By: Amanda AskwithEDUC 6540

W - Where are we headed? “What standards, concepts, and questions drive this course of study?(Jackson, 2000, p.72) H - Hook the students. The hook creates learning opportunities

that engage students in learning quickly and purposefully. E - Explore the subject and equip the students. This process

leads to deeper understanding of main ideas but activities must meet the skill set of the learners for the overall goals to be reached.

R - Rethink our work and ideas. Students need the opportunity to reflect and revisit their work and be able to revise it as needed.

E - Evaluate results. Students and teachers should use formative and summative assessments to self assess and self adjust

as needed in an effort to evaluate the level of understanding.

“ By allowing students to become smart in diverse ways, teachers can motivate students to succeed academically without forcing them to sacrifice their personal or social

identity.”

Wheelock, 1998

“Standards… provide a common language that allows students and teachers to talk

together about their work and relationships.”

Wheelock, 1998

Exploring topics in depth: depends the amount of content being learned Sets expectations for classroom practices and habits develops the work habits of students

Creation of projects: allows student to display what they learned develop habits that foster high quality work find “real world” relevance for their work

Developmentally responsive approaches to teaching and learning that respond to the diversity among today’s young adolescents.

Learning InventoriesProjects

Questioning Knowledge PerformanceStudent Reflection

“ Teachers who recognize and honor wide diversity among young adolescents are able to maximize student

learning within the curriculum. (Erb, 2005)”

LEARNING INVENTORIES TEACHING APPROACHES

Cultural and academic formal inventories and questionnaires used to get to know the students and their strengths /weaknesses.

These inventories can be used to build relationships, plan curriculum, and choose teaching strategies.

This information can be placed into graphs and charts as a visual way to learn about the class.

Present information using multiple learning styles as a way to reach each of the students and make it more meaningful.

Use anticipatory sets and

scaffolding to help students remember what was taught prior.

Use multiple teaching such as Parallel, Collaborative, or Station, choose according to students needs and strengths.

QUESTION POSING PROJECTS

KNOWLEDGE PERFORMANCE / STUDENT REFLECTION PROFESSIONAL DEVELOPMENT

If students don’t believe they can accomplish a task by putting in the effort, they probably won’t be able to complete the task. Teachers can combat this by helping students to believe if they put in the effort they can achieve!Teachers can motivate students by using examples like Olympic athletes and political figures.