Provide a visual representation(table or chart) of student learning for your whole class relative to the learning objectives measured by the assessment
If we are doing group presentations can we provide student samples or are we providing a model/exemplar?
classroom
Can we utilize existing curricula so long as it is our own planning for lessons and overarching objectives?
required curricula
What is the expectation of adhering to our mentor teachers use of curricula vs. creating our own? Can we create from the curricula?
What supports, accommodations or modifications are currently being provided?ListeningSpeakingReadingWriting14.Describe the language proficiency in their native language of the students in your class. What do you know about proficiency from assessments and observations. Student (use initials to identify)Identify native language and describe level of proficiency (speaking, reading & writing)15.Use the chart below to describe additional relevant student background. Consider and reference academic, behavioral and social background including students’ and families’ Funds of Knowledge.Student ContextNumber of StudentsPotential Relevance to PlanningStrengthsGrowth Areas
If we have a native language speaker specialist in the room does this count? We have separate materials but I wonder if this can be a resource for our discussion. What tools are available at school levels if there isn't someone who can speak the language?
Interests
Similarly to my first questions, is this designation outside of funds of knowledge? Can it exist without funds of knowledge ?
Strengths
Do we think about this in terms of funds of knowledge or content area skills? Or Both?!
UNIT TOPIC REFLECTIONWrite a narrative about the focus of your unit. ●What do you already know about the content? ●How do you remember learning about this yourself? ●How does this theme or concept exist in your own life, and how do you utilize it in your day-to-day activities?Standards ReferencesStandards Reference:Colorado Academic Standards(CAS), Common Core Standards(CCSS) Strand or Domain, Next Generation Science Standards(NGSS) Domain●Identify the Evidence Outcomes from the CAS, providing a reference to the standards document and the number of the statement, (e.g., CCSS.MATH.CONTENT.4.OA.A.1, or CAS MU09-GR.7-S.4-GLE.1, 2).●If using CCSS, provide the “standard statements” related to your unit.●If using NGSS, provide the “performance expectations.”Unit Learning ObjectivesUnit Learning ObjectivesIdentify the learning objectives for the unit. Unit Learning Objectives should be based upon the standards referenced above with clear connections between Cognitive Process(es)Identify the types of thinking required by the learning objectives (categorized using the revised Bloom’s Taxonomy). Consider the diversity of cognitive processes address through your unit.
Should we lean into unit that we haven't learned ourselves by saying we haven't or always approach with a lens of teacher expert even if learning together? I lean on the former but I wonder if there are scenarios where you may want to gloss over
Cognitive Process(es)
Blooms Taxonomy?