Showing Evidence of How I Align Goals, Students, Instruction, and Assessment

Use this sheet to help you find the specific evidence you have in your entry and identify areas where you need to include evidence.

Is there evidence of: / Yes / No / If yes, describe
Learning Goals:
  1. What I know about my students
  2. My specific learning goals for this unit
  3. Why are goals appropriate at this time
  4. How these goals are part of my long range learning goals
  5. Why these long range goals are appropriate at this time

Activities
  1. What activities I used to teach this goal
  2. Why these activities are appropriate for these goals
  3. Why these activities are appropriate for these students

Strategies
  1. What strategies I used to teach these goals
  2. Why are these strategies appropriate for these goals
  3. Why are these strategies appropriate for these students

Sequence
  1. What I taught before this unit
  2. What will I teach after this unit
  3. Why this is an appropriate sequence
  4. Why this sequence is appropriate to support students to meet these goals

Resources
  1. What multimedia/technology resources were used
  2. How these resources provided for individual differences of these students
  3. How these resources support students moving toward the goals
  4. How these resources support my instructional activities and strategies

How Have I made Connections to
  1. Students’ interests, background, learning progress, and learning preference
  2. Other subjects
  3. Real life

Assessment
  1. What tasks I used to assess student work
  2. Why these tasks were appropriate for these students
  3. Why these tasks were appropriate for supporting students to meet the goals
  4. My criteria for assessing the work
  5. How and when I told students the criteria for assessing their work
  6. How students self-assessed their work and progress towards the goals

Student Learning/Knowledge
  1. What specific knowledge and skills the students learned
  2. What specific knowledge and skills the students did not learn

Feedback
  1. How I gave specific feedback to students about their progress toward the goal
  2. How my students used my feedback to continue learning

Instruction
  1. How my instructional strategies and activities enabled students to successfully meet my criteria
  2. How my instructional strategies and activities interfered with students meeting the criteria

Concerns
  1. What concerns I have about my instruction
  2. What concerns I have about student learning

Reflection and future teaching
  1. How I monitored student progress toward the goals over time
  2. What I should teach next based on students’ understanding
  3. Why these learning goals are appropriate for these students at this time
  4. What should I teach next
  5. Why is that appropriate for these students at this time

Lynn Gaddis, ISU 2003, adapted by Area 5 NBCTs, 2004