Questions to ponder in defining the mission of student work period

Questions to ponder in defining the mission of student work period:

Writing

• Is work highly visible so that we can see and hear progress toward the learning target?

• Students have weekly check-in sessions with the teacher to discuss progress/challenges/and share success
• Students need to show the teacher first before progressing to publishing their work.

• Is work differentiated? Examples might include varying text, using different learning channels, scaffolding in place and opportunities to move on when mastery is evident.

• Students can choose their text type.
• Students are scaffolded with weekly teacher sessions and time made for conferencing.
• Students can select a new text type if they are quick to finish the first.
• Students have the choice to publish how they wish

• Is ongoing feedback provided in a safe environment so that students can meet learning goals?

• Weekly check-in sessions are done in a very open supportive way. Students are support each other and offer advice on overcoming challenges.
• Students that don’t feel comfortable sharing in front of a group can ask questions of the teacher one-on-one during conferencing time.

• Are students given time to practice in a way in which their understanding deepens?

• Students not working with a teacher are working on independent writing projects. Whether this is deepening their understanding, i’m not sure…
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• Are students confident in independent work? Were they ready to work independently?

• Most students are motivated and confident during independent working time.
• A small group of boys ‘putter’ along and need encouragement/prompting from time-to-time.

• Does the work asked of students rise to (or extend beyond) the rigor of the learning target?

• Student independent work is very self-directed. Students choose the writing style/audience/ and means of publishing. How far they take it is up to them…
• The only restraint is that students must write. about a teacher determined  topic.
• My question is how can I challenged these students to ‘push’ themselves to make choices that are going to progress their learning...

• Has there been time allowed for to review, assess in the closing minute of the learning session?  Do students express how the learning was for them?  E.g.

• On a scale of 1-5, how was the learning experience for you today?
• On a Post it, tell the part of the lesson that was most helpful and one thing that didn’t work well.
• Write one thing you want me to know
• Finish this thought “My biggest concern about today’s lesson is….”
• Finish this thought “I’m good on this……. . I could use some help on this….”  

# See also attached examples of  visual representations  along these lines.

These are great prompts that I could use during my check-in sessions….

Source - Teaching In the fast Lane : How to create Active Learning experiences : Suzy Pepper Rollins