Fostering Ownership Of Learning

It is crucial to show students how to take ownership of their learning in order to create lifelong learners, encourage student autonomy, and foster student independence. To promote student success, the teacher encourages engagement through motivation, and adjusts instruction based on information regarding learning needs and individual performance. Class work, homework, progress charts, class records, formative assessments, effective questioning, and classroom observations are examples of ways to monitor and document information that is relevant and significant to student learning.

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

Complete Part 1: Fostering Ownership of Learning.

Choose an elementary grade level math or English Language Arts (ELA) state standard and complete “Part 1: Fostering Ownership of Learning.” Identify appropriate strategies for direct instruction, guided practice, and independent practice related to:

  • Engaging students in learning.
  • Guiding students to take ownership in their learning.
  • Tracking data of student performance.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.

     

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    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.

     

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    Independent Practice Click here to enter text.

     

    Click here to enter text.

     

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    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

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    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.

 

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