This document contains a learning plan template for a 5th grade math class. It includes sections on fostering student ownership, learning objectives, assessments, questioning/feedback, and references. The template provides guidance for teachers in developing instructional strategies, checking student understanding, communicating objectives, using formative/summative assessments, and promoting higher-order thinking.

1. Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and
helping each learner to correct mistakes
It is not necessary for you to track data during direct
instruction. You will not have to track student performance
during this part of instruction.
Learners’ textbook

2. Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving
feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct
calculations using various math formula
Strategies to Communicate the Learning Objective
(Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner

3. Strategies Summary
The strategies chosen can establish an environment of learning
in different ways. Directly involving the learner during the
discussion fosters a good learning by bringing close the
attention of the learner. The learner would not divert his/her
attention. This would establish a good teacher-learner
relationship. Giving tasks and assignments helps to establish a
favorable learning environment. The learner would be eager to
learn different ways of answering a particular question. In this
way, a leaning environment is established. (Jonassen & Land,
2012) highlights different ways in which a teacher can establish
not just a learning environment but a favorable learning
environment for a learner to be in a position to understand what
he/she is being taught.
The process of sharing objectives with students can help to
create a culture of self-directed learning. When a student gets to
understand the objectives, he/she is able to set for
himself/herself personal goals. The learner will ensure that he
achieves the set objectives. In the process of achieving the
objectives, the learner will be able to develop a culture of self-
directed learning. During the process of sharing the objectives,
the learners will get to understand what is expected of them.
The learner will do more personal research studies on a
particular concept. The learner will also be in a position to
formulate personal questions which can help him/her to
understand the objective outlined. All these activities cultivate
the culture of self-directed learning. (Hauer & Quill, 2011)
outlines importance of sharing learning objectives and outcomes
with the learners.
The collaborative culture of sharing learning objectives helps
the students to make personal connections to their learning
experiences in many ways. First, the student is able to identify
his/her strengths during learning. The student will assess
himself/herself and identify the weaknesses in a particular area
of learning. In this particular way he/she is able to make
personal connection to the learning experience. The students

4. will come up with way of improving on the weaknesses
identified.
The instructional strategy engages students in their learning in
various ways. When a student is instructed to answer a
particular question, he/she will attempt to answer that particular
question in terms of how he/she understood the concept taught.
In this way that particular student is engaged in his/her
learning. When a teacher instructs a learner to write a certain
math formula on the board, all attention of other learners will
be on him/her as he/she undertakes that task to know whether
he/she has done it correctly. (CITE) supports the use of
instructional strategy in learning.
I will use the findings in my future professional practice in
some ways. I will be in a position to identify the best strategies
to be used when teaching. The findings on creation of a suitable
learning environment are also significant in my future practice
and it will be applicable. I will also be in a position to
communicate the expected learning objectives to the learners.
The findings on how to check for learners’ understanding of a
particular concept is also useful in my future practice.
Works Cited
Hauer, J., & Quill, T. (2011) Educational needs assessment,
development of learning objectives, and choosing a teaching
approach. Journal of palliative medicine, 14(4), 503-508
Jonassen, D., & Land, S. (Eds.) (2012) Theoretical foundations
of learning environments: Routledge
Milman, N. B. (2012). The flipped classroom strategy: What is
it and how can it best be used? Distance Learning, 9(3)
Part 3: Learning Objectives versus Educational Goals
Grade Level: Click here to enter text.
Academic State Standards: Click here to enter text.
Learning Objectives (Short-Term)
Your learning objectives should be based on the long-term

5. educational goal. These are short-term, understandable goals for
the students to follow.
Click here to enter text.
Personal Educational Goal
(Long-Term Goal)
Provide a long-term, educational goal that meets the appropriate
standard for the grade level of the student.
Click here to enter text.
Formative and Summative Assessments
Develop one formative assessment and one description of a
summative assessment to show how you will assess the personal
educational goal. Assessment can happen before, during, and/or
after instruction.
Formative: Click here to enter text.
Summative: Click here to enter text.
Differentiation
How will you adjust instruction based on assessment results to
meet the learning needs of your students?
Click here to enter text.
Reflection
Click here to enter text.Part 4: Assessment Plan
Student Identified: Click here to enter text.
Student Grade Level: Click here to enter text.
Long-Term Educational Goal (from assignment in Topic 3)
Learning Objective (from assignment in Topic 3)
Click here to enter text.
Click here to enter text.
1 Formative Assessment: Click here to enter text.

6. 1 Summative Assessment: Click here to enter text.
Summative assessment rubric: Click here to enter t
Describe the modifications necessary for summative
assessment/rubric: Click here to enter text.
Part 5: Questioning and Feedback
Two strategies to promote higher-order questioning during
instruction:
1. Click here to enter text.
2. Click here to enter text.
How do these strategies engage students and foster student
independence?
Click here to enter text.
Two strategies for providing timely effective feedback to
students regarding their ongoing progress:
1. Click here to enter text.
2. Click here to enter text.
How will you use these strategies in your future classroom?
Click here to enter text.
Two examples of digital tools and resources to promote
innovation, problem-solving, and creativity:
1. Click here to enter text.
2. Click here to enter text.
How do these strategies promote innovation, problem solving,
and creativity with the goal of increasing student engagement?

7. Click here to enter text.
Reflection
Click here to enter text.
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