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Guiding Questions to Consider When Using the Activities |
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Overall Framework (for unit) |
What learning is important for my students?
What activities will foster this learning?
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Before each activity |
[A] Key Understandings
| What understanding do I want my students to learn from this activity? |
[B] Learning Intention |
What is the learning intention to share with my students? |
[C] Learning Processes |
What skills will they use? |
[D] Tips for Teachers |
What prior learning needs to be explored so that surface understandings
and misconceptions will be uncovered?
What
choices of strategies (e.g., questioning, scaffolding, promoting,
explaining) will help my students to learn? How is the lesson
structured to move them from dependence to independence?
What modelling of quality work and effective feedback to learners
will help them to know what quality learning looks like?
What presentation, feedback, and self-assessment will my students use when sharing their learning?
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[E] What You Need |
What sources will my students use to investigate? |
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During Each Activity |
[I] What You Do |
What continuous assessment can I make to check that this activity is addressing my students needs, issues, and interests?
Do I need to modify the activity and/or negotiate outcomes with my students? Are there
lateral pathways my students might take? What groupings will work best
for my students (whole class, small/large groups, individual teaching)?
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After Each Activity |
How will my students give/receive feedback and self-assess when summarising their learning? |
[F] What You Look For |
Teacher summary, using metacognition questions:
What have we learned today?
What is still "fuzzy"?
What do they (students)/I (teacher) need to do to clarify the fuzzy bits?
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[G] What Next? |
How can we transfer the learning from this activity to another situation? |
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