Domain 1: Planning and Preparation
1C: SETTING INSTRUCTIONAL OUTCOMES
Value, Sequence, and Alignment Highly Effective: All outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines.
Value, Sequence, and Alignment Highly Effective: All outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines.
Evidence:
- All learning goals, objectives and I can statements are visible daily to students in my classroom.
- I review learning goals and I can statements with the students at the beginning and end of each lesson.
example_i_can_statements.docx | |
File Size: | 17 kb |
File Type: | docx |
- Please review examples of learning outcomes connected to a sequence of learning both in STEM and in related disciplines such as ART, Technology and Classroom Science and Math expectations.
Science
https://www.facebook.com/kiplingstem/posts/1343042755724802
https://www.facebook.com/kiplingstem/posts/1331479523547792
https://www.facebook.com/kiplingstem/posts/1332250883470656
https://www.facebook.com/kiplingstem/videos/1305397866155958/
https://www.facebook.com/kiplingstem/videos/1296694653692946/
https://www.facebook.com/kiplingstem/posts/1280260115336400
https://www.facebook.com/kiplingstem/posts/1273549036007508
https://www.facebook.com/kiplingstem/posts/1269561739739571
https://www.facebook.com/kiplingstem/videos/1268443606518051/
https://www.facebook.com/kiplingstem/posts/1265213643507714
https://www.facebook.com/kiplingstem/posts/1251491028213309
https://www.facebook.com/kiplingstem/posts/1198456286850117
https://www.facebook.com/kiplingstem/posts/1197955296900216
https://www.facebook.com/kiplingstem/posts/1195606727135073
Reading
https://www.facebook.com/kiplingstem/posts/1343040472391697
https://www.facebook.com/kiplingstem/posts/1291722630856815
https://www.facebook.com/kiplingstem/posts/1275489669146778
https://www.facebook.com/kiplingstem/posts/1223956297633449
Persuasive Writing
https://www.facebook.com/kiplingstem/posts/1341388769223534
Math
https://www.facebook.com/kiplingstem/posts/1331485516880526
https://www.facebook.com/kiplingstem/posts/1326233534072391
https://www.facebook.com/kiplingstem/posts/1333969159965495
https://www.facebook.com/kiplingstem/posts/1330994726929605
https://www.facebook.com/kiplingstem/posts/1319942594701485
https://www.facebook.com/kiplingstem/posts/1306657162696695
https://www.facebook.com/kiplingstem/posts/1296658783696533
https://www.facebook.com/kiplingstem/posts/1251961738166238
https://www.facebook.com/kiplingstem/posts/1209821635713582
https://www.facebook.com/kiplingstem/posts/1204505722911840:0
Writing
https://www.facebook.com/kiplingstem/posts/1332367126792365
Social Studies
https://www.facebook.com/kiplingstem/posts/1327496090612802
Art
https://www.facebook.com/kiplingstem/posts/1324745087554569
https://www.facebook.com/kiplingstem/posts/1224099214285824
https://www.facebook.com/kiplingstem/posts/1217158434979902
Robotics and Coding
https://www.facebook.com/kiplingstem/videos/1231293930233019/
https://www.facebook.com/kiplingstem/posts/1343042755724802
https://www.facebook.com/kiplingstem/posts/1331479523547792
https://www.facebook.com/kiplingstem/posts/1332250883470656
https://www.facebook.com/kiplingstem/videos/1305397866155958/
https://www.facebook.com/kiplingstem/videos/1296694653692946/
https://www.facebook.com/kiplingstem/posts/1280260115336400
https://www.facebook.com/kiplingstem/posts/1273549036007508
https://www.facebook.com/kiplingstem/posts/1269561739739571
https://www.facebook.com/kiplingstem/videos/1268443606518051/
https://www.facebook.com/kiplingstem/posts/1265213643507714
https://www.facebook.com/kiplingstem/posts/1251491028213309
https://www.facebook.com/kiplingstem/posts/1198456286850117
https://www.facebook.com/kiplingstem/posts/1197955296900216
https://www.facebook.com/kiplingstem/posts/1195606727135073
Reading
https://www.facebook.com/kiplingstem/posts/1343040472391697
https://www.facebook.com/kiplingstem/posts/1291722630856815
https://www.facebook.com/kiplingstem/posts/1275489669146778
https://www.facebook.com/kiplingstem/posts/1223956297633449
Persuasive Writing
https://www.facebook.com/kiplingstem/posts/1341388769223534
Math
https://www.facebook.com/kiplingstem/posts/1331485516880526
https://www.facebook.com/kiplingstem/posts/1326233534072391
https://www.facebook.com/kiplingstem/posts/1333969159965495
