I can outline in writing the subject matter content knowledge my students are to master.
|
|
|
|
|
I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references.
|
|
|
|
|
I can define in writing the specific patterns of reasoning students are to master.
|
|
|
|
|
I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts).
|
|
|
|
|
I can define the key attributes of products I expect students to learn to create.
|
|
|
|
|
I can think through and define academic dispositions (school-related attitudes) I hope my students will develop.
|
|
|
|
|
I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students.
|
|
|
|
|
I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum.
|
|
|
|
|