that support objective Graphic organizers Cornell Notes Word study (greek/latin routes) Visual Thinking Strategies Reading strategies evaluate websites current event articles SOAPS (speaker) Discussion of social networks School announcements Research class Presentations across all classes Bibliography (plan across grades) Word walls Vocab section in notebook Define, examples Return to vocab as resource throughout year Group presentations Individual presentations Modeling of good skills Explicit teaching of expectations Rubrics for presentations Record and reflect Powerpoint, written projects, promethean board, posters, books/brochures, google apps, blogs/wikis, word processing

Year 2
Learning Objective With some guidance, apply several comprehension strategies in order to extract meaning from both visual and auditory sources.

Year 3
Learning Objective With some guidance, apply several comprehension strategies in order to extract meaning from both visual and auditory sources.

Literacy: including reading strategies, using and interpreting a range of content-specific terminology

With guidance, apply several comprehension strategies in order to extract meaning from both visual and auditory sources.

Being Informed: including the use of a variety of media

With assistance, acquire information carefully and responsibly.

With some assistance, acquire information carefully and responsibly.

With some assistance, acquire information carefully and responsibly.

Informing Others: including presentation skills using a variety of media

Use language accurately; develop and apply subjectspecific vocabulary. Begin to present information clearly and coherently, in writing and through speaking. Begin to become aware of register. Use proper referencing of sources. Effectively communicate information through suggested media.

Use language accurately; develop and apply subjectspecific vocabulary. Begin to present information clearly and coherently, in writing and through speaking. Begin to become aware of register. Use proper referencing of sources. Effectively communicate information through suggested media.

Use language clearly, precisely, and coherently. Present information and express ideas in appropriate format and register. Use proper referencing of sources. Effectively communicate information through appropriate media of choice.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Information Literacy
INFORMATION LITERACY
Accessing Information: including researching from a variety of sources using a range of technologies, identifying primary and secondary sources

Year 1
Learning Objective Begin to formulate relevant questions. Begin to use a range of technologies to access information. With guidance, identify a variety of valid sources and extract information from these. Classroom strategies that support objective

Year 2
Learning Objective Formulate relevant questions. Use a range of technologies to access information. With minimal guidance, identify a variety of valid sources and extract information from these. With minimal guidance, identify information needed and possible sources. Take notes, summarize, and paraphrase effectively. With minimal guidance, evaluate information critically, identify possible biases and angles, and make relevant connections.

Year 3
Learning Objective

Media skills class Communication unit in Langauge Arts AVID Humanities (primary/secondary sources) Exploration of reliable/credible/authentic sources

Formulate relevant questions. Use a range of technologies to access information. With minimal guidance, identify a variety of valid sources and extract information from these.

Selecting and Organizing Information: including identifying points of view, bias and weaknesses, using primary and secondary sources, making connections between a variety of sources

Begin to take notes, summarize, and paraphrase effectively. With guidance, identify main ideas and supporting ideas. Begin to evaluate information critically and make relevant connections.

Guided cornell notes Paraphrase/summarize across all classes Comp books Direct instruction about main idea/supporting details POV: Humanities, Language A

With minimal guidance, identify information needed and possible sources. Take notes, summarize, and paraphrase effectively. With minimal guidance, evaluate information critically, identify possible biases and angles, and make relevant connections.

Referencing: including the use of citing, footnotes and referencing of sources, respecting the concept of intellectual property rights

Begin to cite sources using the prescribed format.

6th grade consistent document about how to cite sources (MLA) Instruction about plagiarism, copyright Mixed media usage rules (taking something and making it your own) Creative commons

With some guidance, cite sources using the prescribed format.

With some guidance, cite sources using the prescribed format.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Reflection Year 1 Year 2
Learning Objective

REFLECTION
Learning Objective Classroom strategies that support objective

Year 3
Learning Objective

Self-Awareness: including seeking out positive criticism, reflecting on areas of perceived limitation

With guidance, recognize their uniqueness, and with it their potential, and exhibit it in their work.

Week one reflecting and goal setting Reflecting/goal setting throughout the year Using data to reflect such as test scores Connecting to Learner Profile

With some guidance, recognize their limitations and begin to find ways to achieve goals despite these. Begin to understand the advantages of giving and receiving constructive criticism in relation to improving the quality of their work.

With some guidance, recognize their limitations and begin to find ways to achieve goals despite these. Begin to understand the advantages of giving and receiving constructive criticism in relation to improving the quality of their work.

Self Evaluation: including the keeping of learning journals and portfolios, reflecting at different stages in the learning process

With guidance, become familiar with different methods of evaluating their performance.

AVID weekly reflection about what theyre learning in 4 core subjects AVID reflect after tutorials Comp book portflios Language Arts portfolios Reflect on summative assessments OUT at end of science lab Grading on rubric

With guidance, choose the most appropriate methods of evaluating their work and their performance with a view for improvement.

