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Checkpoint 6.1: Guide appropriate goal-setting: Learners should develop skills of effective goal setting.

*Provide graduated scaffolds for learning to set personal goals that are both challenging and realistic.

*Provide models or examples of the process.

*Provide guides and checklists for scaffolding goal-setting

*Post goals, objectives, and schedule that can be easily seen.

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worksheets for teachers and worksheets for homeschoolers        how to set goals

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Setting Goals. How to set goals, goal setting worksheets, setting goals, how to set goals, goal lesson plans

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Checkpoint 8.1 Heighten salience of goals and objectives: "periodic or present "reminders" of both goal and its value in order for students to sustain effort and concentration

* formulate and restate goals
* create short term objectives
* use prompts or scaffolds for visualizing desired outcomes.

Checkpoint 8.2 Vary Demands and resources to optimize challenge: All learners need to be challenged but not ALL THE SAME WAY
* Differentiate the degree of difficulty
* Alternatives in tools
* vary the degree of freedom

8.3 Foster collaboration and Communication: All learners learn to collaborate effectively in the community
* Keegan Strategies
* Clear expectations

8.4 Increase Mastery- Orientated Feedback: Guides learners to mastery
*Providing feedback that emphasizes effort, perseverance, improvement, and achievement.
* Teaching the kids growth mindset

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Checkpoint 6.2 Support planning and strategy development

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Checkpoint 6.2 Support planning and strategy development

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-Strategy planning
-Tools used for researching goal
-A variety of options needed such as prompts, scaffolds, checklists and guides.

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Collaboration and communication

·       Collaboration fosters a community of learners

·       Peer cooperation sustains student engagement

·       Design leaning groups with clear goals and roles

·       Positive behavior support with differentiated objectives

·       Provided guidance communicating with peers for help

·       Guide opportunities for peer interactions and support

·       Construct communities with common interests

·       Provide expectations for group work (rubrics)

Increase mastery-oriented feedback

·       Provide encouraging positive feedback that drives self-awareness

·       Feedback focuses on effort and improvement

·       Feedback is frequent and specific

·       Feedback is not comparative or competitive

·       Feedback models evaluation of errors with focus on future success

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Checkpoint 6.4 Enhance capacity for monitoring progress

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Checkpoint 6.4 Enhance capacity for monitoring progress

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Learning cannot happen without feedback, and that means learners need a clear picture of the progress that are (or are not) making.

Ask questions to guide self-monitoring and reflection

Show representations of progress (e.g., before and after photos, graphs and charts showing progress over time, process portfolios)

Prompt learners to identify the type of feedback or advice that they are seeking

Use templates that guide self-reflection on quality and completeness

Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)

Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples

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4.1Vary the methods for response and navigation
*Sentence frames/starters
*Cloze reading
*Graphic organizer
*Verbal response as an alternative to a written response
*Matching
*Task analyze

4.2 Optimize access to tools and assistive technology
*Use of IPAD
*Game based learning
*Kahoot
*Starfall
*EDMARK
*Unique learning
*Videos
*Math Antics
*Cool math games

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Checkpoint 6.3: Facilitate managing information and resources 

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Checkpoint 6.3: Facilitate managing information and resources 

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Key Considerations

How does this help learners meet the goal?

They are able to pick a link that helps them design the activity of how they learn best.

How does this account for the variability of all learners?

Students have preferred strategies of learning.

Are learners being helped in managing their learning?

Yes. they are provided links to design their own access to learning.

http://coe.jmu.edu/learningtoolbox/index.html
http://www.studygs.net/mapping/
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html?detoured=1

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Motivation

Capacity

Self regulation skills

Contextual interference: Any info the interferes with being tuned into the learning presently taking place.

The end game is to build self-regulation and self-determination in students.

8.1 Students need to remember the goal of their learning and the rewards of engaging in the process of learning

How do we help kids remember the goal,of their learning?

Use periodic reminders

Make reminders of the goal persistent

Remind them of the value attaining the goal has for them

8.2 Vary the complexity of the activity

Provide degrees of freedom for acceptable performance

Emphasize process effort & improvement

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Information should be accessible to all learners; without requiring maximum effort from student.
Teachers need to provide information in different modalities that is adjustable to the learner.
1.1 - Customize display of Information
Emphasize Print
size of text
contrast
color
volume
layout
pop outs
font
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information

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This Lino It provides insight into activities and uses to provide choice in expression & communication of learning and ideas (it is a work in progress).

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lino is an online web sticky note service that can be used to post memos, to-do lists, ideas, and photos anywhere on an online web canvas. lino is a completely free service that runs on all popular web browsers.