ECSP Final

Standards

describe what students need to know and be able to do by the end of the school year

starting point for all lessons

Objectives

broken down pieces of a standard

describe what students need to know and learn by the end of a lesson

Know and Do

two types of objectives

Know objective

facts, formulas, vocabulary

Do

observable action (identify, create)

Direct Instruction Model

I do, We do, You do

I do

instructional strategies modeled by the teacher

We do

Guided practice- students and teacher

You do

independent work (small group or individual practice)

Backwards Design Process

identify the standards, objective, assessment, develop instructional strategies

Assessment

measurement of progress

Summative assessment

assessments given at the end of a school year or the end of an instructional unit to evaluate students' learning based on objectives and standards

feedback may not be given back right away

formative assessment

assessments given on an ongoing basis to check students' understanding of learning standards and objectives

feedback should be given back immediately

types of formative assessments

informal and formal

informal assessment

observation/verbal

listening in on student conversations

Formal Assessment

anything that is written down on paper and can be checked

pre-assessment

allows you to figure out what students already know or don't know

post-assessment

occurs at the end of a lesson or unit

Differentiated Instruction

A teaching approach in which teachers respond to differences among learners to create the best learning experience possible

Student Readiness

A student's current level of knowledge, understanding, and skill related to a topic

Learning Profile

The way a student learns best, including learning preferences and strengths.

Content Differentiation

Adjusting what students learn or how they access information

Process Differentiation

Adjusting the activities students use to understand and master content

Product Differentiation

Adjusting how students demonstrate what they have learned.

Learning Environment Differentiation

Adjusting the classroom setting and atmosphere to support different learning needs.

Active Learning

Learning that requires students to engage, think, participate, and apply knowledge.

content

what students learn and how they access information

process

Activities students use to make sense of and master content.

product

A culminating project or assessment showing what students have learned

Learning Environment

The way a classroom works and feels to support learning.

The Power of Choice

an instructional approach that allows students to make learning choices to increase motivation, self-regulation, and ownership of learning

Classroom Equity

Providing all students with appropriate levels of challenge and support based on their individual learning needs

Self-Regulated Learning

Students taking control of and responsibility for their own learning decisions.

Instructional Choices

decisions students make about tasks, strategies, and learning conditions.