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What do the students know before we start the unit?

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What do the students know before we start the unit?

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What/how are the students learning during the unit?

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What/how are the students learning during the unit?

# data[].attributes.headline
The teacher should be asking themselves 

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The teacher should be asking themselves 

# data[].attributes.body
How will I document and record the learning?
How does the information gathered help me plan for next steps?

# data[].attributes.headline
The students should be asking themselves

# data[].attributes.subject
The students should be asking themselves

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What do I know about the subject and how can I make connections to what I already know?

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How will I document and record the learning?
How can the information, that is being continuously gathered, help me in my planning/adjustment for how the students will learn the unit more thoroughly, more inclusively, and using a variety of strategies?
How Can I give ongoing constructive/timely/clear feedback that will help the student improve their learning?

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How can I make connections to what I already know?
How can I demonstrate my learning?
Am I improving my knowledge?
Is there a way that would help me learn more effectively?
Am I taking ownership of my learning?
How can I use the teacher's feedback to help me improve my learning?

# data[].attributes.headline
Teachers, students, parents, and administrators should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success,and the method by which the assessment is made

# data[].attributes.subject
Teachers, students, parents, and administrators should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success,and the method by which the assessment is made

# data[].attributes.headline
What have the students learned after the unit is done?

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What have the students learned after the unit is done?

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How will I document and record the learning?
What tool can I use to evaluate what the students have learned? Is there clear success criteria for the students to follow?
Is there a rubric that is co-created by the class?
How can the students evaluate their learning?
After the summative assessment is done, what would I change for next time?

# data[].attributes.headline
The students should be asking themselves

# data[].attributes.subject
The students should be asking themselves

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What have I learned in this unit?
What would I change, if I were to do it again?
How can I use the teacher's feedback to improve my learning?
How does this knowledge help me, outside of class, and how does it instill life-long learning?

# data[].attributes.headline
Teachers, students, parents, and administrators should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success,and the method by which the assessment is made

# data[].attributes.subject
Teachers, students, parents, and administrators should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success,and the method by which the assessment is made

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—how we discover what the students know and have learned.

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—how we choose to collect and analyse data

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—how we choose to communicate information.

# data[].attributes.headline
Teachers, students, parents, and administrators should have  should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success,and the method by which the assessment is made

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Teachers, students, parents, and administrators should have  should have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success,and the method by which the assessment is made

# data[].attributes.body
• share their learning and understanding with others • demonstrate a range of knowledge, conceptual understanding and skills • use a variety of learning styles, multiple intelligences and abilities to express their understanding • know and understand in advance the criteria for producing a quality product or performance • participate in reflection, self- and peer-assessment • base their learning on real-life experiences that can lead to further inquiries • express different points of view and interpretations • analyse their learning and understand what needs to be improved.

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• inform every stage of the teaching and learning process • plan in response to student and teacher inquiries • develop criteria for producing a quality product or performance • gather evidence from which sound conclusions can be drawn • provide evidence that can be effectively reported and understood by the whole school community • collaboratively review and reflect on student performance and progress • take into account a variety of learning styles, multiple intelligences and abilities including different cultural contexts • use scoring that is both analytical (separate scores for different aspects of the work) and holistic (single scores).

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• see evidence of student learning and development • develop an understanding of the student’s progress • provide opportunities to support and celebrate student learning.

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By using strategies and tools to collect information about their learning. 

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By using strategies and tools to collect information about their learning. 

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The following are possible ways to do this...

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The following are possible ways to do this...

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Concept maps
Tests/quizzes
Projects/assignments
Teacher's observations
Teacher's anecdotal notes
Student reflection
Art
Writing
Teacher/student conferencing
Questioning
Mind maps
Brainstorming
Hand signals
Think-Pair-Share
Presentations
Verbal or written summaries
Discussions
Four corners
Kahoot/Padlet/ Other tech tools
Portfolios
Conversations
Games