5.2 Setting Structures

The following activities help students understand expectations, ask for help when needed, structure their own learning process, and reflect on what they have learned:

Checking-In/Out

This activity helps students understand what is expected from them and what the learning requires. It also prompts students to reflect on what they have learned, and what has meaning in the learning and discovery.

Download a copy of the Checking-In/Out worksheet and follow the instructions for leading the activity.

Brain Breaks

This activity helps students to understand that learning is not a linear process, and that to be effective and enjoy learning, they need to pause and take breaks to meet their own physical and mental needs throughout the day.

Download a copy of the Brain Breaks worksheet and create a sign-up sheet for students. Follow the instructions on the first page for leading the activity.

Learning Targets

This activity is beneficial prior to any follow-up activities meant to assist in conducting formative assessments, since the first step in formative assessment is being clear about the learning goals. Sharing learning targets means more than writing the goal or objective on the board or telling students what the objective is. Most students will be able to repeat back what they have seen and heard but the purpose of this exercise is to ensure that students comprehend what the objectives really mean. This will help them to understand what good work on the assignment looks like. The activity helps students to envision success, set realistic personal goals to reach that success, and to commit to them. It is important that the assigned work match the learning goal as much as possible.

Download a copy of the Learning Targets worksheet and follow the instructions for leading the activity.

 

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