https://www.facebook.com/kiplingstem/posts/1330994726929605
https://www.facebook.com/kiplingstem/posts/1319942594701485
https://www.facebook.com/kiplingstem/posts/1306657162696695
https://www.facebook.com/kiplingstem/posts/1296658783696533
https://www.facebook.com/kiplingstem/posts/1251961738166238
https://www.facebook.com/kiplingstem/posts/1209821635713582
https://www.facebook.com/kiplingstem/posts/1204505722911840:0
Writing
https://www.facebook.com/kiplingstem/posts/1332367126792365
Social Studies
https://www.facebook.com/kiplingstem/posts/1327496090612802
Art
https://www.facebook.com/kiplingstem/posts/1324745087554569
https://www.facebook.com/kiplingstem/posts/1224099214285824
https://www.facebook.com/kiplingstem/posts/1217158434979902
Robotics and Coding
https://www.facebook.com/kiplingstem/videos/1231293930233019/
- Connection to Technology NETs and METs
3. Connection to Math in the Classroom
https://www.facebook.com/kiplingstem/posts/932693510093064
https://www.facebook.com/kiplingstem/posts/936316823064066:0
https://www.facebook.com/kiplingstem/posts/1072824326079981
https://www.facebook.com/kiplingstem/posts/932693510093064
https://www.facebook.com/kiplingstem/posts/936316823064066:0
https://www.facebook.com/kiplingstem/posts/1072824326079981
Clarity
All the outcomes are clear, written in the form of student learning, and permit viable methods of assessment.
All the outcomes are clear, written in the form of student learning, and permit viable methods of assessment.
Evidence:
Balance
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Evidence:
Examples of FULL CIRCLE or PBL Integration are provided below: (Full Circle Integration (PBL) is when studnets connect and demonstrate their understading to a driving question in multiple subject and core areas. (CIRCLE includes- Classroom Teacher, ART Teacher/classroom, STEM Teacher/Classroom)
Examples of FULL CIRCLE or PBL Integration are provided below: (Full Circle Integration (PBL) is when studnets connect and demonstrate their understading to a driving question in multiple subject and core areas. (CIRCLE includes- Classroom Teacher, ART Teacher/classroom, STEM Teacher/Classroom)
3rd Grade PBL
Driving Question: How can we endure the safety and survival of animals when they are taken out of their natural environment?
1st Grade PBL
Driving Question: How do you create a puppet performance from scratch?
3rd Grade and 4th Grade STEAM Exhibit:
4th Grade PBL
Driving Question: How do entrepreneurs produce a product that will sell for a profit?
Driving Question: How can we engineer a book to showcase our Realistic Fiction writing?
Driving Question: How can we endure the safety and survival of animals when they are taken out of their natural environment?
1st Grade PBL
Driving Question: How do you create a puppet performance from scratch?
3rd Grade and 4th Grade STEAM Exhibit:
4th Grade PBL
Driving Question: How do entrepreneurs produce a product that will sell for a profit?
Driving Question: How can we engineer a book to showcase our Realistic Fiction writing?
Suitability for Diverse Learners
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.
1E: DESIGNING COHERENT INSTRUCTION
Learning Activities
Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity and are differentiated, as appropriate, for individual learners.
Instructional Materials and Resources
All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials.
All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials.
Evidence:
The students use technology and participate in selecting or adapting materials in STEM Class. This is one of the key pieces to the Jeffers STEM Program. Student choice in presenting or sharing out information is incredibly important. This allows ownership and depth of knowledge into the curriculum.
Example: 3rd Grade Adaptations PBL - Students were able to choose between any animal in their specific biome to research and study. ALL final projects were shared at the STEAM Zoo Exhibit for parents and community and on Schoology for the students peers to view and make meaningful comments on.
Example: 4th Grade Economics/Market Day PBL- Students were able to design and engineer any display case of their choice. ALL projects were shared at the STEAM Market Day Exhibit for parents and community and on Schoology for the students peers to view and make meaningful comments on.
