CHS LFL 102 Performance Task: Submit a plan that demonstrates your ability to create a Learning-Focused Lesson that incorporates Higher Order Thinking and provides students with strategies for successfully meeting the challenges of the more rigorous instruction.
Using the comments tool in Google Docs, annotate your plan and explain how you incorporated Higher Order Thinking Strategies and how you determined the sequence of learning activities to support those Higher Order Thinking Strategies.
Submitted plans will be evaluated using the Higher Order Thinking rubric. Participants are expected to receive a minimum rating of quality on all criteria.
* I recommend you make a Google Doc copy of your LFL Plan, add the comments to that copy, then share the copy with me and administration. That way your original stays clean!
CHS LFL 103 Performance Task: Submit a plan that demonstrates your ability to complete one of the following activities:
Develop a Preview Plan for students who need to build background knowledge before instruction.
Adapt a previously created Learning-Focused Lesson to provide challenge and support for all students.
Identifying strategies for remediation and create a schedule for structured review
Submitted plans will be evaluated using the Acceleration Rubric. Participants are expected to receive a minimum rating of complying on all criteria.
* I recommend you make a Google Doc copy of your original LFL Plan, copy and paste your Preview or Acceleration Plan at the bottom, then share that document with me and administration. That way we can refer back to your original plan as needed, and your original stays clean!
In this summative task, you will bring together what you have learned in Data Literacy 101 and apply it to a particular student. Complete the following steps and submit your work in a Google Document shared with Dr. Mattocks (you may use this templateif you want):
Chose a student you currently work with or one you have worked with recently that has struggled in some way (NOTE: Struggle could mean to reach proficiency, to work to his/her/their potential, or other struggles).
Think about the questions you'd like data to answer for you as you work with this student. What kinds of data do you use in your work?
Create a data chart (may be similar to the one provided earlier) and begin collecting data that will answer your questions.
Identify the types of data and measures you are using.
Now that you have reviewed the student's data, describe your next steps.