Developing a Learning Plan

To engage students in thinking about how they can learn what they need to know, and how they can demonstrate what they’ve learned.

This process begins after teacher and students have identified what they need to learn (see Learning List tool).

1. How Can We Learn It?

  1. Go over the list of things that teacher and students have decided need to be learned and talk about ways to learn them. Encourage students to “think outside the box.” Activities may include trips outside the classroom, inviting guest speakers into the classroom, or independent activities students do outside of class. They may include bringing in real life materials (newspapers, grocery items, auto repair manuals) and doing activities that allow students to practice using their skills to do real things.
  2. There does not have to be a one-to-one correspondence between items to be learned and activities. Some activities might help students learn more than one item, and they may want to practice some items multiple times in different ways.

2. How Can We Show We Know It?

  1. Discuss the importance of building on-going assessment and reflection into the learning process. Help students to understand that, within the EFF teaching and learning process, assessment is seen not as something that just happens at the end of the teaching and learning cycle, but as a process that is woven into each stage of the learning process.
  2. Have students begin to brainstorm ideas for the third column on their planning guide.

Worksheet (Word file)

Example form Practice:

Goal: To read road signs (in preparation for a trip)
Standard: Read with Understanding
What do we need to know? How can we learn it? How will we show we know it?
• Clues to help identify words quickly
• Length and shape of word, first letter, etc.
• How to use key words rather than reading every word.
• How to read quickly
• Students will copy down 3-5 road signs and create flashcards (including color and shape) for class
• For each card, the group will identify the key words, the sight words they remember (“speed limit”), and other clues they will use to read quickly
• Students will note names of streets and towns that they will need to look for as they travel and practice scanning for these quickly during flashcard work
• Teacher sets up flashcards along hallway and students will read them as they walk by.
• Flashcards are created accurately
• Each student can identify and use 3 strategies to read flashcards quickly
• With practice, the number of flashcards students can accurate-ly read during hallway walk increases.

Used in Teaching/Learning Examples:

Measurement in a Real World Setting

(adapted from Amy Prevedel, South San Francisco Project READ.
For additional examples of how this mind map activity can be used, see Hot Topics Vol. 1, 1 )