During the Testing Period, we look for different types of work in each phase of the period. Linking work and task analysis work are critical in the preparation phase. In the activating phase, focusing work takes priority. The debriefing and transitioning work become priorities in the post-test period.
- Step 1: Introduction to a strategy or approach with teacher modeling and collective use.
- Step 2: Student use with direction or alerts provided by the teacher.
- Step 3: Student use in collaborative peer-group monitoring.
- Step 4: Peer-group feedback and rubric-based shaping feedback.
- Step 5: Independent use with teacher monitoring, peer-group feedback, and rubric-based shaping feedback.
- Step 6: Independent use with rubric-based self-assessment and revision to proficiency with peer review on proficiency.
- Step 7: Independent identification of critical learnings and independent development of personalized strategies.
– excerpt from Turning Around Turnaround Schools, Volume 2 – Embracing the Rhythm of the Learner Year
The free tools provided on this site are pulled, in part, from our recent book Turning Around Turnaround Schools, Volume 2 – Embracing the Rhythm of the Learner Year. If you have questions about how to use any of these tools, please feel free to contact us, or check out the book, available on amazon.com.