With guidance, choose the most appropriate methods of evaluating their work and their performance with a view for improvement.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning.

Student Learning Expectation: Thinking Year 1


Learning Objective Classroom strategies that support objective

Year 2
Learning Objective

Year 3
Learning Objective

Generating Ideas: including the use of brainstorming

With guidance, begin to generate ideas exploring a variety of sources. With guidance organize ideas and begin to filter for relevance.

Brainstorm for fluency, flexibility, and elaboration Graphic organizers/mind maps Return to brainstorm lists as sources of information and ideas

With guidance, generate ideas utilizing a variety of sources and begin to consider looking into different subject areas for ideas. With some guidance, organize ideas and filter for relevance.

With some guidance, generate ideas utilizing varied sources and begin to draw from different subject areas and topics. With some guidance, organize ideas, filter for relevance, and communicate these accordingly.

Planning: including storyboarding and outlining a plan

Begin using graphic organizers to generate ideas, plan projects, and create outlines for essays and reports.

Media skills (Inspiration) Graphic organizers as scaffolding in all classes Explicit teaching of outlining with many varieties/options

With some guidance, choose their own approach in generating ideas, planning projects, and creating outlines for essays and reports.

Begin to choose their own approach in generating ideas, planning projects, and creating outlines for essays and reports.

Inquiring: including questioning and challenging information and arguments, developing questions, using the inquiry cycle

With guidance, begin formulating questions that seek to clarify and question the validity of information and arguments.

Level 1, 2, 3 questions Costas levels of questioning Junior great books rubrics Shared inquiry discussions Student inquiry as impetus for discussion Teach distinction between fact questions vs. interpret/analyze questions

With minimal guidance, formulate own questions to challenge the validity and veracity of information and arguments.

Begin to independently formulate questions to challenge validity and veracity of information and arguments.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Thinking

Applying Knowledge and Concepts: including logical progression of arguments

With guidance, begin to apply basic knowledge and concepts in order to arrive at logical conclusions. With guidance, identify problems, state these, and consider several solutions to the identified problems. Can list solutions, and with guidance, begin to discuss the effectiveness or feasibility of solutions presented.

AVID philosophical chairs and Socratic seminars Scaffolding to give all students support for applying knowledge

With minimal guidance, apply basic knowledge and concepts in order to arrive at logical conclusions.

Begin to independently apply knowledge and concepts through logical reasoning to prove or debunk an argument.

Identifying Problems: including deductive reasoning, evaluating solutions to problems

Service Learning cycle Design cycle Math explorations Science labs

Identify problems, state these, and consider several solutions to the identified problems. Can discuss, compare and contrast the effectiveness or feasibility of solutions presented. With guidance, compare and contrast the effectiveness and feasibility of solutions to the problem; examine solutions in light of multiple perspectives, and differentiate how solutions may be affected by a variety of contexts.

Identify, discuss and categorize problems. With some guidance, analyze and choose the best solution/s to the identified problems.

Creating Novel Solutions: including the combination of critical and creative strategies, considering a problem from multiple perspectives

With guidance, begin to find and explain solutions, considering a problem from multiple perspectives.

Service Learning cycle Design cycle Math explorations Science labs Perspective practice Transfer to new setting

With minimal guidance, compare and contrast the effectiveness and feasibility of solutions to the problem, examine solutions in light of multiple perspectives, and differentiate how solutions may be affected by a variety of contexts.

Approaches to Learning Planner


The Area of Interaction, Approaches to Learning, considers the tools students need to enable them to take responsibility for their own learning. Student Learning Expectation: Transfer Year 1
Learning Objective Classroom strategies that support objective

Year 2
Learning Objective

Year 3
Learning Objective

Making Connections: including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations Inquiring in Different Contexts: including changing the context of an inquiry to gain different perspectives

With guidance, begin to apply previous and newly learning knowledge to real life contexts

Summative assessments that include transfer and perspective Scaffolding from familiar to unfamiliar settings Collaboration to help all students

Apply previous and newly learned knowledge to real life contexts. With some guidance, make connections and distinctions across a broad framework of disciplines.

Apply previous and newly learned knowledge to real life contexts, including unfamiliar situations; make connections and distinctions across a broad framework of disciplines

With guidance, identify and define contexts and begin to compare and contrast how changing contexts opens up a multiplicity of perspectives.

(see above) compare and contrast perspectives shared inquiry discussions Humanities: Minnesota native Americans Connecting to speaker/bias

With some guidance, identify and define contexts and compare and contrast how changing contexts opens up a multiplicity of perspectives.

With minimal guidance, define contexts and compare and contrast how changing contexts opens up a multiplicity of perspectives.

Robert Marzano: 41 classroom strategies KEEP ideas that are about what make kids more independent at each task. TRASH (or put in separate suggestion box) things that are what the teacher DOES to the kids .