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Module 7 Overview
Planning for Student Success
Pair and Share
Sharing Student Samples and Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.01
Share: Student sample and assessment
Activities
Activity 1: Pedagogical Practices - Involving Students
in the Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . 7.02
Discuss: Ideas about the challenges and possible solutions for including students
in the assessment process
Activity 2: Creating Accommodations for All Learners . . . . . . . . . . . . . . . . . . . . . . 7.03
Discuss: Learning styles
View: Resources and ideas for accommodating students with special needs
Activity 3: Supporting Student Self-Direction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.06
Discuss: Case studies on using assessment to support self-direction
Create: Assessment to encourage student self-direction
Activity 4: Creating Support Materials to Facilitate Student Success . . . . . . 7.09
Explore: Various kinds of student support materials
Create: A student support resource
Activity 5: Revisiting My Unit Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.12
Review: Unit Plan
Revise: Unit Plan to accommodate all learners
(continued)
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Module 7 Overview
Planning for Student Success
Activity 6: Pre-Planning Facilitation Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.12
Review: Differentiation with technology practice
Explore: Ideas for teacher support materials
Plan: Facilitation materials for your unit
Activity 7: Reflecting on My Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.17
Review: Key points of the module
Create: A blog entry that reflects on your learning
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.18
Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.19
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Module 7
Planning for Student Success
Module 7
Planning for Student Success
Description: In the previous modules, you have taken on the role of a
student to create a student sample and the familiar role of a teacher to
create an assessment for your sample. During this activity, you share your
assessment strategies, your student sample assessment, and your student
sample, with your Pair and Share group. The feedback you receive may
help you improve your sample and your assessment strategies.
Pair and Share: Sharing Student Samples and Assessments
During this activity, you share the student sample and assessment you created in Modules
5 and 6, along with your Unit Plan, with your group.
Note: You may wish to e-mail your student sample, your assessment, and your Unit Plan,
to your group members, upload them to a wiki, or attach them to your blog so that
everyone's work is all available on one computer.
1. Make sure your student sample and student sample assessments are ready to share.
2. Explain how the student sample, assessment, learning objectives, and outcomes align
with each other.
3. Review and give feedback to your group members on their assessment strategies.
Consider the alignment between the student sample, assessment, and learning goals.
Refer to the Unit Plan for context. When reviewing, use the Portfolio Rubric in the
Assessments folder on the Curriculum Resource CD and on page A.05 as a guide. As a
guide, follow the 3-2-1 strategy:
• Ask three questions.
• Make two comments.
• Provide one suggestion.
4. List ideas for modifying your student sample and assessment:
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Module 7
Planning for Student Success
Activity 1: Pedagogical Practices - Involving Students in the
Assessment Process
In traditional classrooms, students expect the teachers to do all of the assessing. In
student-centered classrooms, students participate actively in the assessment
process. This new role may be difficult for some students and sharing the assessment
responsibilities with students also may be a challenge for some teachers.
With student-centered assessment, students are more involved in all assessment
processes. Research clearly shows the positive effect that student-centered assessment
has on student learning (Black & Wiliam, 1998). Students need opportunities to learn and
practice many new skills, such as:
• Creating and using project plans, checklists, and rubrics
• Using reflection questions to help them think about and self-assess their own
learning
• Setting goals, defining tasks, and predicting what will be learned
• Identifying difficulties they have in learning and considering strategies they can use
to improve
• Giving and receiving feedback from their peers
When students are engaged in assessment at this level, they develop feelings of control
over learning and see themselves as successful, capable learners.
In this activity, you contribute to a wiki by sharing your ideas about the challenges and
possible solutions for including students in the assessment process—whether they direct
their own project, assess themselves, provide peer feedback, or contribute ideas to project
assessments
1. Go to the wiki site that you recorded in the Login Information document saved in your
course_resources folder.
