Designing for pre-k-12¶
Population · school, pre-kindergarten to grade 12 · All situations
7 rows from 7 pages say what to change when the brief's population is pre-k-12; 6 of them cite a claim. Pages whose rows cite claims come first. Read the basis before relying on a row: many carry a claim to learners or settings it did not test, and say so.
Annotating¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are school students (pre-k-12) |
Do not assign unguided highlighting. Supply the key sentences already marked, and add a task that uses them (answer, explain, or ask a question about each) | Learner highlighting helped college students but not school students; instructor-supplied highlighting improved memory and comprehension [~M] (0.24 for school students; 0.44 for instructor highlighting) |
Assessment for Learning¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
School classes (pre-k-12), with achievement as the goal |
Gather evidence during the unit and use it before the unit test; expect a small overall gain, larger where learners self-assess | Assessment for learning improves achievement [+M] |
Constructive Alignment¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are children or adolescents (pre-k-12) |
Write outcomes as short "I can…" statements the teacher shares and checks with learners; keep frequent low-stakes checkpoints with a revision step. | Assessment for learning [+M] for formative checkpoints (K–12 syntheses); the "I can" wording is untested; the earlier page described the pattern as developed in higher education |
Formative Assessment¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
School classes (pre-k-12), with achievement on unit tests as the goal |
Run the elicit–interpret–adjust cycle within or between units, not only at the end of a course, and plan for a small gain | Assessment for learning improves achievement [+M] |
Formative Assessment¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Unit-based school course (pre-k-12) |
Place a written check with feedback inside or between units (a medium cycle) rather than only at the end; expect a small overall gain | Assessment for learning improves achievement [+M] |
Guide change efforts with systemic understanding, focusing interventions on one framework component at a time as needed¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
The change concerns pre-k-12 schools where families and community shape what teachers can do |
Include families and community organisations in the map, and plan a part of the bundle for them | Teachers' ability to deliver strong instruction depends on school context, family resources and the larger community [+W] (a book chapter's framing) |
Blended Learning¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child (pre-k-12) |
Run the online part in school time under supervision (rotation between stations or groups) rather than at home, and keep online segments short; give the teacher a view of who completed what. | untested proposal; the recorded synthesis is mostly higher education and professional training |