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The content is taught in a logical sequence. Students have the opportunity to apply prior knowledge.

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What they are learning; the standards,

Misconception: they have to care about the content to be engaged.

example: Erin used the content to build a relationship with the students.

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Motives: engagement, content mastery

Misconceptions: compliance is perceived as engagement

example: Using pacing guides and frameworks to design engaging lessons

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Emotional support, encouragement, Providing opportunities for students’ work to be valued.

Misconception:  Students especially older, no longer need emotion support or praise.

Examples: The teacher's  feedback
inspires students or provides
a sense of value.

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lessons are designed to incorporate student interests;

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To create a product based on content. Content will allow the product to have personally meaning because students are allowed to discover learning.

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Learning in a variety of ways using the standards.

Motive is to give all learners a way in which they can learn the standard.

Misconception:  Just because we give them a variety of tasks does not mean they will make all the connections and make the connections to the standard.

example: rotation stations, game, worksheet, reading/writing,

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Differentiating the lesson.  Provides a support for meeting every students learning needs in every aspect.

Misconceptions - The  teacher is overwhelmed with having so much activities to plan.

Example - Planing for mixed abilities in the classroom.

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The task is clearly established. Meaningful tasks are planned with students in mind. Students feel the tasks planned are developed with their interests in mind.

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Protection from embarrassment and accepting failure as part of the learning process

Misconception: Students aren't learning just because they make mistakes. Also, thinking that some students can't do the work because of outside factors.

Example: The homeless student reading his journal entry. He did not let his circumstances affect his ability to complete his work.

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Demonstrates knowledge of content by organizing content and substance to engage all students.

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Definition: Info is clear, organized,  and accessible in ways that are important.

Misconception: All content must be interesting.

Example: Graphic organizer, exemplars, checklists, availability of materials

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Content understanding allows teachers to provide clear expectations for mastery.

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Motives: Students are engaged if they are interested in the product

Misconception: Product must look like the CCPS (examples)

Examples: The teacher gave students a rubric and checklist to create a product.

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Motives: Scaffolding prior knowledge, meet students where they are

Misconception: Using the same instructional approach for each student, starting at the same point

Example: anticipation guides, graphic organizers, student surveys

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Students will show their learning in ways that appeal to them.

Misconception: You have to have something tangible

Example: debate, play, song, journal writing, powerpoint

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Refers to students being aware of the expectations.

Misconception: Students often try to  mimic exemplars rather than producing their own work.

Example: rubric, checklist, models, examples, feedback, peer editing

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Depth of content knowledge allows teacher to redirect and provide feedback to students in a safe environment.

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Desire & need for collaboration & discussion which leads to having someone with whom to discuss the content

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The need to create a product via collaboration, group effort.

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materials are accessible and learning is attractive enough to keep students engaged.

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Assigned roles within a collaborative group in order to facilitate understanding and process knowledge learned.

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gives them a reason and an opportunity to practice without embarrassment or punishment for learning.

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Allows teachers and students to share ideas that deepen content and substance.  This also allows teachers to deepen content through collaboration with other teachers.

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As a collaborative group, students know what their role is and what to expect from other group members. (Accountability)

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Within a collaborative group students understand that failure is not an end, but an avenue to learn from mistakes; culture of acceptance of each others' strengths.

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Working collaboratively with others.

Misconception: One person in the group is doing all the work. You are only as strong as your weakest link.

Example:Working collaboratively, students design the structure of the group with respect to each student's strength

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Teachers must know students in order to build lessons for the students,  Teachers use interest inventories, different learning styles .
Misconceptions - All students can't handle learning in this way.

Example - Visuals, Creative Writing, Presentations, Technology

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By working with others, each individual receives encouragement and support within a group.

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What information do I need to express in my product

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Within a group, members will collaborate to make choices in method and product to complete the assigned tasks.

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Within a group, each individual will bring different perspectives and talents to accomplish assigned tasks.

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Small chunks of information, clear directions, using multiple delivery methods

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Teachers must know their "who" in order to provide instruction that is engaging.

Misconception - Teachers feel that they cannot connect with the students (they do not know the students). Teacher has tunnel vision.

Example - Activities are student centered instead of teacher centered.

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Students have the ability to track and monitor their own progress towards a goal. Students are able to self-assess and know what is expected of them, which builds responsibility for themselves and their learning.

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Knowledge of content and substance leads to affirmation from colleagues.

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Expectations with periodic checkpoints are clearly established. Feedback is given throughout the process. Students feel safe and supported.

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I want to be able to show you my product or progress to get feedback without being graded.