2. Go to the Module 7 Pedagogical Practice wiki page.
3. In a small group, brainstorm a list of some of the challenges and solutions teachers
may encounter when involving students in the assessment process.
a. Have the group recorder enter your group’s ideas in the appropriate column of
the page.
b. Review the challenges entered by your colleagues.
c. Think of possible solutions to the challenges listed, and enter your solutions in
the Solutions column.
Your facilitator may choose to have
you brainstorm ideas on this topic
in a wiki in order to more easily
capture and share ideas from each
group. If so, use the same wiki as
was used in Module 2. Your login
information may be located on
page viii or in your Login
Information document.
If you have difficulty accessing the
wiki site, your facilitator can record
your comments in the Pedagogical
Practices document available in the
Master Trainer Resources,
Pedagogical Practices folder on the
Curriculum Resource CD.
If you do not have access to
Internet, break into groups, and
discuss as directed by your
facilitator. Share your ideas with
the whole group.
1:1 Tip: When students have their
own computers, they can keep
records of their own learning for
reflection purposes. They also can
communicate with peers and
teachers informally to receive and
give feedback throughout a project.
Consider how you can take
advantage of the one-to-one
computing environment when you
involve students in assessment.
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Module 7
Planning for Student Success
4. Discuss the following:
• Which challenges will be the most difficult for you to overcome?
• What steps could you take to implement some of the solutions you are considering?
Activity 2: Creating Accommodations for All Learners
Teachers want all students to meet syllabus guidelines and objectives and reach their
learning potential. The assessment plan you created gives you and your students
important information about their learning. Students also have differences based on
interests, personality, and preferred learning modalities. In this activity, you look at how
the students in your classroom differ from each other and you think of ways in which all
students can successfully participate in your unit.
When students' needs are met in the classroom, they have better attitudes and better
test scores (Cotton, 1998). All students need some accommodation or individualised support.
The information that teachers gain from formative assessment helps them design
instruction that meets the needs of all their students. Students also need environments
that allow them to use their strengths and interests to build their knowledge and skills.
Tomlinson (2000) lists four ways in which teachers can differentiate instruction:
• Content—Adjust what students need to learn or how they get the information they
need.
• Process—Recommend different ways of approaching the content.
• Products—Allow students to rehearse, apply, and extend what they have learned in a
variety of ways.
• Learning Environment—Create a flexible classroom with quiet places and areas for
interaction, and teach routines that create independence.
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Module 7
Planning for Student Success
Step 1: Considering Different Learning Modalities
Psychologists and educators have developed several frameworks for describing various
ways in which students learn, such as visual-auditory-kinesthetic, left brain/right brain,
and multiple intelligences. Work with a group to explore various learning modalities.
1. Break into groups of three members each. Have each member in the group read and
report on a different framework for understanding learning styles:
• Visual-auditory-kinesthetic
• Left brain/right brain
• Multiple intelligences
2. Go to the Intel® Education Designing Effective Projects resource:
a. Go to: http://educate.intel.com/in/ProjectDesign.
b. Click Thinking Skills.
c. Click Thinking Frameworks.
d. Click Learning Styles.
e. Read about your assigned learning style. (You may need to click Next at the
bottom of the page to find your learning style framework.)
3. Read the information in your framework and summarise it for your group. Discuss
your thoughts about how this particular look at learning styles could have an impact
on how you meet students' needs in your unit:
• Visual-auditory-kinesthetic
• Left brain/right brain
1:1 Tip: : Individual computers
often allow students to choose a
method of receiving and using
information that meets their
learning styles. Students can use
text readers, music, video, and
simulations to learn new information.
They can also use a variety of
technology tools to demonstrate
their learning.
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• Multiple intelligences
Step 2: Differentiating for Student Learning
Providing for students with a range of learning abilities in the regular classroom offers
unique challenges for teachers. At the same time, instructional accommodations to
support diverse needs can provide rich learning experiences for all students.
Meeting the needs of all students requires careful preparation and planning in unit design.
All students need the right amount of scaffolding so that they feel confident and comfortable
taking risks, and are working to become independent learners. Students with learning
difficulties, and students with exceptional abilities need different kinds of support. Some
of this differentiation of support can be met with technology.
