Sue Z. Beers, 2006 email@example.com CLICK it! Connecting… Learning: Whats happening inside the students mind; how content is being processed, organized and connected. Instruction: What the teacher does to create the opportunities for students to engage in the learning process and how the teacher knows if students have learned the intended outcomes. Content: What the expected learnings (benchmarks) are, the prerequisite skills needed, and how student readiness to learn the content is considered. Kids: What impacts students ability to learn: individual readiness to learn, background and experience, motivation, personal needs, learning style and interests.
Sue Z. Beers, 2006 firstname.lastname@example.org CLICK it… KIDS Kids dont care how much you know… until they know how much you care. Are they ready to learn? Do they have adequate background knowledge about the topic? Are there personal problems that might get in the way of the learning? What is their learning style(s)? What interests them? What level of skill do they have relative to the task? Do they see the task as relevant and meaningful?
Sue Z. Beers, 2006 email@example.com CLICK it… LEARNING PROCESS The brain only pays attention to that which is meaningful…and you cant learn something new if you cant connect it to something you already know. How prepared are students to learn? How are students processing the knowledge and what evidence is there of their thought processes? What thinking is involved in achieving the expected learning? Are students evaluating their own effort / learning and do they have the skills to adjust their thinking when needed? How is a joy of learning fostered? Are students engaged in reflective activities?
Sue Z. Beers, 2006 firstname.lastname@example.org CLICK it… CONTENT Preparing students for their future… What is the essential / important learning? Is it the right stuff? How will content be differentiated for students of varying ability? How rigorous is the content? Do all students have equal access to the curriculum? What background knowledge or prerequisite skills are needed to learn the new content? How can the content be connected to other topics / other subjects / life? What will it look like when students master the content?
Sue Z. Beers, 2006 email@example.com CLICK it… INSTRUCTION If teaching were the same as telling, wed all be so smart we could hardly stand it. - Mark Twain Do activities match the learning that is expected? How will classroom structure and grouping patterns be used? What resources will be used? How will the needs of all students be met (differentiation)? Is the intended learning being measured? How is the assessment data used to guide instruction? Do all students have equal opportunity in the classroom? How is a climate of comfort, order and safety established? Are the classroom activities / work the best use of time? Do they reflect best practice?
Sue Z. Beers, 2006 firstname.lastname@example.org SOME Sample CLICKs…