Today we will focus on clearly explaining strategy 5 and how to integrate it into your curriculum.We also want for you to understand how strategy 5 and 6 work together and be implemented into your curriculum.
Today’s agenda includes the objectives as well as provide examples for you to take and hopefully incorporate into your curriculum.
Teachers will have the activity worksheet in their folder – read question and answer it.Teachers should be given a minute or two to write explanations and another minute or two to discuss their responsesAfter teachers discuss, explain that this is a strategy that helps close the gap and this strategy will be further explained a little bit later.
This is a recap of the questions the strategies answer. Briefly explain the first two questions.How do I close the gap? Remind teachers they learned about the importance of targets from Oct. Institute Day. Explain that a clear target for a lesson enables teachers and students to troubleshoot what went wrong and where when they formatively assess the targets. Goal is to have students identify what went wrong and where. Role of the teacher then is to assess each target and intervene when students do not learn. With one target being assessed a lesson, teachers and students can identify at which point in the lesson or at what component (because multiple components may be used so students learn the target) understanding did not occur.
“ The Operative Question: When students go sideways on this learning target, what are the typical problems?” (Chappuis, p. 132)In our curriculum we can identify commonly missed problems. Strategy 5 suggests that you design lessons to teach students how to avoid common errors.
Strategy 5 targets instruction to the learning gaps; meaning incomplete understanding, misconceptions, partially developed skills, etc.The key is to create short practice assignments to make learning more manageable, “especially for struggling students who may be facing multiple gaps in need of bridging.” This means the tasks you use are to SCAFFOLD the learning.Scaffolding: You have to find out where the student is at and as the teacher you know where the student needs to be, so the teacher creates short lessons to bridge the learning gap. They remove some of the complexities that existed as part of the initial lesson so students can focus in on key concepts, strategies or skillsStrategy 5 Design lessons to focus on one learning target or aspect of quality at a time.
Strategy 5 targets instruction to the learning gaps; meaning incomplete understanding, misconceptions, partially developed skills, etc.The key is to create short practice assignments to make learning more manageable, “especially for struggling students who may be facing multiple gaps in need of bridging.” This means the tasks you use are to SCAFFOLD the learning.Scaffolding: You have to find out where the student is at and as the teacher you know where the student needs to be, so the teacher creates short lessons to bridge the learning gap. They remove some of the complexities that existed as part of the initial lesson so students can focus in on key concepts, strategies or skills
Strategy 5 suggests you make a list of misconceptions for a unit.Present the misconceptions and have the students identify why it is a misconception.Graphic organizers are a great way for student to visually see the misconceptions and correct it as they learn it.
For example, in World History the biggest misconception in the Middle Ages unit is what types of systems feudalism and manorialism are.Here, students are provided with the misconception that Feudalism is the economic system.Students will then later learn and discover that Feudalism is the political system of the Middle Ages and will correct the misconception and date it.
Another way to introduce common misconceptions is to present statements prior to a unit. For example, before reading a Tale of 2 Cities, present statements and have students respond true or false. Then after reading, students can correct their mistakes. If after a reading a student is still making a mistake, then you have to go back and intervene to avoid getting the same problem wrong later.
Multi step lessons may require more than one learning target that takes multiple days to learn the all the steps.The key is to break each step down and provide examples for students to identify the correct/incorrect or good/bad examples to demonstrate understanding.
Now that you have heard this presentation and understand strategy 5, you will be able to design lessons that focus on one learning target and how 5 and 6 work together to close the gap.
Strategy 5: Making it Work Logistically
Making It Work
Jennifer Bigenwald and Jessica Drogos
PLT Formative Assessment Team
I will be able to understand how to use Strategy 5
I will be able to design lessons to focus on one learning target
or aspect of quality
I will understand how Strategy 5 and 6 work together to close
Review PLC Cycle
Activity 1: Multiple Choice Question/Discuss
Review 7 Student-Centered Strategies for Formative Assessment
Strategy 5: Focused Instruction
Examples for Identifying and correcting typical misconceptions
Reflection of Making Strategy 5 Logistically Work
Read the question and
answer it on your
Which of the following
strategies is meant to
close the gap in student
A. Descriptive Feedback
B. Modeling strong and
C. Designing lessons to
focus on one learning
target at a time
D. Clear Target
After answering the question:
On your answer sheet,
explain why you chose
Then, explain why choice
C is the correct answer.
Turn to your neighbor and
Where Am I Going?
