Fallon Parker EDL 273
Instructional Design Template
District Team work
Building Team work during PLCs
PLC Question #1: What is it we want all students to know and be able to do?
(1) Standard(s) / Essential Learning(s)
Teaching Strategies GOLD
Knowledge and skills that teachers will ensure ALL
students will learn. In other words, WHAT they
(students) MUST know in order to be successful at
the next level.
Sources: Teaching Strategies GOLD
Example: Objective 20: Uses number concepts and
operations.
20a. Counts
Key Vocabulary
Key (common) vocabulary words and definitions are
tied back to an understanding of the essential
learnings. They are words that will be taught to ALL
students in a grade level so as to ensure a common
understanding.
Vocabulary/Definitions considerations
Introduction of new vocabulary terms: Count
Object, Verbally, Last number, How Many, Next,
In Order
Check for understanding:
Verbally counts (route counts to 20
out loud to teacher)
Counting objects: One to one
correspondence 20 objects (touching
(1) I Can Statement(s) - Student Learning (1) Defined Proficiency of Essential Learning
Targets
I can statement as defined in our curriculum that matches the The defined proficiency for each essential standard to
standard determine when students have met the standard.
Sources: Teaching Strategies GOLD Sources: Teaching Strategies GOLD
Examples: Examples:
I can verbally count to 20. Proficient-Verbally counts to 20; counts 10-20 objects
I can count 20 objects. accurately; knows the last number states how many in all;
tells what number (1-10) comes next in order by counting
I can remember the last number I counted.
I can tell what number comes next by counting. Basic- Verbally counts to 10; counts up to five objects
accurately, using one number name for each object
Materials / Resources
Any materials needed to help provide high quality instruction to the students. These materials may be from a variety of sources and
should be considered in relation to the big ideas and the standards/essential learnings indicated above.
Examples of quality materials/sources include.
Math manipulatives (counters, small objects, etc.)
Counting boxes
Counting mats used for scaffolding instruction and identifying how many, what comes next.
Digital resources (I-Pad apps focusing on counting)
Counting trays (1-5, 1-10, 1-15, 1-20)
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only one object at a time and verbally
counting out loud)
Last number counted when prompted.
How many: total number in group of
objects up to 20.
What number comes next: Numbers
in order (numbers 1-10)
Differentiation of ESL and Special Education
students.

PLC Question #2: How will we know when they have learned it?

Pre-Test Formative #1 Formative #2 Formative #3 Summative

Pretests can be extremely effective tools
and are an excellent way for teachers to
grow in their field. By providing kids with
pretests and using that information wisely,
you can give students better and more
individualized instruction.
There are many different ways that you
can use formative assessments to help
you identify the current level of
performance or understanding for your
students. The following link will provide
you with a list of sample formative
assessment strategies.
There are many ways that you can assess
student learning summatively. By adhering
60 Formative Assessment carefully to the instructional cycle
Techniques throughout your planning, you can ensure
that students will show high levels of
learning on their summative assessment.

Benefits include Benefits include Benefits include

Monito
r student progression and
learning throughout a course or
program.
Admini
stering a test of learning can
determine whether assumed
prerequisites to a course have
been achieved.
Useful
for determining where skill and
knowledge deficiencies exist and
where they are most frequently
developed.
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by The goal of summative assessment is
instructors to improve their teaching and by students to improve their learning. More specifically, formative to evaluate student learning at the
assessments end of an instructional unit by
Help students identify their strengths and weaknesses and target areas that need work comparing it against some standard
Help faculty recognize where students are struggling and address problems immediately or benchmark.
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of
formative assessments include asking students to: Information from summative
Verbally Count to 20. assessments can be used formatively
Count objects with one to one correspondence to 20. when students or faculty use it to
Ask what number comes next in a number set of 1-10. guide their efforts and activities in
subsequent courses.
Ask student to state what number was last counted.

Assessment Reflection:

Questions for Assessment Reflection:

Did you prepare the assessment as a reflection of student learning or just to assign a 'grade?'
Did the assessment measure the targeted goal?
Did the assessment focus on what students should know?
Did the assessment focus on what students should be able to do?
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Did you provide students with multiple opportunities for achievement of the targeted goal?
Were you satisfied with the effectiveness of the method chosen?
What would you change about the assessment to make it more effective?
What woudl you get rid of that did not help you with understanding student learning?

PLC Question #3: How will we respond when some students dont learn?
PLC Question #4: How will we respond when some students already know it?

Differentiation Worksheet

To successfully complete this section of the template, it will be important that your grade level team work to identify 1) the levels of proficiency for each assessment, 2) the quality of the
work that you want to see from students, and 3) the process by which you will administer, score, and review the student work. Having this conversation early ensures that we are looking at
student learning through a fine tuned lens and that we will respond appropriately to the needs identified.

Students Needing Additional Students Needing Core Instruction Students Needing Enrichment ESL Students
Support

*after pretesting and formative assessments *after pretesting and formative assessments *think of the ESL students served in your
you update students names here you update students names here classroom

Instructional Ideas for Additional Instructional Ideas for Core Instructional Ideas for Enrichment Instructional Ideas for ESL
Support Instruction students

*This is an opportunity to collaborate with the
support staff (TITLE, Reading specialist, SpEd,
etc) in your building to determine instructional
strategies and resources that can be used to
support students needing additional support
(from PLC conversations when unpacking the
essential standard)
*Define what instructional strategies are you
planning to use for all students in the classroom
*This is an opportunity to collaborate with the *This is an opportunity to collaborate with the
TAG teacher in your building to determine ESL teacher in your building to determine
instructional strategies and resources that can instructional strategies and resources that can
be used to support TAG students, as well as be used to support ELLs
other students who are not identified but
demonstrate a need for enrichment
(from PLC conversations when unpacking the
essential standard)

Additional Notes: