Description
Using your research, identify and describe strategies that:
- Communicate the Learning Objective (Collaborative Learning).
- Check for Understanding (Self-Directed Learning).
Part 2: Strategies Summary
Using the “Learning Objectives Plan,” summarize and reflect on your strategy choices in 250-500 words. In your summary, address the following:
- Describe how the strategies you chose establish an environment of learning.
Sydney Stringer-Johnson
GCU ELM – 535
August 1, 2018
Professor Erin Horn
Fostering Ownership of Learning
Contents
Part 1: Fostering Ownership of Learning ……………………………………………………2
Part 2: Learning Objectives Plan ………………………………………………………………..5
Part 3: Learning Objectives versus Educational Goals ………………………………..6
Part 4: Assessment Plan ……………………………………………………………………………..8
Part 5: Questioning and Feedback ……………………………………………………………………………….. 9
Part 1: Fostering Ownership of Learning
Grade Level: SEVEN (7)
ELA State Standard: ELAGSE(Georgia Standards of Excellence) 7RL2 Determine a theme and/or central idea of a text and
analyze its development over the course of the text; provide an objective summary of the text.
Types of
Strategy Engaging Strategy Guiding
Strategy Tracking
References/Resources
Data
of
Student
Instruction
Students in
Students to Take
Learning
Ownership of Their Performance
Learning
Direct
Instruction
Make learning
interactive (PinoJames, 2014). The
teacher can ask
questions as the
lesson goes on and
students will answer.
The teacher can
utilize the strategy of
promoting autonomy
in the classroom,
through welcoming
the student’s ideas.
For instance,
students can discuss
the content of text at
the beginning of the
class before the
teacher takes charge.
Other strategies the
The teacher can
encourage the
students’ voice
(Varlas, 2011).
Involve them in
setting learning
objectives and goals,
for instance, let every
student write down
what they want to
attain by the end of
the lesson. The
teacher should allow
the students to decide
and evaluate the
types of texts they
want to read for the
course. They can
select from several
texts available for
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.
© 2017 Grand Canyon University. All Rights Reserved
Pino-James, N. (2014, December
8).Golden Rules for Engaging Students
in Learning Activities. Edutopia.
Retrieved from
https://www.edutopia.org/blog/goldenrules-for-engaging-students-nicolaspino-james
Varlas, L. (2011, March 30). How Can
We Help Students Take Ownership of
Learning? Retrieved from
http://inservice.ascd.org/how-can-weget-students-to-take-ownership-of-theirlearning/
teacher can use is
creating a
welcoming
environment
establish a culture of
greeting every
student in the
morning and sharing
what excites them.
The students will
take notes during
instruction.
Guided Practice The Teacher will
apply47
collaborative
learning. Utilize
small group
discussions. The
teacher can group
students into three or
four and give them
discussion questions
in text for instance
to identify the main
idea. Implement
ways and rules to
control student
communication and
behavior during
group discussions.
reading throughout
the course. When
students participate in
designing their
lessons it enhances
their ownership of
learning.
The teacher should
encourage leadership
(Spangler, 2017), set
up lessons for
presentation and each
student be assigned a
theme in the text to
present to the class.
The classmates and
the teacher will ask
questions for
clarification. The use
of group work builds
the student’s
competence.
Assigning different
roles for each student
will enhance
accountability and
ownership.
Peer- to- peer
feedback where
students will respond
to each other and
correct if wrong. The
teacher can apply
corrective feedback,
which will be
immediately after a
practice or
application. As
learners discuss and
evaluate their
mastery, the
instructor can observe
their discussions.
(Alber, 2011).
© 2017 Grand Canyon University. All Rights Reserved
Alber, R. (2011, December 6). 3 Ways
Student Data Can Inform Your
Teaching. Edutopia. Retrieved from
https://www.edutopia.org/blog/usingstudent-data-inform-teaching-rebeccaalber
Spangler. (2017, January 26). 5 Ways to
Increase Student Ownership in Your
Classroom. Retrieved from
https://www.weareteachers.com/increas
e-student-ownership/
Independent
Practice
The teacher will
enhance the
student’s self- belief.
Students should
control their learning
and strive to attain
their goals. Problemsolving activities
would work best.
The teacher will give
students questions to
analyze while
reading, for instance,
the theme and
characters in a text.
The students will
then write down the
responses in a book.
The teacher can post
questions on the
board for students to
answer during the
lesson.
Give the student
choices of texts to
read (Spangler,
2017). The students
will be required to
read a selected text
during their free time.
The teacher can ask
the students to
formulate questions
in text and write them
down. The students
will then give
answers to the
questions that they
think are correct.
Use self-evaluation
(Haynes, n.d). The
student can record
what they have
learned from a text,
any questions they
have and the ways
they can use the
knowledge for
instance in answering
assignments,
completing exams,
etcetera. The teacher
can give tests or
questions on a text,
mark and give the
books to the students.
The teacher can
observe the students,
go around the class
and assess their
ability to respond to
the questions (Alber,
2011).
© 2017 Grand Canyon University. All Rights Reserved
Alber, R. (2011, December 6). 3 Ways
Student Data Can Inform Your
Teaching. Edutopia. Retrieved from
https://www.edutopia.org/blog/usingstudent-data-inform-teaching-rebeccaalber
Spangler. (2017, January 26). 5 Ways to
Increase Student Ownership in Your
Classroom. Retrieved from
https://www.weareteachers.com/increas
e-student-ownership/
Haynes, K. (n.d). Empowering Students
to Take Ownership of Learning.
TeacherHub.Com. Retrieved from
http://www.teachhub.com/empowerstudent-to-take-ownership-of-learning
Part 2: Learning Objectives Plan
Grade Level: Click here to enter text.
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
© 2017 Grand Canyon University. All Rights Reserved
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)
Click here to enter text.
Your learning objectives should be based
on the long-term educational goal. These
are short-term, understandable goals for
the students to follow.
Personal Educational Goal
(Long-Term Goal)
Click here to enter text.
Provide a long-term, educational goal that
meets the appropriate standard for the
grade level of the student.
Formative and Summative Assessments
Formative: Click here to enter text.
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.
Summative: Click here to enter text.
Differentiation
Click here to enter text.
How will you adjust instruction based on
assessment results to meet the learning
needs of your students?
© 2017 Grand Canyon University. All Rights Reserved
Reflection
Click here to enter text.
© 2017 Grand Canyon University. All Rights Reserved
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)
Click here to enter text.
Learning Objective (from assignment in Topic 3)
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.
© 2017 Grand Canyon University. All Rights Reserved
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.
© 2017 Grand Canyon University. All Rights Reserved
Assignment for Chris200
Due Date: Aug 08, 2018 23:59:59
Max Points: 75
Details:
How the teacher communicates the learning objectives during instruction opens the door to initiate
student engagement, motivate student ownership of learning, and set the stage for establishing a clear
expectation of learning in the classroom.
Here is the Previous Template to add part two
SStringerJohnson2
0180731_Fostering Ownership-Learning Template.docx
Review the “Learning Plan Template” to complete this assignment. Please use the one from the last
assignment
Complete Part 2: Learning Objectives Plan.
Part 1: Learning Objectives Plan Chart
For this assignment, you will develop learning experiences that engage students in collaborative and
self-directed learning. Using the “Learning Plan Template,” choose a math or ELA standard for the
grade level that corresponds with your field experiences. Using the chosen standard, compose an
aligning learning objective. Research best practices regarding how to communicate learning objectives
in the classroom, helping to establish a positive and supportive learning environment. Using your
research, identify and describe strategies that:
•
•
Communicate the Learning Objective (Collaborative Learning).
Check for Understanding (Self-Directed Learning).
Part 2: Strategies Summary
Using the “Learning Objectives Plan,” summarize and reflect on your strategy choices in 250-500
words. In your summary, address the following:
•
•
•
•
•
Describe how the strategies you chose establish an environment of learning.
How does the process of sharing objectives with students help to create a culture of selfdirected learning?
How is this collaborative culture of sharing learning objectives helping the students make
personal connections to their learning experiences?
How does the instructional strategy engage students in their learning?
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of three scholarly resources.
Submit the “Learning Plan Template” with your strategies summary as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center. An abstract is not required.
5
Target
100.00%
100.0 %Content
10.0 %Math and ELA Standard
and Learning Objective
Template is complete and demonstrates proficient
and thorough knowledge of writing a learning
objective that is expertly aligned to the math or ELA
standard.
25.0 %Strategies to
Template is complete and demonstrates proficient
Communicate the Learning
and thorough knowledge by providing multiple wellObjective
researched strategies to communicate the learning
objective in order to establish a climate of learning.
25.0 %Checking for
Template is complete and demonstrates proficient
Understanding
and thorough knowledge by providing strategies to
check for understanding of learning objective in
order to establish a climate of learning.
10.0 %Summary and Reflection Reflection clearly describes carefully planned,
plausible reasoning for strategies to establish a
climate of learning and engage students in their own
learning. Applications to future practice are
insightful and thoughtfully reflect growth and
development as a professional.
15.0 %Mechanics of Writing
Writer is clearly in command of standard, written,
(includes spelling, punctuation, academic English.
grammar, language use)
15.0 %Research Citations
All sources are credible, appropriate, and strongly
support the submission. All required aspects of APA
format are correct within the submission.
Purchase answer to see full
attachment
GCU ELM – 535
August 1, 2018
Professor Erin Horn
Fostering Ownership of Learning
Contents
Part 1: Fostering Ownership of Learning ……………………………………………………2
Part 2: Learning Objectives Plan ………………………………………………………………..5
Part 3: Learning Objectives versus Educational Goals ………………………………..6
Part 4: Assessment Plan ……………………………………………………………………………..8
Part 5: Questioning and Feedback ……………………………………………………………………………….. 9
Part 1: Fostering Ownership of Learning
Grade Level: SEVEN (7)
ELA State Standard: ELAGSE(Georgia Standards of Excellence) 7RL2 Determine a theme and/or central idea of a text and
analyze its development over the course of the text; provide an objective summary of the text.
Types of
Strategy Engaging Strategy Guiding
Strategy Tracking
References/Resources
Data
of
Student
Instruction
Students in
Students to Take
Learning
Ownership of Their Performance
Learning
Direct
Instruction
Make learning
interactive (PinoJames, 2014). The
teacher can ask
questions as the
lesson goes on and
students will answer.
The teacher can
utilize the strategy of
promoting autonomy
in the classroom,
through welcoming
the student’s ideas.
For instance,
students can discuss
the content of text at
the beginning of the
class before the
teacher takes charge.
Other strategies the
The teacher can
encourage the
students’ voice
(Varlas, 2011).
Involve them in
setting learning
objectives and goals,
for instance, let every
student write down
what they want to
attain by the end of
the lesson. The
teacher should allow
the students to decide
and evaluate the
types of texts they
want to read for the
course. They can
select from several
texts available for
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.
© 2017 Grand Canyon University. All Rights Reserved
Pino-James, N. (2014, December
8).Golden Rules for Engaging Students
in Learning Activities. Edutopia.
Retrieved from
https://www.edutopia.org/blog/goldenrules-for-engaging-students-nicolaspino-james
Varlas, L. (2011, March 30). How Can
We Help Students Take Ownership of
Learning? Retrieved from
http://inservice.ascd.org/how-can-weget-students-to-take-ownership-of-theirlearning/
teacher can use is
creating a
welcoming
environment
establish a culture of
greeting every
student in the
morning and sharing
what excites them.
The students will
take notes during
instruction.
Guided Practice The Teacher will
apply47
collaborative
learning. Utilize
small group
discussions. The
teacher can group
students into three or
four and give them
discussion questions
in text for instance
to identify the main
idea. Implement
ways and rules to
control student
communication and
behavior during
group discussions.
reading throughout
the course. When
students participate in
designing their
lessons it enhances
their ownership of
learning.
The teacher should
encourage leadership
(Spangler, 2017), set
up lessons for
presentation and each
student be assigned a
theme in the text to
present to the class.
The classmates and
the teacher will ask
questions for
clarification. The use
of group work builds
the student’s
competence.
Assigning different
roles for each student
will enhance
accountability and
ownership.
Peer- to- peer
feedback where
students will respond
to each other and
correct if wrong. The
teacher can apply
corrective feedback,
which will be
immediately after a
practice or
application. As
learners discuss and
evaluate their
mastery, the
instructor can observe
their discussions.
(Alber, 2011).
© 2017 Grand Canyon University. All Rights Reserved
Alber, R. (2011, December 6). 3 Ways
Student Data Can Inform Your
Teaching. Edutopia. Retrieved from
https://www.edutopia.org/blog/usingstudent-data-inform-teaching-rebeccaalber
Spangler. (2017, January 26). 5 Ways to
Increase Student Ownership in Your
Classroom. Retrieved from
https://www.weareteachers.com/increas
e-student-ownership/
Independent
Practice
The teacher will
enhance the
student’s self- belief.
Students should
control their learning
and strive to attain
their goals. Problemsolving activities
would work best.
The teacher will give
students questions to
analyze while
reading, for instance,
the theme and
characters in a text.
The students will
then write down the
responses in a book.
The teacher can post
questions on the
board for students to
answer during the
lesson.
Give the student
choices of texts to
read (Spangler,
2017). The students
will be required to
read a selected text
during their free time.
The teacher can ask
the students to
formulate questions
in text and write them
down. The students
will then give
answers to the
questions that they
think are correct.
Use self-evaluation
(Haynes, n.d). The
student can record
what they have
learned from a text,
any questions they
have and the ways
they can use the
knowledge for
instance in answering
assignments,
completing exams,
etcetera. The teacher
can give tests or
questions on a text,
mark and give the
books to the students.
