macro-level meso-level micro-level€¦ · journal entry, they will reflect on their peers’...

Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design

ATS2020 LEARNING DESIGN

Note

The Learning Design (LD) process suggested starts with a macro-level design approach, followed by a meso-level and a

micro-level. At the macro-level the aim is to have an overview of the lesson (subject goals, skills goals, tasks to pursue

the goals and expected learning outputs). At the meso-level there is an identification of the tasks analysed into

activities, designed to pursue the goals. The micro-level suggests 7 areas (columns) to describe the unit/lesson (it is

encouraged that each teacher customises these areas according to various context needs). Activity is the general

description of students’ tasks. Learning outcomes are the goals of the activity in relation to the transversal skills. This

activity comprises several Tasks that need to be done by the students (and teacher’s activity), using appropriate Tools

and a suggestive teaching Methodology/Class Arrangement. Lastly, students’ expected Learning Outputs need to be

set, in order to maintain the accomplishment of the learning outcomes. It is expected that through the micro level an

alignment of goals, activities and outputs is achieved. At the same time the Learning design guides students to go

through My Learning cycle as part of their learning process. The LD process is a continuous cycle during which the 3

levels are expected to be revisited and edited.

A fourth level Transforming LD into a scaffolding tool for assessment is added for the needs of the ATS2020 learning

model where the LD (micro-level) transforms into a monitoring tool for formative assessment.

Introduction

Title: ePortfolio Learning Design for Art

Class: Grade B, Gymnasium

Introduction

This ePortfolio Learning Design refers to an Art lesson (8th grade), aligned to the New Curriculum reform. Although the example used here is the topic of “Impressionism – 19th century art”, this Learning Design, can be used as a template for similar Art topics.

It was created with an emphasis on the following transversal skills: Information literacy and autonomous learning. Other transversal skills are emerging such as collaboration, communication and digital skills.

It is assumed that students and their teacher are already familiar with the Mahara (or other ePortfolio platform) environment and know how to engage in basic activities (i.e. posting, commenting, uploading)

The main idea of this Learning Design is that students will use ePortfolio in three ways: as Repository/storage, workspace, showcase/product.

Summary

After introducing the topic and have an initial classroom discussion, students work in groups to search and

collect paintings (images) of famous Impressionist artists. Next, they upload the images in the Mahara

environment and they collaboratively extract the similarities of the Impressionist artwork in order to

identify their main characteristics. They post their response in the Forum and they create a rubric of

Impressionist artwork identification, in collaboration with their teacher. They will then create their own

artwork, integrating the characteristics of the Impressionist reviewed paintings and photograph/scan them

to upload their artwork in their ePortfolio page. Each student writes a reflective post in his/her journal,

addressing the way his/her creation integrates Impressionistic elements, in reference to the rubric. Peers

then review their paintings and provide feedback by writing comments based on the rubric they previously

developed. Students can edit their paintings if possible. In the meantime, students keep a weekly journal

input writing about their learning experience and their feelings while engaging in these activities. Their final

journal entry, they will reflect on their peers’ comments and their final paintings, referring to the rubric.

Overall students will do the following:

1. Collect, evaluate, create, organize and retrieve online and other resources

2. Engage in classroom and online discussions

3. Keep a journal/diary of their activity

4. Reflect on their own and peers’ work

5. Collaboratively create a rubric of the main characteristics of Impressionist Artwork

6. Upload their creations and critically evaluate them using a rubric

This Learning Design is only suggestive and can be edited accordingly.


ATS2020 Learning Design

CC BY-NC-SA

Author(s)/Editor(s): Anastasia Economou

(based on EUfolio Art- Impressionism LD hosted on http://mahara.eufolio.eu/group/view.php?id=9)

School: Cyprus Pedagogical Institute LD language: English

General description of the Learning Design

Subject Art / ICT

LD Title Impressionism – 19th century art

Year group Grade B (8th grade), Gymnasium

Duration 240’ (6 teaching periods)