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Using your knowledge of your content and substance to choose the direction of your instruction.

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When organizing lessons, formative assessments are embedded into each chunk so students have an opportunity to collaborate in different ways. This ensures a sense of belonging.

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Use different resources to give student the knowledge needed to master the standard.

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Variety of ways for students to demonstrate mastery of content.

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The product provided to students should provide a clear connection to a variety of  viewpoints.

Ex. What's going to happen to this assignment when its done?

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Teacher plans for conferencing with students, peer collaboration, and allows opportunities for students to share. Student feel valued.

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Syllabuses and rubrics to provide a clear guideline for what is expected and also provides a checklist to self monitor.

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Motive: freedom to take risks

Misconception: If work isn't graded, students will not take it seriously.

Example: students feel safe producing a variety of products

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Knowledge of content and substance allows for novelty and variety of instruction.

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Students given novel and variety of ways to demonstarate mastery. If a student doesn't master content in one way they have other opportunities and different ways to demonstrate mastery without fear of failure.

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Creating learning opportunities where students can see that mistakes are okay and are a normal part of the learning process.

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Knowledge of content and substance allows teacher to choose professional learning that is relevant to them.

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Creating an assignment that allows the students work to be valued or seen as important.

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Meeting student needs when planning lessons and providing options for accomplishing goals, which empowers students.

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Collaborating with peers provides support for students to master content.

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Students want to know expectations for meeting the learning target.

Misconception - Idea that more is better instead of focusing on quality or content.

Example - Rubrics

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Displaying student work, allowing the student the opportunity to present their work.

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Providing fewer choices that are more geared towards their learning style.

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Using a variety of strategies and techniques to engage all and meet multiple interests. Provide structure and clear sequence to reach student goals.

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Provide opportunities for small successes in ways that are exciting and interesting to them.

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Providing meaningful opportunities that are significant to their lives. Student led learning.

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Providing students with relevant, real-world opportunities, which gives students purpose in the assignment or task.

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Rotation stations with individual task assigned were students can work together to complete a variety of task.

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Students have a variety of choices in order to feel safe in their learning.

Misconception - Students shut down because they fear it is too hard.

Example - Chunk the work, models for expected work, checkpoints.

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Motive: increase collaboration

Misconception: We know that group work is important but some teachers will need some support with implementing cooperative learning groups effectively

Examples: roles checklist, expectations for group/partner work

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Student's work is affirmed in a variety of ways including grades, notes, conversations, displays, portfolios, group demonstrations.

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Members within a group will find the work meaningful, relevant, and applicable to the real world.

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Students work together in groups, contributing to the work.

Misconception - Students can't work together and everyone does not contribute.

Example - Cooperative learning, partner work, peer teaching/coaching (based on student needs).

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Student's are given a variety of ways to demonstrate their work and are given the choice that meets their needs the best.

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Students work on their product with others.

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Motives: Feeling that their work is important, given feedback or chance for self-reflection

Misconception: Feedback has to be positive, constructive criticism is beneficial.

Examples: Peer editing/review, student led conferences

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A wide range of strategies to help students learn the content.

Students stay engaged because there is always something new to look forward to and it eliminates bordem.

Misconception:  Students prefer doing the same thing every day because they like routine.

Example - rotation stations, lecture, videos, games, worksheets, designing a product, writing a story

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Student work is displayed so others can see it and can give significant feedback.

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Students work harder to achieve success when classmates, teachers and parents think learning is important.

Misconception - Students don't care and feel that parents do not value their school work.

Example - Display student work, student led presentations, parent/teacher conferences, PBIS incentives.

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Motive: Student interests and learning style

Misconception: Students should ALWAYS be given choice.

Examples: Think-Tac-Toe board with checklist

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Students have decision making power in displaying their learning.

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Motives: appeal to students' interests

Misconceptions: Novelty & Variety have to be big and elaborate, eye-catching

Example: Change location of instruction

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Information is presented in new and innovative ways for students to create their products.

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Students have some control over their learning, which yields more commitment.

Misconception - Students are dictating what they are learning. Teachers feel that they are off task.

Examples - Choice boards, learning centers.

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A rubric to provide steps for students to assess their own work as well as others.

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Students are given products and activities that are meaningful to them

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If given a variety of ways to learn student's will take ownship pride and value their work.

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The expectation of norms in which student feedback is given allows for honest review of material.

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Motives: Relevance

Misconceptions: That students will not be engaged if the content isn't relevant.

Examples: game based learning, simulations, reading buddies

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Provides new and different ways of learning.

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Make it relevant to the students.