Teaching/Learning Cycle Match Game

Teaching/Learning Cycle Match Game

Collaboration / Study / Select / Plan / Implement / Analyze / Adjust
Definition of the Phase / A group of educators working together effectively together to achieve results for student learning? / Collaborative planningteamscritically examineanddiscussColorado Academic Standards and Units of Study. / Collaborative planning teams will design rigorous assessments that demonstrate acceptable evidence of mastery resulting in effective and strategic learning. / Collaborative planningteams formally planmethods of instruction and approaches to learning that lead to mastery of unit goals. / Collaborative planning teamscarry out instructional strategies and learning experiences designed in the plan phase. / Collaborative planning teams continuously examine student learning and instructional practices. / Collaborative planning teamsuse the findings from theanalyze phaseto guide decisions about instructional practicestoensurestudent learning.
Overarching Question of the Phase / How do our individual talents promote collective efficacy? / What do students need to know, understand, and be able to do? / What is valid evidence of student learning? / How will we effectively plan to ensure student learning? / How will we know that students have learned? / How will we know the instruction was effective and led to student learning? / What do we do when students have not learned or reached mastery before expected?
Ideas to be Determined in the Phase / Interact at highest levels of trust and collaboration

• Benevolence
• Honesty
• Openness
• Reliability
• Competence

/ Enduring understanding, essential questions, acquisition of skills and knowledge / Summative assessment tasks that allow students to transfer skills, knowledge, and understanding to unfamiliar situations / Daily learning objectives thatalign to the unit’s enduring understandings, essential questions, and established goals / Provide students withregular and specific feedback on content, process, and/or impact that allows students to increase skills, knowledge, and understanding toward mastery / Formative assessment data to determine where intervention is needed / Adjust the summative and formative assessments to better meet the unit goals
Results of the Phase / The belief that together the group can get to a deeper level of understanding than by working alone / Clarity of outcomes and levels of mastery for all students / A clear understanding of how each student will demonstrate mastery / Differentiation practices that meet the needs of all students and maintain a high level of rigor / Students engagedin purposefulstruggle

• risktaking
• perseverance
• meta-cognition

/ Refined common understanding of the threshold and ceiling of mastery / Refinedmental models ofhowstudentslearn