Learning Log

Name:______

Date: ______

Directions:

The following questions aim to encourage you to think about the process of how you go about making purposeful decisions in the classroom to foster an engaging and rigorous learning environment. It’s important to keep track of how and why we, as instructors, come to make classroom decisions.

Complete the questions as they are presented throughout the professional development session. Be sure to answer each question completely. Your completed Learning Log will need to be submitted to your direct supervisor at the end of this professional development session.

Guiding Questions

As a faculty member:

  1. How do you know your students’ readiness for learning?
  1. What role does the scope and sequence have in providing an engaging and rigorous learning experience?
  1. How do you best plan for student learning?

Scope and Sequence

  1. What are the benefits of knowing the scope and sequence of your course(s)?
  • What impact does scope and sequence have on students?

Student Participation

  1. What instructional strategies can you use to solicit participation from your students?

•Do these strategies always produce desired results?

•Are there other strategies that could work better?

Making Informed Instructional Decisions

  1. Why do you choose one instructional strategy over another? How do you know which strategy is best for a particular lesson?
  1. What is the process that you go through in order to make decisions about your instruction?
  • What types of decisions are you required to make when lesson planning?

Favorite Lesson/Topic

  1. Of the lessons you teach, think about one that you consider to be your favorite lesson.
  • Why is this lesson your favorite?(Identify course, lesson title, and instructional strategies used)
  • What aspects of this lesson do you enjoy?
  • What aspects of this lesson do your students enjoy?

Lesson That Did Not Go Well

  1. Of the lessons you teach, think about a lesson that did not go well or that did not go as expected.
  • Why didn’t it go well?
  • What factors may have contributed to this lesson not going as expected?

Evidence for Modifications

  1. How do you know that your lesson has gone well?
  • What is your evidence?
  • How did you obtain this evidence?
  1. How do you know that your lesson has not gone well?
  • What is your evidence?
  • How did you obtain this evidence?

Meta-Cognition

  1. What is the correlation between meta-cognition and making instructional decisions in the classroom?
  • How does it influence the decisions you make in the classroom?
  1. How do we foster this ability within our students?
  2. How do you get your students to think?

Creating Safe Learning Environments

  1. Reflect on the various ways in which you have created a safe learning environment for your students.

Learner-Centered Practice

  1. Refer back to the favorite lesson you identified earlier in this training. Respond to the following:
  • What is the instructional strategy that you used?
  • When is the strategy best used?
  • Why is it used?
  • How are your students engaged?
  • How are your students accountable for their learning?

Planning Ahead

  1. Thinking about your teaching philosophy and your role in curriculum, assessment, and creating an optimal learning environment:
  • Create a plan as to how you will implement the ideas and strategies learned in the Quality Teaching and Learning Tiers I and II sessions into your own classroom.
  • Give, at minimum, 2 specific examples of how you plan to implement LCI strategies and ideas into your classroom.

Revisit the Guiding Questions

17. Reflect upon your overall growth and development as an instructor.

Revisit the Guiding Questions:

  • How do we know our students readiness for learning?
  • What role does the scope and sequence have in providing an engaging and rigorous learning experience?
  • How do I best plan for student learning?

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