The teacher can
observe the students,
go around the class
and assess their
ability to respond to
the questions (Alber,
2011).
© 2017 Grand Canyon University. All Rights Reserved
Alber, R. (2011, December 6). 3 Ways
Student Data Can Inform Your
Teaching. Edutopia. Retrieved from
https://www.edutopia.org/blog/usingstudent-data-inform-teaching-rebeccaalber
Spangler. (2017, January 26). 5 Ways to
Increase Student Ownership in Your
Classroom. Retrieved from
https://www.weareteachers.com/increas
e-student-ownership/
Haynes, K. (n.d). Empowering Students
to Take Ownership of Learning.
TeacherHub.Com. Retrieved from
http://www.teachhub.com/empowerstudent-to-take-ownership-of-learning
Part 2: Learning Objectives Plan
Grade Level: Click here to enter text.
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
© 2017 Grand Canyon University. All Rights Reserved
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)
Click here to enter text.
Your learning objectives should be based
on the long-term educational goal. These
are short-term, understandable goals for
the students to follow.
Personal Educational Goal
(Long-Term Goal)
Click here to enter text.
Provide a long-term, educational goal that
meets the appropriate standard for the
grade level of the student.
Formative and Summative Assessments
Formative: Click here to enter text.
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.
Summative: Click here to enter text.
Differentiation
Click here to enter text.
How will you adjust instruction based on
assessment results to meet the learning
needs of your students?
© 2017 Grand Canyon University. All Rights Reserved
Reflection
Click here to enter text.
© 2017 Grand Canyon University. All Rights Reserved
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)
Click here to enter text.
Learning Objective (from assignment in Topic 3)
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.
© 2017 Grand Canyon University. All Rights Reserved
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.
© 2017 Grand Canyon University. All Rights Reserved
Assignment for Chris200
Due Date: Aug 08, 2018 23:59:59
Max Points: 75
Details:
How the teacher communicates the learning objectives during instruction opens the door to initiate
student engagement, motivate student ownership of learning, and set the stage for establishing a clear
expectation of learning in the classroom.
Here is the Previous Template to add part two
SStringerJohnson2
0180731_Fostering Ownership-Learning Template.docx
Review the “Learning Plan Template” to complete this assignment. Please use the one from the last
assignment
Complete Part 2: Learning Objectives Plan.
Part 1: Learning Objectives Plan Chart
For this assignment, you will develop learning experiences that engage students in collaborative and
self-directed learning. Using the “Learning Plan Template,” choose a math or ELA standard for the
grade level that corresponds with your field experiences. Using the chosen standard, compose an
aligning learning objective. Research best practices regarding how to communicate learning objectives
in the classroom, helping to establish a positive and supportive learning environment. Using your
research, identify and describe strategies that:
•
•
Communicate the Learning Objective (Collaborative Learning).
Check for Understanding (Self-Directed Learning).
Part 2: Strategies Summary
Using the “Learning Objectives Plan,” summarize and reflect on your strategy choices in 250-500
words. In your summary, address the following:
•
•
•
•
•
Describe how the strategies you chose establish an environment of learning.
How does the process of sharing objectives with students help to create a culture of selfdirected learning?
How is this collaborative culture of sharing learning objectives helping the students make
personal connections to their learning experiences?
How does the instructional strategy engage students in their learning?
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of three scholarly resources.
Submit the “Learning Plan Template” with your strategies summary as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center. An abstract is not required.
5
Target
100.00%
100.0 %Content
10.0 %Math and ELA Standard
and Learning Objective
Template is complete and demonstrates proficient
and thorough knowledge of writing a learning
objective that is expertly aligned to the math or ELA
standard.
25.0 %Strategies to
Template is complete and demonstrates proficient
Communicate the Learning
and thorough knowledge by providing multiple wellObjective
researched strategies to communicate the learning
objective in order to establish a climate of learning.
25.0 %Checking for
Template is complete and demonstrates proficient
Understanding
and thorough knowledge by providing strategies to
check for understanding of learning objective in
order to establish a climate of learning.
10.0 %Summary and Reflection Reflection clearly describes carefully planned,
plausible reasoning for strategies to establish a
climate of learning and engage students in their own
learning. Applications to future practice are
insightful and thoughtfully reflect growth and
development as a professional.
15.0 %Mechanics of Writing
Writer is clearly in command of standard, written,
(includes spelling, punctuation, academic English.
grammar, language use)
15.0 %Research Citations
All sources are credible, appropriate, and strongly
support the submission. All required aspects of APA
format are correct within the submission.
Purchase answer to see full
attachment
Categories: