NetAPT Module 3: Planning for Success

Module 3 builds upon the knowledge explored in the first modules to effectively plan, organize, and evaluate learning opportunities. We focus on high leverage practices that use student assets and support diverse needs in reference to content mastery.

Module 3 competencies include:

I use knowledge about my students to differentiate instructional methods that will allow all students to experience success.

Identify sources of data related to student readiness, interests, and learner profiles.
Describe the characteristics of learners in the classroom and how they may impact student learning.
Provide examples of differentiated instructional methods.
Explain Universal Design for Learning (UDL) as a model of differentiation.
Select appropriate differentiated learning strategies based upon learner profiles.

I align learning objectives with grade-appropriate state/district content standards.

Write specific, measurable learning objectives aligned to content standards.

I develop and select activities and materials that align with written objectives while accommodating various student levels and characteristics.

Analyze lesson plans to determine elements of differentiated instruction.
Develop/select activities that align with written objectives and accommodate various student needs.
Develop/select materials that align with written objectives and accommodate various student needs.
Apply the UDL principle of Mutiple Means of Representation.

My assessments are aligned with state standards.

Explain the three purposes of assessment (diagnostic, formative, summative). 
Give examples of a variety of assessment methods that can be used for diagnostic, formative, or summative assessments. 
Explain how to use backwards design to ensure the alignment of instruction, assessments, and learning objectives.

My assessments have clear and measurable criteria.

Use best-practices to write assessment items including selected response, constructed response, performance assessments, checklists, and rubrics. 
Select assessment methods that are aligned with instructional objectives.
 Design assessments that reduce unnecessary barriers to access.

My assessments are valid, reliable, and fair.

Describe practical ways to increase the validity, reliability, and fairness of classroom assessments.   
Evaluate assessment situations to determine if they are reliable, valid, and fair.

I measure student performance in multiple ways to triangulate data.

Provide opportunities for formative assessment throughout my units.   
Provide students with multiple opportunities to show what they know. 
Define data triangulation.

My assessments require students to express their knowledge through a variety of modalities (written, performance, oral, etc.).

Explain the relationship of the UDL principle of multiple means of action and expression to assessment.   
Offer authentic opportunities for assessment.
Use more than one assessment method to determine student progress.

I use assessment results to inform future instruction.

Explain how formative and summative assessments can be used to plan future instruction.  
Analyze assessment results to determine the next logical instructional step.  
Use assessment results to group students for instruction.

I sequence the lesson progression from basic to complex, as appropriate for content and students.

Identify common elements of a lesson plan.
Scaffold learning activities in a logical sequence.
Create learning segments that are developmentally appropriate for learners.

I plan developmentally appropriate lessons that integrate students’ prior knowledge, skills, and interests.

Identify barriers students might experience related to lesson content.
Integrate students’ prior knowledge, skills, and interests into lesson planning.

I plan adequate time for lesson closure, including student reflection that promotes a deeper understanding of the lesson objectives.

Plan for closure that emphasizing key information, checking for understanding, and correcting misconceptions.
Include an opportunity for student reflection in my plans for lesson closure.

I plan opportunities for students to interpret and analyze information rather than reproduce it.

Develop activities in which students interpret and analyze information.
Provide opportunities for students to apply new knowledge to novel situations.

I plan opportunities for students to draw and support conclusions through writing and other modalities (written, performance, oral, etc.).

Develop activities in which students draw and support conclusions.
Plan ways students can use a variety of modalities to demonstrate understanding.

I plan opportunities for students to connect what they are learning to prior experiences in life and school.

Apply UDL Principles to lesson planning.
Plan ways students can connect what they are learning to prior experiences.

Module Assessment

Module 3 assessments include 1) a case study analysis of target students to identify and remove learning barriers, 2) an assessment plan showcasing best practice in using formative and summative measures including how to use the resulting data to inform instructional decisions, and 3) a presentation of standards-based units and associated lessons that highlight mastery of developmentally appropriate planning, effective sequencing, and opportunities for learners to make connections.

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Competencies

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Competencies