1. Review the materials in the Differentiation folder on the Curriculum Resource CD for
accommodating the needs of all learners in your classroom:
• Teaching Students with Special Needs
• Teaching Gifted and Talented Students with Projects
What instructional strategies will help you meet student needs and consider how you
might include some of those strategies in your unit:
2. Open your Unit Plan.
3. Write a draft of the strategies you will use in the Accommodations for Differentiated
Instruction section.
Optional: An optional Differentiation Survey is available that can help you self-assess
ways you are already differentiating in your classroom. This self-assessment may assist
you in the completion of this activity. Open the survey in the Differentiation folder on the
Curriculum Resource CD.
1:1 Tip: Individual computers provide
for differentiated learning:
• They allow students with special
needs to access tailored tasks
and information, communicate
easily with people who can help
them, and take advantage of
adaptive equipment and software.
• Gifted and talented students are
not limited to the classroom
materials designed for their
class-level peers. They have
access to information and tools
to meet their goals, interests,
and abilities.
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Activity 3: Supporting Student Self-Direction
In student-centered classrooms, students are not always under the direct supervision of a
teacher. To successfully manage their own learning, students need to be self-directed
learners. Self-direction is an important lifelong learning goal for students of all ability
levels. This 21st century skill is critical for success in school, life, and work. Students who
understand the ways in which they learn are more adept at using appropriate strategies
to complete tasks successfully. Self-direction skills help students with special needs
complete tasks successfully and independently at a level that challenges them to reach
their potential.
During this activity, you explore a number of ways to use formative assessment to help all
students, especially those with special needs, become independent learners.
Step 1: Thinking about Formative Assessments to Enhance
Self-Direction
Unlike summative assessment, which occurs at the end of a unit or project to inform
teachers and students about how successfully unit objectives have been achieved,
formative assessment takes place throughout a project in formal and informal ways.
Formative assessment is most effective when:
• Students are given a clear picture of what they need to learn.
• Students receive continuous feedback about their progress related to learning goals.
• Students self-assess their own progress.
• Teachers provide instruction in the specific steps students must take to be successful
(Black & Wiliam, 1998).
The impact of implementing formative assessment on student learning cannot be
overstated. In 1998, Black and Wiliam reviewed 21 research studies and approximately
580 articles or chapters on the impact of formative assessment on student achievement.
They found that "innovations that include strengthening the practice of formative
assessment produce significant and often substantial learning gains" (p. 9). Although
this kind of assessment improves the learning of all students from kindergartners to
college students (Black et al., 2003), studies show that low achievers who need the extra
help benefit the most (Black & Wiliam, 1998).
In student-centered classrooms, teachers assess students, students assess each other,
but, ultimately, students assess themselves. When students assess their own thinking
processes and the products they create, they are doing more than just looking for errors.
They are, asWiggins (1990) explains, "internaliz[ing] the standards bywhich their products
and performances will be judged." This ability empowers them to think about the quality
of their work and their working processes in concrete ways and enables them to modify
their learning strategies to become more efficient and effective learners.
7.06
Module 7
Planning for Student Success
1:1 Tip: Research suggests that
students in one-to-one classrooms
have improved organisational skills.
Assist students in the development
of these skills by teaching them
how to use the computer resources
to track and monitor their own
progress (Jackson, 2004).
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7.07
Module 7
Planning for Student Success
1. Read more about the role of Formative Assessment in supporting student
self-direction in the Assessment folder of the Curriculum Resource CD.
2. Open the Assessing Projects resource at:
http://educate.intel.com/in/AssessingProjects
3. Click Overview and Benefits.
4. Click Formative Assessment.
5. Review one of the case studies in the Case Studies in Differentiation box on the right.
6. Either download the document and save it in your Course_Resources folder of your
Portfolio folder or use a tagging or bookmarking site to highlight or make comments
directly on the Web page.
a. Highlight the assessments that you find in the case study you selected.
b. Insert comments including questions, connections to your own experiences, and
ideas you might like to try in your own classroom.
