CRISS Strategic Learning Plan Form III

CRISS® Strategic Learning Plan - Form III

Enduring Understandings

Process:

Content:

Assessment:

Content (written text, video, lecture, visuals, etc.):

CRISS® Strategic Learning Plan - Form III

(continued)

Reflecting on Content and the Learning Processes

Ask your students the following questions:

In what ways were you metacognitive? How did you check to see if you understood what you were learning?
What did you do to engage your background knowledge before reading?
Did you have a clear idea of your learning purposes? What did I do as a teacher to help you establish clear purposes?
Were you actively engaged throughout the lesson? How?
Did you have opportunities to write? How did writing help you gain meaning?
Did you have opportunities to discuss what you were learning? How did this help you untangle meaning?
How did you transform or organize information? Were the transforming strategies helpful?
Did I do enough teacher modeling so that you knew what to do? If not, how might I help you more than I did?

©Project CRISS®, 2007 CRISS Manual Chapter 10, pp. 226-227 and Chapter 12, pp. 251-253

Alphabetical Listing of Project CRISSâ Strategies:

©Project CRISS®, 2007 CRISS Manual Chapter 10, pp. 226-227 and Chapter 12, pp. 251-253

ABC Brainstorming

Anticipation Guide

Carousel Brainstorming

Cause-Effect Two-Column

Notes

Concentric Circle

Discussion

Concept of Definition Map

Conclusion-Support Notes

Content Frames

Context Clues (used with

vocabulary words)

Contrast and Compare Chart

Discussion Web

Double-Entry Reflective

Journals

Frayer Model

Free-Write Entries

History–Change Frame

Hypothesis–Evidence

Know–Want to Know–Learn

Plus (K-W-L Plus)

Magnet Summaries

Main Idea–Detail Notes

Mental Imagery

Mind Streaming

One-Sentence Summaries

Pattern Puzzles

Persuasive Paragraph

Picture Notes

Power Thinking

Pre- and Post-Reading Maps

Problem Analysis

Problem–Solution–

Consequences

Problem–Solution Notes

Problem–Solving Organizer

Process Notes

Proposition-Support

Question–Answer

Relationships (QARs)

Questioning the Author (QtA)

RAFT

Read–and–Say–Something

Read–Recall–Check–

Summarize

Roles Within Cooperative

Teams

Selective Underlining or

Highlighting

Semantic Feature Analysis

Sentence & Word Expansion

Spool Papers

Sticky-Note Discussions

Story Plans

Summarizing

Think–Pair–Share

Three-Minute Pause

Triangular Comparison

Diagram

Twelve-Minute Study

Venn Diagram

Vocabulary Flash Cards

Vocabulary Mapping

Word Combining (formerly

Sentence Synthesis)

Word Elaboration (formerly

Capsule Vocabulary)

Writing Templates (formerly

Framed Paragraphs)

You Ought to Be in Pictures