Reflection Question Template FIP for Teachers Learning Path DIRECTIONS: Use this template to document your thoughts as you complete the reflection questions found in each module.
MODULE 1 (Page 12) • Reflect on a time when you gave or received feedback that clearly improved learning, describe your
experience.
(Page 19) • Now that you have reviewed formative and summative assessment uses, which are present in your
classroom, school or district?
• Are formative and summative uses of assessment in balance?
• If not, what modifications might you recommend?
• With whom might you share your recommendations?
• What rationale might you give for your recommendations?
(Page 20) • Try this activity with a group of colleagues. Are the high impact practices a regular part of your school
culture?
(Page 25) • Think about the formative instructional practices you use in your classroom. Which of these questions
Reflection Questions Leading FIP for Student Success Learning Path – School Leaders DIRECTIONS: Use this template to document your thoughts as you complete the reflection questions found in each module.
MODULE 1 (Page 12) • Reflect on a time when you gave or received feedback that clearly improved learning,
describe your experience.
(Page 19) • Now that you have reviewed formative and summative assessment uses, describe which are
present in your classroom, school or district.
• Are formative and summative uses of assessment in balance?
• If not, what modifications might you recommend?
• With whom might you share your recommendations?
• What rationale might you give for your recommendations?
(Page 20) • Try this activity with a group of colleagues. Are the high impact practices a regular part of
Reflection Questions Instructional Coaches and Teacher Leaders DIRECTIONS: Use this template to document your thoughts as you complete the reflection questions found in each module.
MODULE 1 (Page 12) • Reflect on a time when you gave or received feedback that clearly improved learning, describe your
experience.
(Page 19) • Now that you have reviewed formative and summative assessment uses, describe which are present
in your classroom, school or district.
• Are formative and summative uses of assessment in balance?
• If not, what modifications might you recommend?
• With whom might you share your recommendations?
• What rationale might you give for your recommendations?
(Page 20) • Try this activity with a group of colleagues. Are the high impact practices a regular part of your school
• Social Motivation: How can PLTs be used as a means to motivate teachers to implement formative instructional practices?
• Social Ability: How can PLTs leverage collaborative learning focused on increasing teachers’ understanding and use of formative instructional practices?
• Structural Motivation: How can your PLTs be structured to engage and support educators in their learning and use of formative instructional practices?
• Structural Ability: How will you create and use structures and processes that allow PLTs to serve as a viable means to implement and sustain formative instructional practices with fidelity?
(Page 49) • Recall the six sources of influence from segment one. How can blended learning help make changes
in teacher practices “stick?”
(Page 75) • What challenges do you anticipate emerging in the environment where you coach?
• How will you confront those challenges and support teachers so they can weave formative instructional practices into their everyday instruction?
• How will you use effective feedback to move teachers’ learning forward?
• How will you continue to develop your own expertise in formative instructional practices?
Provide a brief narrative of how your lesson was actually carried out.
• Did students meet the learning targets?
• How do you know?
REFLECT
Describe the following:
• How did you incorporate the use of Clear Learning Targets for students?
• How did you collect and document Evidence of Student Learning?
• Provide examples of how you gave students Effective Feedback.
• How were students given opportunities to Take Ownership of their Own Learning?
• After teaching this lesson, what were your key takeaways?
• What went extremely well?
• What are your areas of opportunities for improvement?
Confirming Your Practice for School Leaders DIRECTIONS: Using the three Continua Downloads from Module 6 or 7, (Clear Learning Targets Continua, Effective Feedback Continua, and Student Ownership Continua) conduct several classroom visits to observe, confirm your own learning and reflect. This template can help you organize your assignment.
OBSERVE Using the three continuas, describe, in general, what you observed in terms of teachers’ skill in using clear learning targets, providing effective feedback and providing opportunities for students to take ownership of their learning. • Clear learning targets
• Effective feedback
• Student ownership of learning
CONFIRM • What did you think are the areas of strength displayed by the teachers you observed related
to the continua?
• What do you think are areas of challenge or opportunities?
• How would you provide Effective Feedback to the teachers you observed related to the strengths and challenges?
REFLECT • How would you describe your current skill level in using the continuas to identify evidence of
teacher practice?
• What areas do you feel that you would need to know/learn more?
• How will you continue to learn to be able to support teachers in making learning, practice and change stick in your school or the schools in which you work?
Confirming Your Practice for Instructional Coaches and Teacher Leaders DIRECTIONS: Using the three Continua Downloads from Module 6 or 7, (Clear Learning Targets Continua, Effective Feedback Continua, and Student Ownership Continua) conduct several classroom visits to observe, confirm your own learning and reflect. This template can help you organize your assignment.
OBSERVE Using the three continuas, describe, in general, what you observed in terms of teachers’ skill in using clear learning targets, providing effective feedback and providing opportunities for students to take ownership of their learning. • Clear learning targets
• Effective feedback
• Student ownership of learning
CONFIRM • What did you think are the areas of strength displayed by the teachers you observed related
to the continua?
• What do you think are areas of challenge or opportunities?
• How would you provide Effective Feedback to the teachers you observed related to the strengths and challenges?
REFLECT • How would you describe your current skill level in using the continuas to identify evidence of
teacher practice?
• What areas do you feel that you would need to know/learn more?
• How will you continue to learn to be able to support teachers in making learning, practice and change stick in your school or the schools in which you work?
Setting Goals for Formative Instructional Practices DIRECTIONS: Write one or two specific and challenging goals you have for using formative instructional practices in your classroom.
Goals for using clear learning targets: Goals for collecting and documenting evidence of learning: Goals for providing effective feedback: Goals for helping students take ownership of their learning: Current level of achievement: Evidence: What I/we need to learn: Plan of action: Support needed: Time frame: How I/we know that goals have been achieved:
Setting Goals for Formative Instructional Practices—Instructional Coaches and Teacher Leaders DIRECTIONS: Write two or three specific and challenging goals you have for making change, learning, and practice stick in your school.
Goals for making change stick: Goals for making learning stick: Goals for making practice stick: Where are you now in relation to your goals? Plan of action for closing the gap: Time Frame: How I/we know that goals have been achieved:
Setting Goals for Leading and Supporting Formative Instructional Practices DIRECTIONS: Write two or three specific and challenging goals you have for making change, learning, and practice stick in your school.
Goals for making change stick: Goals for making learning stick: Goals for making practice stick: Where are you now in relation to your goals? Plan of action for closing the gap: Time Frame: How I/we know that goals have been achieved:
I Used to Think, But Now I Think… DIRECTIONS: Now that you have completed the modules for your learning path, fill in the boxes to best reflect your own thinking about formative instructional practices. If working with a team, be prepared to share your thoughts.