Short description After introducing the topic and have an initial classroom discussion, students work in groups to search and collect paintings (images) of famous Impressionist artists. Next, they upload the images in the Mahara environment and they collaboratively extract the similarities of the Impressionist artwork in order to identify their main characteristics. They post their response in the Forum and they create a rubric of Impressionist artwork identification, in collaboration with their teacher. They will then create their own artwork, integrating the characteristics of the Impressionist reviewed paintings and photograph/scan them to upload their artwork in their ePortfolio page. Each student writes a reflective post in his/her journal, addressing the way his/her creation integrates Impressionistic elements, in reference to the rubric. Peers then review their paintings and provide feedback by writing comments based on the rubric they previously developed. Students can edit their paintings if needed. During the whole process students keep their learning journal and at the end they will create their ePortfolio for their learning on Impressionism. Overall students will do the following: - Collect, evaluate, create, organize and retrieve online and other resources - Engage in classroom and online discussions - Keep a journal/diary of their activity - Reflect on their own and peers’ work - Collaboratively create a rubric of the main characteristics of Impressionist Artwork - Upload their creations and critically evaluate them using a rubric

Keywords Art, ICT, impressionism, Mahara, ePortfolio, transversal skills, ATS2020

Hosted (URL) http://mahara.eufolio.eu/group/view.php?id=490 ...

Goals (subject area) (to be edited along with macro level)

- Describe what Impressionism is - Refer to major Impressionism artists and their artwork - Identify common characteristics of Impressionistic artwork - Create an artwork integrating Impressionism characteristics

Goals (transversal skills) (to be edited along with macro level)

- Search, collect, retrieve and share information (Information literacy skills) - Work with others on a common task (collaboration and communication skills) - Plan, monitor, share their learning (autonomous learning skills) - Develop criteria and apply them on specific tasks (autonomous learning skills) - Create an ePortfolio of their learning (autonomous learning skills) - Use digital technologies to support their tasks (digital skills)

http://mahara.eufolio.eu/group/view.php?id=490


My Learning cycle Students, through their own My Learning journal, are expected to: - identify what they already know about impressionism - define their goals towards identification of impressionism art (characteristics,

artists, create their own art) - plan strategies to achieve these goals through collaboration and individual work - monitor their learning and redesign if needed - develop their ePortfolio on Impressionism with evidence of their learning

Material/resources for Learning Design

Description Type File name / URL Language

Material to support tasks and activities

(description of tasks/activities, rubrics, worksheets, etc.)

Impressionism activity guidelines and material

Mahara group and Collection of pages (restricted to members)


English

Students’ worksheet

Document WA2_impressionism_activity_directions.docx

English

Students’ artefacts

(products, ePortfolios, etc.)

Student A ePortfolio

ePortfolio http://mahara.eufolio.eu/view/view.php?id=10694

English

Impressionism characteristics

Group work outcomes

http://mahara.eufolio.eu/view/view.php?id=100

English

Implementation photos/videos

(as evidence of the learning taking place)

… n/a

ATS2020 LD Macro level

ATS2020 My Learning Cycle

ATS2020 LD Meso level – Task Plan

ATS2020 LD Micro-level

ATS2020 LD Transforming LD into Scaffolding tool for assessment level

ATS2020 LD Appendix 1 - Activity Description

ATS2020 LD Appendix 2 – Assessment tool (Rubric 1)

Implementation reflection/comments/suggestions (to be edited after an implementation case)

Description Reflection/comments/suggestions/

Implementation case 1

TtT workshop in Krems (12-13/11/2015)

In this implementation activities 6-9 (students creating their own artwork and ePortfolio) were not implemented as this implementation was for training purposes.








ATS2020 LD Macro level

Tasks to develop these competences towards the learning outcomes - Introduction to impressionism - Search and collect impressionism paintings online (in

groups) - Identify impressionism characteristics (in their group and

then as a class) - Create impressionism artwork - Peer evaluation of students’ artwork - ePortfolio development - Completion of My learning journal -

Learning activity/Lesson/Unit: Impressionism – 19th century art Class: Grade B (8th grade), Gymnasium

Learning goals - expected leaning outcomes Body of knowledge (National curriculum) - Describe what Impressionism is - Refer to major Impressionism artists and their artwork - Identify common characteristics of Impressionistic

artwork - Create an artwork integrating Impressionism

characteristics

Leaning outputs – through all stages (assessment) - A collection (files) of impressionism artwork - Discussion forums with students communication and

collaboration on identifying common characteristics (if communication skills are under focus)

- A classroom accepted rubric with common characteristics of Impressionistic artwork

- Students’ individual impressionism artwork - Discussion forums with students peer-assessment and

feedback on their artwork (if collaboration and communication skills are under focus)

- Students’ individual ePortfolios on their learning on Impressionism

- Students’ individual My Learning journals

Skills and competences necessary to reach the expected outcomes Targeted - Search, collect, retrieve and share information

(Information literacy skills) - Work with others on a common task

(collaboration skills) - Plan, monitor, share their learning (autonomous

learning skills) - Develop criteria and apply them on specific tasks

(autonomous learning skills)

Emerging - Work with others on a common task

(collaboration and communication skills) - Create an ePortfolio of their learning

(autonomous learning skills) - Use digital technologies to support their tasks

(digital skills)

Digital Tools (affordances) ATS2020 Mahara LE - Forums - Groups - Collections/pages - My Learning (Journals)


ATS2020 My Learning Cycle

Prior knowledge

What do I already know on the subject? What kind of skills do I already have?

Setting goals

What are my goals? What do I want to succeed?

Strategies

What can I do to reach my goals?

Evidence

What kind of evidence do I need to prove my learning achievement s?

Self-evaluation

Did I achieve my goals? What could I do better?


ATS2020 LD Meso level

Task Plan

Tasks and activities My Learning Transversal skills to tackle

1 Activity 1: Introduction to the task. What is impressionism?

- Task 1.1: Students attend teacher presentation - Task 1.2: Students visit Mahara Impressionism Group

2 Activity 2i: Fill in My Learning journal on Mahara

- Task 2.1: Students fill in in their My Learning journal what they already know and what they would like to learn identifying their goals.

(revisit and fill in at their own needs during the whole Unit)

- Plan, monitor, share their learning (autonomous learning skills)

3 Activity 3: Search and collect impressionism paintings online

- Task 3.1: Students go online and search for impressionism artists and their paintings

- Task 3.2: Students visit their group on Mahara and create a collection of impressionism paintings for their group

- Search, collect, retrieve and share information (Information literacy skills)

- Use digital technologies to support their tasks (digital skills)

4 Activity 2ii: Fill in My Learning journal on Mahara

- Task 4.1: Students fill in in their My Learning journal their strategies to achieve their goals



5 Activity 5: Identify impressionism characteristics

- Task 5.1: Students identify impressionism characteristics

- Work with others on a common task (collaboration and


Tasks and activities My Learning Transversal skills to tackle

within their group using Mahara forum

- Task 5.2: Students visit other groups forums and comment - Task 5.3: Students agree on a list of impressionism

characteristics, through a teacher lead discussion with the whole class

communication skills) - Develop criteria and

apply them on specific tasks (autonomous learning skills)

6 Activity 6: Create an artwork integrating Impressionism characteristics

- Task 6.1: Students plan on the art work they want to create, find the necessary material and work on it.

7 Activity 7: Peer evaluation and feedback of students’ artwork

- Task 7.1: Students upload their art work on the Mahara forum

- Task 7.2: Students visit the work of their peers on the Mahara forum and they give feedback

- Task 7.3: Students edit their work based on the feedback given and based on their own self reflections


8 Activity 2iii: Fill in My Learning journal on Mahara

- Task 8.1: Students fill in in their My Learning journal their reflection on their work and what kind of evidence they have for their learning



9 Activity 9: Design and development of individual ePortfolios on Impressionism learning

- Task 9.1: Students design and develop their individual ePortfolios on Mahara

- Task 9.2: Students share their individual ePortfolios and give and receive feedback

- Create an ePortfolio of their learning (autonomous learning skills)


ATS2020 LD Micro-level

Activity Learning Outcomes Tasks Teacher’s activity Tools Methodology – Class Arrangement

Learning Outputs (expected)

Activity 1: Introduction to the task. What is impressionism? Activity 2i: Fill in My Learning journal on Mahara

Subject area - Describe what

Impressionism is Transversal skills - Plan their learning


Task 1.1: Students attend teacher presentation Task 1.2: Students visit Mahara Impressionism Group Task 2.1: Students fill in in their My Learning journal what they already know and what they would like to learn identifying their goals.

Revisit and fill in at their own needs during the whole Unit

- Prepare and present a presentation, guidelines and Mahara Impressionism Group to support the activities.

- PowerPoint - Mahara Group,

Collections/pages, and My learning journal

- Plenary discussion

- Group work

Students’ individual My learning journals with identified prior knowledge and learning goals

Activity 3: Search and collect impressionism paintings online

Subject area - Refer to major

Impressionism artists and their artwork

Transversal skills - Search, collect,

retrieve and share information (Information literacy skills)


Task 3.1: Students go online and search for impressionism artists and their paintings

Students work in groups, search online resources and collect Impressionistic artwork paintings (images). Teacher can provide key impressionist artists’ names or let students discover them online. Task 3.2: Students visit their group on Mahara and create a collection of impressionism paintings for their group

- Create Folders for each painter

- Monitor and support students’ activity

- Give feedback and assess

- Mahara folders - Search engines

- Plenary discussion

- Group work

- Impressionistic artwork uploaded under each artist’s folder




Students upload the pictures under each Painter’s folder

Activity 2ii: Fill in My Learning journal on Mahara

Transversal skills - Plan their learning


Task 4.1: Students fill in in their My Learning journal their strategies to achieve their goals

Revisit and fill in at their own needs during the whole Unit

- Review students’ goals and coach them for their strategies

Mahara My learning journal

Individual work Students’ individual My learning journals with learning goals and strategy to achieve them

Activity 5: Identify impressionism characteristics

Subject area - Identify common

characteristics of Impressionistic artwork

Transversal skills - Work with others

on a common task (collaboration and communication skills)

- Develop criteria and apply them on specific tasks (autonomous learning skills)


Task 5.1: Students identify impressionism characteristics within their group using Mahara forum

Students work in groups and view the collected paintings. Each group discuss the common characteristics of the paintings and then posts their response as a group under the Forum “Characteristics of Impressionism artwork” Task 5.2: Students visit other groups forums and comment

Each group to read other groups’ posts on characteristics and provide feedback Task 5.3: Students agree on a list of impressionism

- Create Group Forums

- Monitor and support students’ activity

- Monitor discussion on rubric’s development

- Publish the Rubric on Mahara

- Mahara discussion forums

- Mahara groups - Rubric tool

- Group Work - Plenary

discussion

- A classroom accepted rubric with common characteristics of Impressionistic artwork

- Each group’s list of characteristics

- Discussion forums with students communication and collaboration on identifying common characteristics




characteristics, through a teacher lead discussion with the whole class

Students agree on a list of characteristics (whole-class) and develop a rubric (MS Word) for identifying Impressionistic artwork, as a whole class, in collaboration with their teacher

Activity 6: Create an artwork integrating Impressionism characteristics

Subject area Create an artwork integrating Impressionism characteristics

Task 6.1: Students plan on the art work they want to create, find the necessary material and work on it.

Students create their own artwork with the instruction to integrate Impressionistic characteristics. Students refer to the rubric they created as a guidance. Students edit their strategies on their My learning journal

- Individual guidance and feedback

- Monitor and support students’ creative work

- Review students’ My learning journal entries

Mixed media Mahara My learning journal

Individual work - Students’ individual impressionism artwork

Activity 7: Peer evaluation and feedback of students’ artwork

Transversal skills - Share their

learning and use peer and teacher feedback for self-evaluation and progress so as to refine their learning and work

Task 7.1: Students upload their art work on the Mahara forum

Students photograph/scan their artwork and upload their creations in their own personal page of ePortfolio. Task 7.2: Students visit the work of their peers on the

- Review students’ artwork in Forum

- Read and review groups’ feedback in Forum

- Monitor and support students’ edit process

- Read and review students’ My

Mahara pages Mahara Forum

Individual work - Individual Student pages with their art work

- Discussion forums with students peer-assessment and feedback on their artwork






Mahara forum and they give feedback

Students comment on each other’s creations and teacher assigns each member of a group to assess his/her group members’ artwork referring to the rubric. This can be done in a private group forum or in the student’s Mahara Page. Task 7.3: Students edit their work based on the feedback given and based on their own self reflections

Students to read peers’ and teachers’ comments and edit their own artwork accordingly. They can take a new photo or scan their edited artwork (if possible) and share it again in their Page.

Each student to write a final journal entry reflecting on their collaboration with peers, their feelings and what and how they have learnt what they learnt

learning journal entries

- Students’ individual impressionism artwork (new version)

- Students’ individual My learning journals with self-assessment and reflection entries




Activity 2iii: Fill in My Learning journal on Mahara

Transversal skills


Task 8.1: Students fill in in their My Learning journal their reflection on their work and what kind of evidence they have for their learning achievements

Revisit and fill in at their own needs during the whole Unit)

- Review students’ journal and coach them for their decisions

Mahara My learning journal

Individual work - Students’ individual My Learning journals with their self-assessment and description of evidence to support their leaning achievements

Activity 9: Design and development of individual ePortfolios on Impressionism learning

Subject area - Create an

ePortfolio of their learning on Impressionism

Transversal skills - Plan, monitor,

share their learning (autonomous learning skills)


-

Task 9.1: Students design and develop their individual ePortfolios on Mahara Task 9.2: Students share their individual ePortfolios and give and receive feedback

- Review students’ ePortfolio

Mahara Individual work - Students’ individual ePortfolios on their learning on Impressionism


ATS2020 LD Transforming LD into Scaffolding tool for assessment level

Note: content still under working progress

Competence Area

Competences and skills Milestones Assessment tool

Comments

Task Self, Peer, Teacher

Autonomous learning skills

Plan their learning Task 2.1: Students fill in in their My Learning journal what they already know and what they would like to learn identifying their goals.

Teacher Rubric 1: My Learning-Goals

For individual student For all students

Task 4.1: Students fill in in their My Learning journal their strategies to achieve their goals Revisit and fill in at their own needs during the whole Unit

Teacher Rubric 2: To be developed

Plan, monitor, share their learning

Task 8.1: Students fill in in their My Learning journal their reflection on their work and what kind of evidence they have for their learning achievements Revisit and fill in at their own needs during the whole Unit)


Evaluate and gather evidence of their learning achievement s



Information literacy skills

Search, collect, retrieve and share information

Task 3.1: Students go online and search for impressionism artists and their paintings Students work in groups, search online resources and collect Impressionistic artwork paintings (images). Teacher can provide key impressionist artists’ names or let students discover them online.

Self Test 1: To be developed

Create, retrieve, choose tools, share information


Self Peer Teacher

Rubric 5: To be developed


Competence Area


Comments


Collaboration and communication skills

Work with others on a common task

Task 5.1: Students identify impressionism characteristics within their group using Mahara forum Students work in groups and view the collected paintings. Each group discuss the common characteristics of the paintings and then posts their response as a group under the Forum “Characteristics of Impressionism artwork” Task 5.2: Students visit other groups forums and comment Each group to read other groups’ posts on characteristics and provide feedback Task 5.3: Students agree on a list of impressionism characteristics, through a teacher lead discussion with the whole class Students agree on a list of characteristics (whole-class) and develop a rubric (MS Word) for identifying Impressionistic artwork, as a whole class, in collaboration with their teacher

Peer (how they consider their peers contribution to the common task)

Rubric 6: -

Digital skills Use digital technologies to support their tasks - Download and

manage/organise information (in folders)

Task 3.2: Students visit their group on Mahara and create a collection of impressionism paintings for their group Students upload the pictures under each Painter’s folder

Self Rubric 7: To be developed

- Create digital work - Share work online - Retrieve and edit work - Use discussion forums to

initiate a discussion and contribute to a discussion

Task 7.1: Students upload their art work on the Mahara forum Students photograph/scan their artwork and upload their creations in their own personal page of ePortfolio. Task 7.2: Students visit the work of their peers on the Mahara forum and they give feedback Students comment on each other’s creations and

Self Rubric 8: To be developed


Competence Area


Comments


teacher assigns each member of a group to assess his/her group members’ artwork referring to the rubric. This can be done in a private group forum or in the student’s Mahara Page. Task 7.3: Students edit their work based on the feedback given and based on their own self reflections Students to read peers’ and teachers’ comments and edit their own artwork accordingly. They can take a new photo or scan their edited artwork (if possible) and share it again in their Page. Each student to write a final journal entry reflecting on their collaboration with peers, their feelings and what and how they have learnt what they learnt

- Create, retrieve, choose tools, design, share information


Self - Rubric 9: To be developed

Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design TtT workshop - WA3 Learning Design

ATS2020 LD Appendix 1 - Activity Description

Note: Recommended to develop this directly on Mahara environment)

TASK 1 - SEARCH AND COLLECT IMPRESSIONISM PAINTINGS ONLINE

1. Go to the Files of this group and click on the Impressionist Artists folder. There, you will find famous impressionist artists' names.

2. Open an internet browser and search for paintings (image search / google search / wikipedia search etc) of those impressionists. Save the images on your desktop using the name of the painting and the artist (i.e. Monet_Impression_Sunrise) and then upload the paintings in the appropriate folder in the Files. (You may create additional folders if you want to upload paintings of other impressionists)

Note: Make sure that the painting you want to upload is not already uploaded by someone else. Be careful not to upload the same pictures twice.

TASK 2 - IDENTIFYING IMPRESSIONISM CHARACTERISTICS

Now that we have gathered the impressionist artists' paintings, we need to go through their characteristics. (Please arrange yourselves into three Groups). In this activity you will create a page where you will list the characteristics that your group has identified.