7. Discuss a few of your comments with a partner.
Step 2: Creating an Assessment to Foster Self-Direction
Create an assessment that helps students take more control of their learning, such as one
that supports self-direction, self-management, self-assessment, or reflection. If desired,
click Try It in the Intel® Education Assessing Projects application
(http://educate.intel.com/in/AssessingProjects) and click Demo to review some of
the application’s features. You cannot save or modify assessments from the demo. Choose
from the following options:
Option 1: Creating or modifying an assessment from Assessing Projects (page 7.07)
Option 2: Modifying an assessment from the Assessment Strategies section of
Assessing Projects (page 7.0
Option 3: Creating an assessment using word processing software (page 7.0
Option 1: Creating or Modifying an Assessment from Assessing Projects
1. Go to Assessing Projects: http://educate.intel.com/in/AssessingProjects
2. Sign into the Workspace.
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Note: You previously set up a teacher workspace on the Intel Education Web site. You
can find your Teacher ID and password on your “Login Information” document saved in
your course_resources folder.
3. Use the Assessing Projects application to create or modify a self-direction assessment.
4. Add any formatting that will make your document easier for students to understand
and complete. (See Word Processing or Spreadsheet sections.)
5. When you complete your assessment, save it in the assessment folder in your
Portfolio folder.
Option 2: Modifying an Assessment from the Assessment Strategies Section of
Assessing Projects
To modify an assessment from Assessment Strategies in Assessing Projects, complete the
following:
1. Go to: http://educate.intel.com/in/AssessingProjects
2. Click the Assessment Strategies tab at the top of the page.
3. Click Encouraging Self-Direction and Collaboration in the left-hand navigation bar.
4. Browse the assessment methods in the left column.
5. Click a linked instrument in the right column.
6. Download the file for the assessment you want to use.
7. Modify the assessment to meet the needs of your unit.
8. Add any formatting that will make your document easier for students to understand
and complete. (See Word Processing or Spreadsheet sections.)
9. When you complete your assessment, save it in the assessment folder in your
Portfolio folder.
Option 3: Creating an Assessment Using Word Processing Software
1. Refer to the Word Processing area of the Help Guide for assistance in creating your
assessment.
2. When you complete your assessment, save it in the assessment folder in your
Portfolio folder.
Refer to the following
skills in the Help Guide
for this section:
• Word Processing
Groups 1–12
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Module 7
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Activity 4: Creating Support Materials to Facilitate Student
Success
In this activity, you create a resource to support your students’ self-directed learning
during project work. This might be a document, template, or form. The support materials
can specify choices that students must make about content, processes, and products.
Students use these materials to make decisions that will enhance their skills and make
good use of their talents and interests. Effective support materials also provide varying
degrees of structure and content to help address students' special needs.
Step 1: Exploring Sample Resources to Support Student Learning
Templates and forms are useful methods of saving and formatting files so that they can
be used easily by others.
A template is a master document that contains preformatted elements that cannot be
easily altered. A template can contain text, graphics, and settings such as fonts, menus,
page layout, special formatting, and styles that you want to appear on all similar
documents, presentations, or publications. A template is created in the same manner as
any other file but is saved in a specific way that makes it a template.
Word processing templates can be used for student book reports, lab reports, journal
entries, lesson plans, letterhead, memos, tests, or any other document with the same
formatting that is needed again and again. If desired, templates can scaffold students’
work with a new software application. The use of such scaffolds should be reduced as
students become more proficient.
A form is a structured document with spaces reserved for typing information. You can use
a formwhen you create quick assessments, tests, quizzes, self-reflections, or questionnaires
that will be completed by students on a computer. A document that uses form fields is not
well-suited for students who are writing drafts or creating formal communication, because
text entered into a form field cannot be spell-checked.
In this step, you review examples of forms, templates, and documents that students can
use to support their learning during a project. Although you create one type of support
materials during this activity, realise that students can also use wikis and blogs quite
effectively to support their learning.
1. View example templates, forms, and documents located in the Student Support folder
on the Curriculum Resource CD.
2. Consider which templates, forms, or other documents you might use in your unit to
support student learning.
Classroom Tip: Use evidence from the self-direction assessment to create or modify
a document to support student learning.
Remind participants to review their
Instructional procedure and identify
the support materials that need to
be created to help students
succeed.
1:1 Tip: When students complete
individual tasks electronically, new
opportunities for providing student
support become available. Think
about how you can take advantage
of this feature of one-to-one
computing environments when
planning your student support
materials.
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3. Maths literacy improves analytical and logical thinking, which can be used across the
curriculum. Consider ways you can use maths in your unit to improve your students’
thinking skills. Resources for integrating maths are located in Maths Strategies and
Maths Examples in the Student Support folder on the Curriculum Resource CD.
Note any ideas that you may want to incorporate into your student support material.
Step 2: Creating a Student Support Resource
In this step, you choose one of the following options to create a resource that students
will use to support their learning during your unit:
Option 1: Creating a document (page7.10)
Option 2: Creating a document template (page 7.11)
Option 3: Creating a presentation template (page 7.11)
Option 4: Creating a form (page 7.11)
Note: Think about Tomlinson's four ways of differentiating instruction described on page
7.03 as you create your student support resource.
Option 1: Creating a Document
1. Use word processing software to create your document. (See the Word Processing
section of the Help Guide.)
2. Save your document in the unit_support folder of your Portfolio folder.
Adding Additional Design Features
Choose from among the additional ideas for types of design and formatting features you
may want to include in your document. Use the Help Guide if you need assistance in
completing any technology skills identified below.
• Insert text as a decorative graphic. To add emphasis to your documents, add text as
graphics to your titles or special comments. (See Graphics Skill 9.1.)
Have participants list out the
support materials that they would
like to use for this Unit.
Follow your facilitator's
demonstration for how to save a
document as a template.
Refer to the following skills in
the Help Guide for this section:
• Word Processing Groups
1–12
• Graphics Skill 9.1: To make
art out of words, or
WordArt
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• Change text wrapping styles for pictures. Text can interact with graphics in a variety
of ways. Text can wrap around an image, appear in front of or behind an image, or
appear only above and below an image. (See Word Processing Skill 5.4.)
• Create a watermark. A watermark is a background graphic that lightly shows behind
your text. The picture is muted so that it does not compete with the text. (See Word
Processing Skill 5.12.)
• Change an existing picture in a document to a watermark. Use a picture that is already
in your document as a watermark. (See Word Processing Skill 5.13.)
• Insert an automatic date field. If you insert an automatic date field, the date can update
every time the document is printed or modified. (See Word Processing Skill 10.1.)
Option 2: Creating a Document Template
1. Use any of the design features noted in Option 1 to create a document.
2. Save your publication as a template in the unit_support folder of your Portfolio folder.
(See Word Processing Skill 10.4.)
Option 3: Creating a Presentation Template
In this option, you can create a new template, or if you have a student sample presentation,
you can use it as a basis for creating a template.
1. Refer to the Multimedia section of the Help Guide, as needed.
2. Save your presentation as a template in the unit_support folder in your Portfolio
folder. (See Multimedia Skill 4.5.)
Option 4: Creating a Form
A form is a document with spaces reserved for entering information. You can create fill-in
text boxes, check boxes, and drop-down lists. Use the Help Guide if you need assistance in
completing any technology skills identified below.
1. Open the toolbar for creating forms. (See Word Processing Skill 10.10.)
2. Insert form fields. Create fields where you want readers to insert information in your
form. (See Word Processing Skill 10.10.)
3. Protect the form. Before you distribute a form that users will view and complete, you
must protect it so that users can enter information only in the designated areas. If
you do not protect the form, the form elements, such as drop-down menus and check
boxes, will not function. (See Word Processing Skill 10.10.)
