What if they were easier to do all together than separately?
It makes sense, doesn’t it?

What would it take to implement all of these simultaneously?
It turns out, not that much! And it turns out, we’ve had what it takes all along!

A research- and curriculum-based sequence of learning with both empirical and logical basis.

The empirical basis means that later levels are more difficult than, and also include, earlier levels.
The logical basis means that there is an explicit reason why one level of understanding is a prerequisite for another.

Use research- and curriculum-based sequences of learning to:

Step 1: Identify the grade Level of the concept we plan to teach.

Step 2: Identifyexplicit reasons why specific prior Levels are prerequisites  for the grade Level.

Step 3: Planto pre-assess using the specific prior Levels.

Step 4: 1stLesson: Pre-assess using the specific prior Levels.

Step 5: Place the pre-assessments in piles according to the specific prior Level that each child will investigate in the next lesson.

Step 6: Each child’s identified Level of demonstrated understanding can be used as:

  • ASSESSMENT OF LEARNING– point in time, they can be recorded as summative assessment
  • ASSESSMENT FOR LEARNING – the teacher uses them to Differentiate the Explicit Teaching, and each child’s Investigation Level in the next lesson, including any Intervention and Integration
  • ASSESSMENT AS LEARNING – each child uses their current Level of understanding to self-differentiate after determining the Level they are ready to investigate, including any Intervention and Integration

Step 7: Subsequent Lessons: Differentiate the Explicit Teaching, including any identified need forIntervention, Integrating related concepts.

Step 8: Either guide children to their Level, or allow them to select the Level that they are ready to investigate, including any Intervention or IntegrationASSESSMENT FOR and AS LEARNING.

Step 9: Roam, guide, question, listen to, observe, prompt every child, including those investigating an Intervention or Integrated conceptASSESSMENT FOR and AS LEARNING.

Step 10:At the end of the lesson, collect the children’s books and place them in piles of demonstrated Levels of understanding for the next lesson, including any Intervention or Integration.

Step 11: Each child’s identified Level of demonstrated understanding can be used as:

  • ASSESSMENT OF LEARNING – point in time, they can be recorded as summative assessment
  • ASSESSMENT FOR LEARNING – the teacher uses them to Differentiate the Explicit Teaching, and each child’s Investigation Level in the next lesson, including any Intervention and Integration
  • ASSESSMENT AS LEARNING – each child uses their current Level of understanding to self-differentiate after determining the Level they are ready to investigate, including any Intervention and Integration

 

Steps 7 – 11 are repeated throughout the time the concepts is being taught and investigated.

Step 12: Plan to post-assess using the specific prior Levels, plus the Levels Explicitly Taught and Investigated, including any Intervention or Integration.

Step 13: Final Lesson:Post-assess using the specific prior Levels, plus the Levels Explicitly Taught and Investigated, including any Intervention or Integration.

Step 14: Place the post-assessments in piles according to the specific Level that each child has demonstrated understanding of, including any Intervention or Integration.

Step 15: Each child’s identified Level of demonstrated understanding can be used as:

  • ASSESSMENT OF LEARNING – point in time, they can be recorded as summative assessment
  • ASSESSMENT FOR LEARNING – for Differentiation when the concept is taught and investigated again, including any Intervention and Integration
  • ASSESSMENT AS LEARNING – for child self-differentiation when they investigate the concept next
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