1. As a group choose one painting from each artist. To do so: ONE of you will need to visit your Group's page and click on Edit page (top right corner of the screen). Then Click on the "configuration" icon of the Group Chosen paintings (next to the X button - right side). Then click on the Files (pictures) you have chosen and then click save. Lastly, click "Done" (bottom of the page)

2. Now, all group members enter your Groups' Discussion Forum. In the Forum each one of you start posting the characteristics that you have identified as common characteristics/techniques regarding the chosen paintings (that you can find in your Group's page). Please refer to: painting techniques, colours and painting theme.

3. Once you have discussed the characteristics, please one of you visit your Groups' page again, click "edit this page" (top right corner) and then click on the "configuration" icon for Group's Impressionism characteristics (it should be under the images you have previously uploaded). Then copy and paste in bullets the characteristics that your group has identified.

TASK 3 - PEER ASSESSMENT / FEEDBACK

Now that all groups have created their pages with the characteristics they have identified, it is time to hear what others have to say about it!

1. Each one of you will visit the Group pages of the other groups and place feedback at the bottom of the page.

http://mahara.eufolio.eu/view/artefact.php?artefact=40459&view=10671&block=45860

http://mahara.eufolio.eu/artefact/file/groupfiles.php?group=490

http://mahara.eufolio.eu/artefact/file/groupfiles.php?group=490



http://mahara.eufolio.eu/interaction/forum/index.php?group=490





ATS2020 LD Appendix 2 – Assessment tool (Rubric 1) Note: content still under working progress

Rubric 1: My Learning-Goals

Reference to ATS2020 framework

- Competence Area Autonomous Learning

- Competence and Skills 1 and 2

Student name:

Task:

Date:

Competence 1 Proficiency level 1 Proficiency level 2 Proficiency level 3 1. Identify significant needs for learning based

on their prior knowledge They identify their existing knowledge and skills within the learning context.

They identify their existing knowledge and skills within the learning context and describe new learning needs.

They identify their existing knowledge and skills within the learning context and describe new learning needs. They are creative and innovative towards new learning paths.

Skill no yes exceptional Evidence / examples

1. Document their existing knowledge and skills in a way to help them identify their needs

Write down existing knowledge and skills related to the topic

Use reference (eg the teacher goals for the unit) to document learning gaps

My learning

2. Apply self-assessment technics and /or tools in order to identify their existing learning status

Developed a tool (eg a table) where they write what they know and what is related to the topic

Refer to experiences they have that lead them into learning needs and use reference to document learning gaps

My learning (They went online Mahara created for the unit)

3. Question what they already know and review it

Write down questionings on what they already know

Explain their questionings in reference to contradicting information

Eg. I heard about Monet and Manet. Are they same person? I need to distinguish the two.

4. Explore what is there to learn in the context given and beyond

Describe and document what is there to learn

Refer to relevant possible resources

I heard that in Paris there are plenty of museums….

5. Are curious and open to new learning paths

Refer to what they already know in correlation with learning expectations other than the teachers’

Can capture ideas of learning experiences outside their immediate context and environment

My learning


Competence 2 Proficiency level 1 Proficiency level 2 Proficiency level 3 2. Define goals to achieve and develop a

strategy to achieve them They define goals for their learning to achieve.

They define goals for their learning to achieve. They develop a strategy to achieve these goals.

They define goals for their learning to achieve. They develop a strategy to achieve these goals. They can evaluate and update their strategy when necessary.

Skill no yes exceptional Evidence / examples

1. Articulate their goals

To be developed To be developed

2. Revisit their goals and redefine them in the light of new information


3. Set goals that are achievable


4. Set goals that will lead them to their maximum of their “zone of proximal development”


5. Are aware of different digital tools and environments that can support their strategy


6. Understand the importance of strategic planning


7. Are realistic about their action plans


8. Describe their strategy within a timeframe


9. Align strategy with goals and expected outcomes


10. Match their strategic plans with respect to their social context


11. Understand that a strategy is their guidance to achieve their goals


12. Value the continuous monitoring of their strategy


13. Have flexibility to readjust their strategy in the light of new needs


14. Identify opportunities of improvement


15. Adjust their strategy or elements of their strategy if needed


16. Analyse their strategy into tasks, goals, expected outcomes, roles, resources, timeframe etc


17. Identify scaffolding tools to make their strategy explicit


macro-level meso-level micro-level€¦ · journal entry, they will reflect on their peers’...

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