4. When finished, save your form in the unit_support folder in your Portfolio folder.
Refer to the following skills in
the Help Guide for this section:
• Word Processing Skill 5.4: To
change the way words flow,
or wrap, around a picture
• Word Processing Skill 5.12: To
add a light background
picture, or a watermark
• Word Processing Skill 5.13: To
change an existing picture to
a light background picture, or
watermark
• Word Processing Skill 10.1: To
put today's date into a
document
Refer to the following skills in
the Help Guide for this section:
• Word Processing Skill 10.4: To
make and use your own
document style, or template
Refer to the following skills in
the Help Guide for this section:
• Multimedia Skill 4.5: To make
and use your own
presentation style, or
template
Refer to the following skills in
the Help Guide for this section:
• Word Processing Skill 10.10:
To create a form
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Activity 5: Revisiting My Unit Plan
This activity provides another opportunity for you to review and further refine your Unit
Plan. In this activity, you look at ways to include activities and strategies in your unit that
encourage self-direction and differentiation for all students. Specifically you need to
revisit your Assessment Summary, Instructional Procedures, and Accommodations for
Differentiated Instruction sections.
1. Open your Unit Plan.
2. Open and review the Unit Plan Checklist saved in the unit_plan folder in your Portfolio
folder, which is also available on page A.09.
3. Revise the Assessment Plan section to include additional assessments in which
students plan and make choices about their own learning, reflect on their thinking
processes (metacognition), and assess their own progress.
4. Modify the Instructional Procedures section to include how you are planning to use
the student support materials you created, and implement any differentiation
strategies you described.
5. Revise your Accommodations for Differentiated Instruction section using what you
have learned in this module.
Note: Consider Tomlinson's principles of differentiation (page 7.03) as you revise your
Unit Plan.
6. Save your Unit Plan.
Activity 6: Pre-Planning Facilitation Materials
Step 1: Considering the Use of Facilitation Resources for Your Unit
Teacher and student roles are different in a student-centered, project-based classroom. In
this activity, you consider how technology can support you and your students as you
transition to these new roles. You then plan for a facilitation resource to support your role
as a facilitator.
As you move from traditional teacher to facilitator, you need to hone your skills in helping
students construct their own learning. Use the results from this self-assessment to help
plan the facilitation materials you create in Module 8.
1. Review the following table. Using the questions in the first column, conduct a quick
self-assessment of your behaviours, classroom climate, and project implementation
strategies that support a student-centered classroom.
Encourage teachers to be specific
in their Accommodations for
Differentiated Instruction section.
For example, “working in groups”
can be an effective tool for
differentiation, but it takes
instruction and support to make it
happen. In feedback, help teachers
use concrete language about their
differentiation strategies in the
Accommodations for Differentiated
Instruction section, and, when
appropriate, in the Instructional
Procedures section.
Keep in mind the difference
between student-support materials
and teacher-support materials.
Resources you create for teacher
support are used entirely by the
teacher. For example, you might
create a resource such as a
classroom wiki to share information
with students and parents, a
presentation that models a thinking
process, a spreadsheet to track
students' progress on projects, or
an online survey to gather
information. Student-support
materials, such as project plans and
checklists, are used only by
students.
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Module 7
Planning for Student Success
2. In the second column, add to the ideas listed for how technology could possibly help
you become more of a facilitator and make your classroom more student-centered.
Note: This worksheet is available in Module 7, Activity 6, Step 1: Considering the Use
of Facilitation Resources for Your Unit.
Differentiation and Technology Worksheet
Self-Assessment Ways Technology Could Improve This Area
1. I allow and encourage my students to
determine the areas of interest they
will explore within the subject matter
and how they will complete tasks.
1. Allow students choice of technology tools to
demonstrate their learning
2.
3.
2. Students progress through a unit or
project, monitoring their own progress.
1. Create a web-based resource with project
guidelines and downloadable materials
2.
3.
