1. Unit Learning Goals: What were your unit learning goals for this instructional sequence? How do your unit learning goals support your students’ understanding of the state or district content standards addressed in this unit?

I.      Designs/Plans Instruction
VI.   Collaborates with   
        Colleagues/Parents/Others
VIII. Knowledge of Content
IX.    Technology

Program of Studies
Consolidated Plan
Academic Expectations
Core Content
Behavioral Objectives
Alignment
New Teacher Standards
Learned Societies

2. Contextual Information: What were some important characteristics of your students and your classroom and other challenges that you faced that influenced your selection of activities and the instructional sequence?

I. Creates/Maintains Learning Climates

Domains and Theorists

Classroom Environment

Describing a Population

Diversity

3. Assessment Plan (AP): Why have you chosen each of these assessments to attain your stated learning objectives? Why have you modified certain of these assessments?

IV. Assesses and Communicates
      Learning Results

IX. Technology

Pre and Post Assessment
DAP
Types of Assessment
Performance Tasks
Assessment Format
Summative-Formative
Norm-Criterion Referenced
Alignment
Multiple Measures
KELP

4. Pre Assessment Analysis: What did you learn about the prior knowledge of the students in your class as a whole from your pre-assessment data?

I. Designs/Plans Instruction

IV. Assesses and Communicates Learning Results

KWL
Pre-assessment Tools
Pre-assessment Criteria
Analysis of results

5. Design for Instruction (DI): How did your analysis of the pre-assessment data influence how you designed the learning activities for your class as a whole? How do each of these activities support students’ learning of the state or district standards? Why were the activities sequenced in this way? In what ways were the activities relevant to your students’ lives? Why did you include these instructional resources?

I.      Designs/Plans Instruction

VIII. Knowledge of Content

IX.    Technology

Strategies
Instructional sequence
Rationale
Realistic Time Frames
Activities
Task Analysis
Lesson Planning
Models
DAP
Integration
Technology
Alignment
Content

6. Featured Students: Consider two students who performed differently on the pre assessment and have different instructional needs. Who is Student 1? Who is student 2?

I. Designs/Plans Instruction

IV. Assesses and Communicates Learning Results

Case Studies
KELP
Anecdotal notes
Student Gestalt
Learning Cycle
Learning Styles
Multiple Intelligences
Stage Theories

7. Implementing Instruction (Im-In): How did your actual implementation of the instruction differ from your original design for instruction?

III.    Implements/Manages Instruction

VIII. Knowledge of Content

IX.    Technology

Strategies
Models
Modifications and Accommodations
Scaffolding
Sequencing
Activities
Constructivism
DAP
ZPD
Classroom Management
Communication Skills
Content

8. Analysis of Learning Results (ALR): What did your analysis of learning results tell you about the degree to which your learning goal(s) and objective(s) were achieved. What did your analysis of the learning results tell you about the degree to which your learning goal(s) and objective(s) were achieved?

IV. Assesses and Communicates

       Learning Results

IX. Technology

Graphic Displays

Statistics

Selection of Appropriate Statistics

Criterion and Norm Referenced

9. Reflection on Teaching and Learning: Based on evidence of learning from your pre-, formative and post-assessment data, how and why might you teach this instructional sequence differently if you were to teach it again? What are two of the ways that your teaching fostered learning in your students? What professional development experiences will you need to support your teaching of this sequence of instruction?

V.    Reflects/Evaluates        Teaching/Learning

VII. Engages in Professional

        Development

Focus on Student Learning

Teacher Role

Modifications

Self-Knowledge

The Reflective Practitioner