ࡱ> #` |7bjbj\.\. .>D>Dc/"""".I.I.I.ITI|0jKjKjKjKjKMMMg|i|i|i|i|i|i|$~h|ML@MMM|""jKjKo|RRRM"RjKjKg|RMg|RRot"wjK^K n).I)M`uw|0|yvFNFDwFwMMRMMMMM||RMMM|MMMMD.I.I""""""  Planning Model (The Third Column) This example of a planning model represents a sampling of possible learning contexts that may take place during inquiry. It reflects the Model of Explicit Instruction (see Chapter 2) and allows for a variety of entry points for both students and teachers. Planning with the end in mind, teachers may target three to five learning outcomes from selected Foundation for Implementation documents to guide formative assessment. The targeted learning outcomes may shift as the inquiry evolves and as students and the teacher reflect on the learning journey and plan for summative assessment. Instruction: Learning, Teaching, and Assessment Strategies Activating: How will I find out what students already know? / What will I see and hear? Inquiry ProcessInquiry StageTeacher-LedShared / NegotiatedStudent-Led (Class, Group, or Individual)Activating: Choosing a theme or topic.Teacher: chooses topic(s) from content subject for class, group, or individual inquiry collects resources ( Think about putting topics into a curricular context. For example, the general learning outcomes (GLOs), clusters, and strands suggest BIG ideas from which topics can be derived.Teacher and students: negotiate a topic for class, group, or individual inquiry collect resources ( Think about putting topics into a curricular context. For example, the GLOs, clusters, and strands suggest BIG ideas from which topics can be derived.Students: choose a topic to support learning goals suggest and collect resources Teacher: supports student needs and goals ( Think about making connections between students topics and the BIG ideas in curricula.Planning NOTES Identifying and recording prior knowledge.Teacher: leads brainstorming, K-W-[L], mind map, web with whole class (Think about: assessing prior knowledge to determine instructional needs setting learning goals (For information on differentiating instruction, see Chapter 4.)Teacher: guides brainstorming, K-W-[L], mind map, web with whole class Students: engage in brainstorming, K-W- [L], mind map, web in groups or individually (Think about: involving students in assessing prior knowledge to determine learning goals and instructional needs (See Chapter 4.)Students: choose a strategy such as K-W-[L], mind map, web Teacher and students: reflect on prior knowledge to identify learning needs and plan for inquiry (Think about: students reflections on their prior knowledge and learning goals to determine instructional needs (See Chapter 4.)Planning NOTES continued Instruction: Learning, Teaching, and Assessment Strategies (continued) Activating: How will I find out what students already know? / What will I see and hear? Inquiry ProcessInquiry StageTeacher-LedShared / NegotiatedStudent-Led (Class, Group, or Individual)Activating: (continued) Asking initial questions.Teacher: leads questioning for the inquiry ( Think about: assessing prior knowledge, curiosity, and questioning to plan for instruction and resources.Teacher and students: generate questions ( Think about: engaging students in assessing prior knowledge, curiosity, and questioning to plan for instruction and resources.Students: generate own questions ( Think about: monitoring students reflections on prior knowledge, curiosity, and questioning to facilitate next steps and resources.Planning NOTES Exploring and selecting primary and secondary sources.Teacher: assesses students knowledge base plans field trip invites experts provides a text set (Think about: strategic teaching involving the community involving students as experts collecting a variety of texts, such as picture books, magazines, journals, videos, softwareTeacher and students: reflect on what students know reflect on sources they will need plan field trip invite experts build a text set (Think about: strategic teaching involving the community involving students as experts collecting a variety of texts, such as picture books, magazines, journals, videos, softwareStudents: reflect on what they know to determine sources they will need Teacher and students: plan field trip invite experts collaborate to plan for and gather sources (Think about: strategic teaching involving the community involving students as experts collecting a variety of texts, such as picture books, magazines, journals, videos, softwarePlanning NOTES Planning for inquiry.Teacher: models revision of initial questions models an inquiry plan for the class to follow introduces criteria building for quality inquiry by asking, What does quality inquiry look/sound like? (Think about: differentiating for learning styles, skills, reading ability Teacher and students: revise initial questions chart an inquiry plan begin to construct criteria with students by asking, What does quality inquiry look/sound like? (Think about: differentiating for learning styles, skills, reading abilityStudents: begin the first steps in constructing criteria for What does quality inquiry look/sound like? revise initial questions create, share, and assess their inquiry plan with peers and/or the teacher (Think about: differentiating for learning styles, skills, reading ability Planning NOTES continued Instruction: Learning, Teaching, and Assessment Strategies (continued) Acquiring: How will I facilitate student inquiry? / What learning will I see and hear? Inquiry ProcessInquiry Stage Teacher-LedShared / NegotiatedStudent-LedAcquiring: Gathering, processing, and recording information.Teacher: suggests some specific sources to answer students questions models and guides students use of appropriate strategies for processing and recording models the shift from initial to guiding questions (Think about: guiding students to identify assumed prior knowledge and gaps in information modelling reflections on learning to focus inquiry plan(s) Teacher and students: choose appropriate sources to answer their questions Teacher: models or guides students use of appropriate strategies for processing and recording models