Provide students with a clear and understandable vision of the
Use examples and models of strong and weak work.
Where Am I Now?
Offer regular descriptive feedback.
Teach students to self-assess and set goals.
How do I Close the Gap?
Design lessons to focus on one learning target or aspect
of quality at a time.
Teach students focused revision.
Engage students in self-reflection, and let them keep
track of and share their learning.
“Strategy 5 suggests
that you select and
design lessons to
teach students how
to recognize and
avoid the particular
WAYS TO FOCUS INSTRUCTION
•Identify the misconceptions &
record the correction
•Determine whether a variety
of statements is true or false
misunderstandings in the
•Create distractors to a Multiple
Choice Question by having
students complete fill-in-theblank
aspect of the
learning gap that
Targets instruction to the
How do I close the gap?
Key: “Create short practice assignments to
make learning more manageable
especially for struggling students who
may be facing multiple gaps in need of
bridging” (Chappuis 131).
a list of common misconceptions for a
unit or a list of major conceptual
understandings (essential outcomes/targets)
students identify the how or why it is a
a graphic organizer so students can
have the misconception and then correct it as
they learn it.
1. Feudalism is the
economic system of the
Feudalism is the political
system and Manorialism is the
economic system of the M.A.
Tale of Two Cities takes place in France.
Tale of Two Cities is about the rise of two cities.
Tale of Two Cities is centered around a revolution. True
Use student reasoning
for their answers to
find their gap in
learning and then
provide guidelines for
the correct answer.
incorrect responses as
‘distractors’ to assess
if they learned the
Use the following information to answer
H = hairy knuckles, h = no hair
1. What is the Homozygous Dominant
2. What is the Heterozygous Genotype?
3. What is the Heterozygous Phenotype?
4. What is the Homozygous Recessive
Match answer options to
the right distractor
Graphic Organizers as
What is a right angle?
a. 60 degrees
1. Wrong – it is
an obtuse angle
b. 90 degrees
2. Wrong – it is
an acute angle
c. 150 degrees
3. Right- two
Came to power
Came to power
in time of civil
to power in time
to power in Italy when
economy bad and poor
Came to power in
Iraq by a coup
For multistep lessons such as multiple step math problems,
essay writing, primary/secondary source analysis, etc., break
down the tasks that you know will be difficult for students
Math: Use short focused
problems to teach how to
1.) Demonstrate one
2.) Demonstrate a second
3.) Give a new problem that
both strategies can
answer and ask student to
choose one strategy and
write an explanation why
they chose the strategy
and then discuss with a
Essay Writing: Model ways in
which to generate ideas,
then give students short,
focused tasks practicing the
Example: Thesis writing
Provide examples of well
written thesis statements
and poorly written thesis
Have students identify the
statements and write a
reason for their
identification and then
discuss with a partner
Strategy 5 : Focused Instruction
Interpreting the prompt
Define prompts as directives
(rather than questions)
Use cultural references as
Define all possible verbs that
appear in a prompt
Strategy 6: Focused Practice
Provide students with a
series of prompts. For each
prompt the student
1. How many things they
are being asked to do
2. what they are being
asked to do
3. re-write the task in
their own words
What do I do for the
students who mastered
the learning target and do
not need intervention?
Foreign Language: French
Remember this is a short mini
Differentiate by readiness
provide readings on the French
language throughout world
students pick a country, read
about the French influence in
society and turn to partner and
explain in French the influence of
the French in that country.
Math: Right Angles
Provide students with pictures of
the school and community
Have students identify the right
angles in the pictures
Then have students explain why
right angles need to be used.
how to use Strategy 5
how to design lessons to focus on one learning target or aspect
how Strategy 5 and 6 work together to close the gap
a typical misconception that
students have for an upcoming unit of study.
through the packet of Focused
Instruction examples and either choose a
template from the example packet or create
your own template to help students correct
or with a partner, identify the
components necessary for the focused
Chappuis, Jan. Seven Strategies for Learning. Boston: Pearson, 2009.
Inventionmachine.com . Accessed 11/18/13
Irfocus.co.uk. Accessed 11/18/13
paperthin.com. Accessed 11/18/13
Closing the Gap Report. jcpsramp.wikispaces.com. Accessed 11/18/13
New Hope Christian Fellowship – Small Groups.
newhopecf.netCommonSpot Partners. Accessed 11/18/13
Marketingforhippies.com. Accessed 11/18/13
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