1.
Learning Context
As with any memo,
document or even newspaper article, the first thing to be communicated is the purpose.
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Why is this learning
experience a good way to reach the standard?
How does this fit into the local curriculum?
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What are the standards AND specific performance
indicators being targeted by this learning experience. (Reminder:
standards targeted are standards assessed)
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What prior knowledge do students need in order to succeed in this
effort?
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2.
Assessment Plan
This section should
include the teacher’s assessment plan.
This plan should include
·
how the criteria for
assessment was developed,
·
whether or not
students took part in the development,
·
how students know
their progress, and
·
how the assessment
of this specific learning experience fits into the total student performance
evaluation.
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3.
Student Work
The learning experience
is not complete without 3-4 pieces of original student work which show
different levels of performance.
All work must show the
grade and/or teacher’s comments based on supporting criteria/assessment tools
submitted. [Be aware that the student
work does not need to be “graded” per se;
rather it must be assessed by the teacher and show meaningful teacher
feedback to the student. The student
needs to be able to look at the criteria/tool and see those things reflected in
the teacher commentary in order to know how to improve.]
*Photos (of students
working, NOT holding final product), videos, audio recordings of student
performance can be included. If photo or
video is included, it must not clearly show students’ faces.
At the writing session
teacher notes what pieces of work will be included (as a personal reminder).
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4.
Procedure
In a sequential order, this part describes what the students do. The
description includes an indication of the methods used by students to organize,
explain, interpret or synthesize the information.
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Also in sequential order, the teacher’s work is clearly spelled
out. There is a description of the
interaction between teacher and student.
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Does the technology assist students to achieve the standards addressed in
the assessment plan?
The incorporation of technology (if used) to enhance learning
and teaching is detailed in this section.
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5.
Resources
Note those things which
are extraordinary or unique and are needed to implement the L.E. (However, if an overhead or vcr or computer
is a must, by all means include that.)
*If this instruction
requires the use of someone else’s materials, give credit.
*List other resource
materials giving publication credits.
(Be conscientious about copyright regulations.)
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6.
Instructional Modifications
*Each reader of the L.E. thinks
of his/her own classroom and how this would help the students there. For this reason they need to know exactly
how special needs are met.
This enumerates the
teacher’s plan to deal with a range of
abilities and/or physical room changes.
If a learning specialist’s work is necessary, it is important to tell
clearly how this is done for specific students.
If no modifications are
needed for either or both, state that fact.
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7.
Time Required
*It is critical for teachers
to explain the length of class periods in their setting as well as how many of
those class periods are used in order to implement the L.E.
Again, remember that this
written account is for the benefit of sharing work. The teacher who reads the work needs to know how to incorporate
this in his/her setting.
Three sections of time
accountability help:
·
Planning -- Estimate planning and preparation; be
realistic about how it may build on previous lessons.
·
Implementation –-
Tell how long the class periods are and the number of days/weeks to implement
the learning experience.
·
Assessment -- Include the grading time by teacher, student
classroom assessment, or the combination of the two.
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8.
Reflection
This is an important and helpful
part for other teachers. Included might
be commentary on how quickly the experience moves, whether or not it works in a
multilevel setting, extra things that would enhance it next time and of course,
why this is an important learning experience for meeting the standard.
Student comments/reaction
are helpful.
*Include how the learning
experience was reviewed before submission for Statewide Peer Review (local peer
review, colleague, etc).
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Jill Crooker,
NY Statewide Peer Review
2001