It is crucial to show students how to take ownership of their learning in order to create lifelong learners, encourage student autonomy, and foster student independence. To promote student success, th
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Learning Plan Template
ContentsPart 1: Fostering Ownership of Learning 2
Part 2: Learning Objectives Plan 3
Part 3: Learning Objectives versus Educational Goals 4
Part 4: Assessment Plan 6
Part 5: Questioning and Feedback 7
Part 1: Fostering Ownership of Learning| Grade Level: Click here to enter text. Math or ELA State Standard: Click here to enter text. | ||||
| Types of Instruction | Strategy Engaging Students in Learning | Strategy Guiding Students to Take Ownership of Their Learning | Strategy Tracking Data of Student Performance | References/Resources |
| Direct Instruction | Click here to enter text. | Click here to enter text. | It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction. | Click here to enter text. |
| Guided Practice | Click here to enter text. | Click here to enter text. | Click here to enter text. | Click here to enter text. |
| Independent Practice | Click here to enter text. | Click here to enter text. | Click here to enter text. | Click here to enter text. |
Part 2: Learning Objectives Plan
| Grade Level: Click here to enter text. Math or English Language Arts Standard: Click here to enter text. |
| Learning Objective: Click here to enter text. |
| Strategies to Communicate the Learning Objective (Collaborative Learning) |
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| Strategies to Check for Understanding (Self-Directed Learning) |
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| Strategies Summary <Summarize and reflect on your strategy choices in 250-500 words.> |
| Grade Level: Click here to enter text. Academic State Standards: Click here to enter text. | |
| Learning Objectives (Short-Term) Your learning objectives should be based on the long-term educational goal. These are short-term, understandable goals for the students to follow. | Click here to enter text. |
| Personal Educational Goal (Long-Term Goal) Provide a long-term, educational goal that meets the appropriate standard for the grade level of the student. | Click here to enter text. |
| Formative and Summative Assessments Develop one formative assessment and one description of a summative assessment to show how you will assess the personal educational goal. Assessment can happen before, during, and/or after instruction. | Formative: Click here to enter text. Summative: Click here to enter text. |
| Differentiation How will you adjust instruction based on assessment results to meet the learning needs of your students? | Click here to enter text. |
| Reflection Click here to enter text. | |
| Student Identified: Click here to enter text. Student Grade Level: Click here to enter text. | |
| Long-Term Educational Goal (from assignment in Topic 3) | Learning Objective (from assignment in Topic 3) |
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| 1 Formative Assessment: Click here to enter text. 1 Summative Assessment: Click here to enter text. | |
| Summative assessment rubric: Click here to enter text. | |
| Describe the modifications necessary for summative assessment/rubric: Click here to enter text. | |
| Two strategies to promote higher-order questioning during instruction:
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| How do these strategies engage students and foster student independence? Click here to enter text. |
| Two strategies for providing timely effective feedback to students regarding their ongoing progress:
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| How will you use these strategies in your future classroom? Click here to enter text. |
| Two examples of digital tools and resources to promote innovation, problem-solving, and creativity:
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| How do these strategies promote innovation, problem solving, and creativity with the goal of increasing student engagement? Click here to enter text. |
| Reflection Click here to enter text. |