3. I encourage dialogue and debate
among students, where students
direct their responses to each other,
rather than only to me.
1. Create guidelines for using instant messaging
2.
3.
4. Students are comfortable sharing their
ideas on new concepts, rather than
waiting for the "right" answer from
me.
1. Set up a blog that students respond to
2.
3.
5. I encourage students to revise their
original thinking and work based on
their discovery of new information and
the further development of their
understanding.
1. Use reviewing tools in word processing
software
2.
3.
(Continued)
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Module 7
Planning for Student Success
Note: If you would like additional information on moving to a more student-centered
classroom, review facilitation resources in the Facilitation folder on the Curriculum
Resource CD.
Marzano, Pickering, and Pollock, in Classroom Instruction that Works (2001, p. 146), discuss
teaching strategies that teachers should include in the various stages of a unit:
• At the beginning of a unit, include strategies for setting learning goals
• During a unit, include strategies for:
o Monitoring progress toward learning goals
o Introducing new knowledge
o Practicing, reviewing, and applying knowledge
6. I ask open-ended questions and
encourage student questions.
1. Create documents with open-ended prompts
and spaces for answers
2.
3.
7. I ask students to elaborate on their
initial responses.
1. Respond to student blogs
2.
3.
8. Students do not ask me for the
answers; they become the experts by
finding the answers themselves.
1. Have students tag and evaluate Web sites
2.
3.
9. I am genuinely learning along with
my students. I do not have a predetermined
answer to the openended
questions I pose to my
students.
1. Create my own blog to document my learning
2.
3.
10. I see myself more as a guide or
mentor, rather than a lecturer.
1. Provide collaboration tools for students use
2.
3.
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Module 7
Planning for Student Success
• At the end of a unit, include strategies for helping students determine how well they
have achieved their goals
These facilitation strategies support the learning process and mirror the assessment
strategies addressed in Module 3. Review the ideas for following materials and consider
how these strategies could be supported technologically in your unit.
Examples of Facilitation Materials
Beginning of Unit
Tools to Set Goals:
• Presentations to foster curiosity and structure student inquiry
• Presentations or publications to discuss unit expectations and deadlines with
students and/or parents
• A printed project plan that helps students understand and contribute to the
expectations, steps, and deadlines of the unit
• Electronic communications to parents through e-mails or web-based resources to
identify and clarify the milestones of the project
During a Unit
Tools to Monitor Progress:
• Spreadsheets or forms to keep track of completed tasks for each student or team
• Electronic communications to parents through e-mails or web-based resources to
communicate student progress
• Observational anecdotal checklists to record students' use of 21st century skills and
content knowledge
Tools to Introduce New Knowledge and Skills:
• Web-based resources, such as wikis or blogs to launch students into research with
links to resources
• Presentations for tapping prior knowledge, introducing new concepts or the next
stage of the unit
• Projection materials for interactive activities to introduce key concepts and skills
Tools to Practice, Review, and Apply Knowledge and Skills:
• Web-based resources to archive lessons and activities for student review, provide
resources and guidance for project assistance, and provide resources for collaboration
• Presentations to model 21st century skills or introduce a daily activity or warm-up
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Module 7
Planning for Student Success
End of Unit
Tools to Assess Goals:
• Online surveys, forms, or web-based resources for reflection questions and setting
new goals
• Presentations with pictures of students working and completing project tasks for
end-of-project review and prompts for group discussion
• Spreadsheets and forms to collect and analyse student data
• Web-based wikis or blogs to communicate project results
If you are collaborating with other teachers on your Unit Portfolio, discuss how you can
best work as a team on this planning activity. Consider using a collaboration Web site, such
as those referenced in the Online Collaborative Sites in the Collaboration folder of the
Curriculum Resource CD.
Step 2: Brainstorming Facilitation Materials
Using the ideas presented in Step 1, brainstorm ideas for facilitation materials that would
help you to be more efficient, aid student learning, and implement your unit.
1. Review your facilitation self-assessment and choose areas you would like to
emphasise more frequently in your classroom.