The students use technology and participate in selecting or adapting materials in STEM Class. This is one of the key pieces to the Jeffers STEM Program. Student choice in presenting or sharing out information is incredibly important. This allows ownership and depth of knowledge into the curriculum.
Example: 3rd Grade Adaptations PBL - Students were able to choose between any animal in their specific biome to research and study. ALL final projects were shared at the STEAM Zoo Exhibit for parents and community and on Schoology for the students peers to view and make meaningful comments on.
Example: 4th Grade Economics/Market Day PBL- Students were able to design and engineer any display case of their choice. ALL projects were shared at the STEAM Market Day Exhibit for parents and community and on Schoology for the students peers to view and make meaningful comments on.
Shout Outs for the STEAM Exhibit:
http://www.grandhaventribune.com/gallery/Market-Day-at-Jeffers-Elementary-School?ci=content&lp=2&p=1
http://www.grandhaventribune.com/Education/2016/05/03/Third-graders-bring-zoo-to-Jeffers.html?ci=content&lp=4&p=1
https://twitter.com/dfurton/status/554997769719775232
https://vmthirdgrade.wordpress.com/2015/01/09/third-and-fourth-grade-steam-exhibit/
https://www.facebook.com/JeffersArt/posts/790843444337904
http://www.grandhaventribune.com/article/education/1583556
http://www.grandhaventribune.com/gallery/Market-Day-at-Jeffers-Elementary-School?ci=content&lp=2&p=1
http://www.grandhaventribune.com/Education/2016/05/03/Third-graders-bring-zoo-to-Jeffers.html?ci=content&lp=4&p=1
https://twitter.com/dfurton/status/554997769719775232
https://vmthirdgrade.wordpress.com/2015/01/09/third-and-fourth-grade-steam-exhibit/
https://www.facebook.com/JeffersArt/posts/790843444337904
http://www.grandhaventribune.com/article/education/1583556
Instructional Groups
Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups.
Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups.
Evidence:
In STEM, all groups for projects are chosen by the students. The students also choose who will be in-charge of specific components. Rocks paper scissors or voting is used within the group to make final determination.
In STEM, all groups for projects are chosen by the students. The students also choose who will be in-charge of specific components. Rocks paper scissors or voting is used within the group to make final determination.
puppet_theatre.pdf | |
File Size: | 136 kb |
File Type: |
Lesson and Unit Structure
The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. The progression of activities is highly coherent.
The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. The progression of activities is highly coherent.
Evidence:
A planning document is used for all PBL Units with each grade level. The planning document is easily assessable through Google Drive and can be edited to make improvements along the way.
Example 1st Grade Level Planning Documents
Example 3rd Grade Level Planning Documents
A planning document is used for all PBL Units with each grade level. The planning document is easily assessable through Google Drive and can be edited to make improvements along the way.
Example 1st Grade Level Planning Documents
Example 3rd Grade Level Planning Documents
Component 1F Designing Student Assessment
Congruence with instructional outcomes
Proposed approach to assessment is fully aligned with the instructional outcomes in both content and process. Assessment methodologies have been adapted for individual students, as needed.
Proposed approach to assessment is fully aligned with the instructional outcomes in both content and process. Assessment methodologies have been adapted for individual students, as needed.
Evidence:
4th Grade Trimester Assessment Document
3rd Grade Trimester Assessment Document
2nd Grade Trimester Assessment Document
Kindergarten -- 4th Grade Assessment Tool
4th Grade Trimester Assessment Document
3rd Grade Trimester Assessment Document
2nd Grade Trimester Assessment Document
Kindergarten -- 4th Grade Assessment Tool
Criteria and standards
Assessment criteria and standards are clear; there is evidence that the students contributed to their development.
Assessment criteria and standards are clear; there is evidence that the students contributed to their development.
Design of formative assessments
Approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.
Approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.
Use for Planning
Teacher plans to use assessment results to plan future instruction for individual students.
Teacher plans to use assessment results to plan future instruction for individual students.
Evidence:
- Any student who struggles with the assessment is noted and I work individually and in small groups with those students to help them to understand. On some occasions the assessment is modified to meet the needs of that student and parents are notified of changes made to the assessment.
- For example: ___________is working on collaborating in a group, and expressing, sharing and communicating her ideas clearly. Or _________ is working on collaborating in a group, understanding the design process and expressing, sharing and communicating his ideas clearly.