Gauging Understanding of LTs
These modules will be used to review and share new learning regarding our district strategy of ACL. We encourage you to complete these modules in your TBTs. Please contact Vaughn Ray or Tracey Dammeyer for more information.
Before We Begin.....
Back in the Spring, we decided to pause on our new learning in regards to ACL while continuing to practice what we have already learned in our daily lessons. This includes designing learning targets and success criteria for our lessons, sharing our learning targets and success criteria with our students utilizing UDL principles, and using formative assessment to gauge student understanding of the learning target (and accompanying success criteria).
Today, we resume our ACL process by reviewing what we have learned by completing the module below with your teacher-based-team (TBT).
Before your TBT begins, talk through this question regarding ACL together: With what we have put into practice (in our daily lessons), what have we learned so far?
With this module, our purpose is to review formative assessment and take a deeper look at gauging student understanding of learning targets (1.3 of Practice Profile). Below are Deeper Dive, teacher videos, and a resource bank. These resources are also shared on our ACL Video Series Website and ACL HUB.
Deeper Dive With What We Already Know
With this topic, we are looking for teachers to use formative assessment to gauge student understanding of learning targets. Review the learning target and success criteria for this topic by clicking on the form below. On the form, share your level of understanding of the learning target.
Before moving on, let's review some concepts on Formative Assessment. Watch My Favorite No. Be mindful of the following questions as you watch. As a group, share/discuss your answers.
- With this topic, our intention is for teachers to pause after sharing learning targets and success criteria (utilizing UDL principles) with their students. During this intentional pause, teachers offer a formative assessment to check the students' understanding of the learning target (and accompanying success criteria).
- If the students understand the learning target, teachers should move on with their lesson. If students do not understand, teachers should revisit the learning target and offer a follow-up opportunity that ensures student understanding.
Notes about these Formative Assessments:
- These formative assessments should be quick, informal, and offer the teacher a snapshot student understanding.
- Formative Assessment strategies and examples can be found here.
Below are teacher videos that showcase formative assessment strategies for gauging student understanding of learning targets. Also, there's a video that features conversations with students regarding this topic.
Watch the videos to learn more about how formative assessment can be used to gauge student understanding of learning targets.
- What are some key takeaways from the teacher video(s) that you watched?
- What is something that you can try in your next lesson?
- In your future lessons, continue to add formative assessments that gauge student understanding of learning targets (and accompanying success criteria).
- Continue to revise your learning targets and success criteria to meet the needs of your students. With your TBT, you should be starting your second course.
- Seek out your TBT for support. Share how things are going, what's working, not working, etc.