2. What are some possible facilitation materials you could create to address these
areas?
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Module 7
Planning for Student Success
Activity 7: Reflecting on My Learning
Step 1: Reviewing the Module
Review the guiding questions and key points for Module 7 on page 7.19, and think about
the ideas and materials you created that can be used in your classroom, instruction, or
planning. Also think about self-directed learners and the role of differentiation.
In the following modules, you will build on these concepts as you explore implementation
strategies for your unit.
Step 2: Blogging My Journey
Reflect on the activities, skills, and approaches addressed in this module in your personal
blog.
1. Open your blog using your tag or bookmark site.
2. Go to your personal blog, create an entry entitled Module 7 Reflection, copy and paste
the following prompt into your entry, and write your response:
This module has helped me think about self-directed learners
and the role of differentiation in the following ways…
Note: If you are having intermittent connectivity issues, you may want to type
your blog offline in a word processing document and then paste it into your blog.
An alternate method of ensuring you do not lose your work is to copy your blog entry
text into the temporary clipboard before you click submit. (See Word Processing Skill
2.6.)
3. Write about any other insights, questions or concerns you want to address in your
reflection.
Offline Activity: If you do not have access to Internet or have difficulties with the
blogging site, use the journal template located in the Course Assessment folder within the
Assessment folder on the Curriculum Resource CD to complete your reflection.
Refer to the following
skill in the Help Guide
for this section:
• Word Processing Skill
2.6: To copy words or
text
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References
Bereiter C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ:
L. Erlbaum.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning:
Putting it into practice. Berkshire, England: Open University Press.
Black, P., & Wiliam, D. (1998). Inside the black box? Raising standards through classroom
assessment. Phi Delta Kappan. Retrieved from www.pdkintl.org/kappan/kbla9810.htm
Cotton, K. (1998). Education for lifelong learning: Literature synthesis. Washington, DC:
OERI (ERIC Document Reproduction Service No. ED 422 608)
Jackson, L. (2004). One-to-one computing: Lessons learned and pitfalls to avoid. Education
World. Retrieved from http://www.education-world.com/a_tech/tech/tech197.shtml
Langer, J., & Applebee, A. (1986). Reading and writing instruction: Toward a theory of
teaching and learning. Review of Research in Education, 13, 171–194.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA:
Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades.
Champaign, IL: Clearinghouse on Elementary and Early Childhood Education.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
Wiggins, G. (1990). The case for authentic assessment. Washington, DC: American
Institute for Research.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of
Child Psychology and Psychiatry and Allied Disciplines, 17, 89–100.
Intel® Teach Program
Essentials Course Version 10.1 7.18 Copyright © 2008 Intel Corporation.
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Module 7
Planning for Student Success
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7.19
Module 7
Planning for Student Success
Module 7 Summary
Review the guiding questions and key points of Module 7 and think about the ideas and
materials you have created that can be used in your classroom, instruction, or planning to
help improve student learning.
In the following modules, you will build on these concepts as you discuss implementation
strategies for your unit.
Module Questions:
• How can I help my students become self-directed learners?
• How can I support the diverse needs of learners?
Module 7 Key Points:
• Transitioning to a student-centered classroom demands adjustments from both
students and teachers:
• Teachers must work with students to help them develop self-direction skills.
• Students must take an active role in their own learning.
• Teachers can differentiate instruction in four ways:
• Content
• Process
• Products
• Learning Environment
• Teachers can look at learning styles in several ways, including visual-kinestheticauditory,
left brain/right brain, and multiple intelligences.
• Accommodating the needs of all learners requires appropriate scaffolding so that
students become confident, independent learners.
Intel® Teach Program
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Module 7
Planning for Student Success
Notes
Copyright © 2008 Intel Corporation. All rights reserved.
Intel, the Intel logo, Intel Education Initiative, and the Intel
Teach Program are trademarks of Intel Corporation in the
U.S. and other countries. *Other names and brands may be
claimed as the property of others.

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