Standard One: Engaging and Supporting All Students in Learning

1.5 Promoting self-directed, reflective learning for all students.

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Description of Practice

Experienced Practice that Exemplifies the Standard

Students reflect on the talk about their own work with peers. Students take initiative for their own learning, and reflect on, talk about, and evaluate their own work with peers.

Maturing Beginning Practice

Students are supported in developing the skills needed to monitor their own learning during activities.

Developing Beginning Practice

Students' learning is directed and monitored by the teachers, and some opportunities are provided for students to reflect on their work individually.

Practice Not Consistent With Standard Expectations

No opportunities are provided for students to initiate their own learning or to monitor their own work.

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What the classroom looks like

• Helps students learn how to critique their own work and direct their own learning
• Helps students become familiar with their current level of knowledge and skills
• Rubrics are provided
• Students present and critique their own work
• Willing to provide and manage learning activities where students choose individual topics, projects or activities
• End of day class discussion, review or reflection of work or activities accomplished for the day
• Student portfolio of work with written reflections are kept
• Supports students in learning to manage their work on long-term assignments or projects
• Is sensitive to student needs
• Integrates opportunities for reflection and self-directed learning into regular instruction
• Familiar with signs of student growth
• Able to use knowledge of student growth to better help students critique their own work and that of others

Teacher's Instructional Methods

• Rubrics, student-generated
• Contests and competitions
• Procedures, writing process
• Cooperative grouping
• Science inquiry
• Modeling
• Portfolios
• Homework posted/homework schedule available to students
• In class homework chart
• Centers
• Leveled reading groups
• Group discussions
• Peer discussions
• Class discussions
• Literature circles
• Research,
  • Table of Contents
  • glossary
  • dictionary
  • encyclopedia
• Self-assessment(s)/evaluation(s)
• Student-teacher conferences
• Other

Student Activities

• High expectations
• K-W-L chart(s)
• Peer editing
• Library skills
• Web surfing
• Computer-based research projects
• Student-generated projects
• Story Maps
• Progress chart/posted grades
• Self-evaluation(s)
• Student goals
• Clearly set objectives
• Venn Diagrams
• In-class assignment journals

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As teachers develop, they may ask, "How do I . . ." or "Why do I . . ."

• motivate all students to initiate their own learning and to strive for challenging learning goals?
• encourage all students to describe their own learning processes and progress?
• explain clear learning goals for all students of each activity or lesson?
• engage all students in opportunities to examine and evaluate their own work and to learn from the work of their peers?
• help all students to develop and use strategies for knowing about, reflecting on, and monitoring their own learning?
• help all students to develop and use strategies for accessing knowledge and information?