By Richard Mayou; Michael Sharpe; Alan Carson
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4. Model the use of the skill while explaining to students how she does so. 5. Give students ample guided practice as well as independent practice in their use of the targeted cognitive skill. What I’ve just described is a reasonably well-conceived instructional design. If Jill implements this instructional design the way she plans to, odds are that it’s going to work; after a month’s worth of instruction, all (or almost all) of Jill’s students will probably have mastered the high-level cognitive skill being sought.
The answer is, those certain subskills and enabling knowledge identified in the progression as being critical to students’ mastery of a target curricular aim. When should teachers assess these subskills and enabling knowledge? The answer is, before proceeding to the next building block in the progression, the mastery of which is believed to be dependent on mastery of its predecessors. The resulting evidence of students’ mastery status becomes grist for adjustment decisions. These decisions might result in fairly inconsequential alterations in a particular lesson’s instructional activities, or they might lead to substantial changes including reteaching something already taught, but teaching it differently; adding brand new content to the existing instructional plans; or deleting previously planned instructional activities.
In this instance, it depends chiefly on a teacher’s detail-level preferences. Frameworks for Formative Assessment [ 35 ] What’s paramount in this regard is that the learning progression is used. As you prepare to create a new learning progression, try to ascertain the tolerance-for-detail of the teacher or teachers who will be using it. If you’re designing a learning progression for yourself, you’ll know what to do. If you’re designing for others, cleave as closely as possible to those teachers’ preferences.