or guides students shift from initial to guiding questions (Think about: guiding students to identify assumed prior knowledge and gaps in information guiding students reflections on their learning to focus their inquiry plansStudents: choose appropriate sources to answer their questions choose appropriate strategies for processing and recording Teacher: monitors students choices monitors students shift from initial to guiding questions (Think about: facilitating students identification of assumed prior knowledge and gaps in information facilitating students reflections on their learning to focus their inquiry plansPlanning NOTES Focusing the inquiry.Teacher: suggests possibilities for a culminating performance, demonstration, or product suggests/guides an action plan for the class, groups, or individuals to follow models answering of guiding questions using appropriate sources (Think about: students learning goals assessment criteria differentiating for learning styles, multiple intelligences, skills, interests Teacher and students: brainstorm for possible culminating performances, demonstrations, or products collaborate to choose or create an action plan choose sources to answer guiding questions (Think about: guiding students to reflect upon learning goals and assessment criteria differentiating for learning styles, multiple intelligences, skills, interestsStudents: propose a possible culminating performance, demonstration, or product choose or create an action plan choose sources to answer guiding questions Teacher: monitors students choices (Think about: facilitating students reflections on learning goals and assessment criteria, learning styles, multiple intelligences, skills, interests Planning NOTES continued Instruction: Learning, Teaching, and Assessment Strategies (continued) Applying: How will I/they know what they have learned? / What quality of learning will I/we see and hear? Inquiry ProcessInquiry Stage Teacher-LedShared / NegotiatedStudent-LedApplying: Planning to express learning.Teacher: models/guides planning of performance, demonstration, or product for audience models/guides development of student-generated criteria for a quality performance task (Think about monitoring students progress: students learning goals, processes, foci, reflections, use of criteria for assessment reflecting on targeted specific learning outcomes (SLOs) for student successTeacher and students: plan performance, demonstration, or product for audience negotiate assessment criteria based on learning goals and a quality performance task (Think about guiding or facilitating students decisions regarding form, purpose, audience, timeline, presentation reflecting on targeted SLOs and students learning goals for assessmentStudents: plan performance, demonstration, or product for audience and follow action plan(s) develop assessment criteria based on their learning goals and a quality performance task Teacher: monitors students decision making: students learning goals, processes, foci, reflections, criteria (Think about facilitating student decision making regarding form, purpose, audience, timeline, presentation reflecting on targeted SLOs and students learning goals for assessmentPlanning NOTES Creating performance(s)/ demonstration(s)/ product(s).Students: apply learning to create a performance, demonstration, or product Teacher and students: revise criteria for clarity Teacher: provides supports or scaffolding for success (Think about using a workshop format providing ongoing feedback and assessment recording focused observationsStudents: apply learning to create a performance, demonstration, or product Teacher and students: revise criteria for clarity Teacher: guides and monitors students needs: resources, time, instruction, reflection (Think about using a workshop format providing ongoing feedback and assessment recording focused observationsStudents: synthesize learning to create a performance, demonstration, or product revise criteria for clarity Teacher: monitors students needs: resources, time, instruction, reflection (Think about using a workshop format providing ongoing feedback and assessment recording focused observationsPlanning NOTES continued Instruction: Learning, Teaching, and Assessment Strategies (continued) Applying: How will I/they know what they have learned? / What quality of learning will I/we see and hear? Inquiry ProcessInquiry StagesTeacher-LedShared / NegotiatedStudent-Led (Class, Group, or Individual)Applying: (continued) Celebrating and reflecting.Students: share learning with audience Teacher: models/guides students self-assessment and peer assessment, using criteria assesses and reflects on learning models/guides setting of new learning goals (Think about: celebrating students learning: praise, reflection, Gallery Walk Grades 6 to 8: using student-generated criteria to develop rubric for summative assessment(s)Students: share learning with audience Teacher: guides students through self-assessment and peer assessment, using criteria assesses and reflects on learning models/guides setting of new learning goals (Think about: celebrating students learning: praise, reflection, Gallery Walk Grades 6 to 8: guiding students in developing a rubric from their criteria for summative assessment(s)Students: share learning with audience do self-assessment and peer assessment, using criteria reflect and think about new learning goals Teacher: assesses and reflects on learning facilitates setting of new learning goals (Think about: celebrating students learning: praise, reflection, Gallery Walk Grades 6 to 8: facilitating students development of a rubric from their criteria for summative assessment(s)Planning NOTES  REFLECTIONS: BLM 13 #$%p q r s    r s   & ' . <=DȽqfqfqf_ helQ5CJhN8xhtSCJaJ jBhN8xhrCJaJ hr5CJ hrCJ hr5CJhr h|5CJ hrCJhN8xhr5CJ hr5CJhrOJQJhN8xhrCJaJhN8xh|CJaJ hrCJhN8xhraJhN8xhr5aJ%jh@35UaJmHnHsH u$$%& q r s    wn $$Ifa$\kd$$Ifl4$V%04 laf4$If V$If^Vgd!0 $$Ifa$gd!0gd|$a$ c7{7  ( 4 H T r $$Ifa$lkd$$Ifl4$V%   04 laf4p r s  <6$6 & F$-D IfM $Ifkd1$$Ifl\b:$    (04 lap(       ! 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