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-made a variation to "I can"..."We are learning to.."

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-made a variation to "I can"..."We are learning to.."

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- she lives her subject- mastery of content - she illuminated an intention through story.  Experiential curriculum.

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- she lives her subject- mastery of content - she illuminated an intention through story.  Experiential curriculum.

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- linking classroom learning to real life - authentic.  Class can explain the answer to "Why are we doing this?" and "How does this relate to real-life"
- witnessed teacher use co-construction in the classroom at a mastery level

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Learning intentions are written clearly for all to see and articulated at the beginning of the lesson

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Learning intentions are written clearly for all to see and articulated at the beginning of the lesson

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What we are learning and why we are learning --connection to real world.

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- learning spaces
- taught responsibility for learning

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- uses a variety of methods to make learning intentions clear to all

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- uses a variety of methods to make learning intentions clear to all

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Grade 5 students fully engaged in a class discussion using proper language etc.. (it was obvious that the teacher had taught this well to her students)

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Grade 5 students fully engaged in a class discussion using proper language etc.. (it was obvious that the teacher had taught this well to her students)

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At younger grades, uses pictures to convey the learning outcomes. Ex. What the result looks like.

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At younger grades, uses pictures to convey the learning outcomes. Ex. What the result looks like.

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Sometimes learning intentions are uncovered throughout the lesson

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Sometimes learning intentions are uncovered throughout the lesson

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for every learning activity, there was a learning progress on the board with exemplars; then students had to self assess where they were at

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Using pictures to illustrate the "I can statements"

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Using pictures to illustrate the "I can statements"

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building upon previous learning as new outcomes are uncovered

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building upon previous learning as new outcomes are uncovered

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Questioning about what students want to learn; what does that look like and sound like

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- outcomes posed (I can statements)
- would refer to the chart as the learning was taking place

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Students can articulate/place themselves on the learning continuum 

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Students can articulate/place themselves on the learning continuum 

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Lesson / unit outcomes are posted for students to see

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Lesson / unit outcomes are posted for students to see

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I can statements to meet learning level adapted to meet learning goals - parents also supported at home 

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I can statements to meet learning level adapted to meet learning goals - parents also supported at home 

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Teacher can clearly articulate the learning intention and returns to it throughout the lesson

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Teacher can clearly articulate the learning intention and returns to it throughout the lesson

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students "self-assess' their learning at the end to guide the next lesson (exit ticket, etc)

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students "self-assess' their learning at the end to guide the next lesson (exit ticket, etc)

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being able to talk about the learning processes

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being able to talk about the learning processes

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Students

Refer to a teacher’s statements or visuals to explain a learning goal;

Explain the learning intention using their own words and work;

Refer to the visual reminders (e.g., “I can”);

Identify the real world connection/reason for their learning;

Use exemplars to explain what the learning intention looks like/sounds like;

Share what they have done and need to do to reach a learning goal.

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Students
-point to the visuals or statements of learning goals and revoicing them;
-focused on telling about the activity, not the goal/purpose;

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-partly explain learning goals while engaged in an activity;
-requires prompting to tell about the goal behind the activity;

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is telling students where real world connections might be.

Student: is a listener at this stage.

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is still prompting through some examples and asking students to provide their own connection. Students do not initiate during this stage.

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most likely does not give examples of what is expected of the students (both because of lacking examples and/or not providing them).
Only give the rubric and not revisit it throughout the project.

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may only show "excellent" examples as opposed to what the progression looks like (from limited all the way through to an excellent project/assignment).
Referring to the rubric may only happen at the beginning and at the end of the project/assignment.

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The students are not necessarily sharing their work with other students and may only be sharing with the teacher. When the students hand it in to the teacher, it is an "end" as opposed to an opportunity to revise through formative feedback.

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May facilitate some sort of "peer editing and/or sharing" in limited instances and not occurring throughout the entire process.