How the teacher communicates the learning objectives during instruction opens the door to initiate student engagement, motivate student ownership of learning, and set the stage for establishing a clear expectation of learning in the classroom.

Review the “Learning Plan Template” to complete this assignment.

Complete Part 2: Learning Objectives Plan.

Part 1: Learning Objectives Plan Chart

For this assignment, you will develop learning experiences that engage students in collaborative and self-directed learning. Using the “Learning Plan Template,” choose a math or ELA standard for the grade level that corresponds with your field experiences. Using the chosen standard, compose an aligning learning objective. Research best practices regarding how to communicate learning objectives in the classroom, helping to establish a positive and supportive learning environment. Using your research, identify and describe strategies that:

• Communicate the Learning Objective (Collaborative Learning).
• Check for Understanding (Self-Directed Learning).

Part 2: Strategies Summary

Using the “Learning Objectives Plan,” summarize and reflect on your strategy choices in 250-500 words. In your summary, address the following:

• Describe how the strategies you chose establish an environment of learning.
• How does the process of sharing objectives with students help to create a culture of self-directed learning?
• How is this collaborative culture of sharing learning objectives helping the students make personal connections to their learning experiences?
• How does the instructional strategy engage students in their learning?
• Explain how you will use your findings in your future professional practice.

Support your findings with a minimum of three scholarly resources.

Submit the “Learning Plan Template” with your strategies summary as one deliverable.

Name

Course

Date

Instructor

 

Learning Plan Template

Contents Part 1: Fostering Ownership of Learning 2 Part 2: Learning Objectives Plan 3 Part 3: Learning Objectives versus Educational Goals 4 Part 4: Assessment Plan 6 Part 5: Questioning and Feedback 7

 

 

© 2017 Grand Canyon University. All Rights Reserved

 

Part 1: Fostering Ownership of Learning

Grade Level: Click here to enter text.   Math or ELA State Standard: Click here to enter text.
Types of Instruction	Strategy Engaging Students in Learning	Strategy Guiding Students to Take Ownership of Their Learning	Strategy Tracking Data of Student Performance	References/Resources
Direct Instruction	Click here to enter text.	Click here to enter text.	It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.	Click here to enter text.
Guided Practice	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Independent Practice	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.

 

 

Part 2: Learning Objectives Plan

 

Grade Level: Click here to enter text.   Math or English Language Arts Standard: Click here to enter text.

Learning Objective: Click here to enter text.

Strategies to Communicate the Learning Objective (Collaborative Learning)

1. Click here to enter text.

2. Click here to enter text.

3. Click here to enter text.

Strategies to Check for Understanding (Self-Directed Learning)

1. Click here to enter text.

2. Click here to enter text.

Strategies Summary <Summarize and reflect on your strategy choices in 250-500 words.>

 

 

 

 

Part 3: Learning Objectives versus Educational Goals

 

Grade Level: Click here to enter text.   Academic State Standards: Click here to enter text.
Learning Objectives (Short-Term) Your learning objectives should be based on the long-term educational goal. These are short-term, understandable goals for the students to follow.	Click here to enter text.
Personal Educational Goal (Long-Term Goal) Provide a long-term, educational goal that meets the appropriate standard for the grade level of the student.	Click here to enter text.
Formative and Summative Assessments Develop one formative assessment and one description of a summative assessment to show how you will assess the personal educational goal. Assessment can happen before, during, and/or after instruction.	Formative: Click here to enter text.   Summative: Click here to enter text.
Differentiation How will you adjust instruction based on assessment results to meet the learning needs of your students?	Click here to enter text.
Reflection Click here to enter text.

 

 

 

 

Part 4: Assessment Plan

 

Student Identified: Click here to enter text. Student Grade Level: Click here to enter text.
Long-Term Educational Goal (from assignment in Topic 3)	Learning Objective (from assignment in Topic 3)
Click here to enter text.	Click here to enter text.
1 Formative Assessment: Click here to enter text.   1 Summative Assessment: Click here to enter text.
Summative assessment rubric: Click here to enter text.
Describe the modifications necessary for summative assessment/rubric: Click here to enter text.

 

 

 

 

 

 

Part 5: Questioning and Feedback

 

Two strategies to promote higher-order questioning during instruction: 1. Click here to enter text.   2. Click here to enter text.

How do these strategies engage students and foster student independence? Click here to enter text.

Two strategies for providing timely effective feedback to students regarding their ongoing progress: 1. Click here to enter text.   2. Click here to enter text.

How will you use these strategies in your future classroom? Click here to enter text.

Two examples of digital tools and resources to promote innovation, problem-solving, and creativity: 1. Click here to enter text.   2. Click here to enter text.

How do these strategies promote innovation, problem solving, and creativity with the goal of increasing student engagement? Click here to enter text.

Reflection Click here to enter text.