Review evidence of learning at three points: before, during, and after the lesson¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief identifies three critical opportunities for the teacher to review and act on evidence of learning: during planning, when the teacher reviews evidence from past lessons to select texts students can comprehend with support; during the lesson, when the teacher collects evidence by listening to discussions, reviewing annotations, and conferencing, enabling actionable feedback and in-flight adjustments; and after the lesson, to support planning and refining the next lesson.

Design Implications¶

Context¶

Requirements¶

• Structures that make learning visible and audible (discussions, annotations, one-on-one conferences)

Constraints¶

Target Learners¶

• English learners in standards-aligned grade-level classrooms

Target Learning Goals¶

• Aligning scaffolded tasks to students' current edge of learning in language and content

Affordances¶

• Zpd Frame Edge Learning El Brief

Related Strategies¶

• Reflection on Lessons
• Reflection on Student Learning
• Exit Ticket
• Stop and Jot
• Gather formative evidence through embedded, discipline-specific tasks rather than separate tests or language assessments

Examples¶

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Key Sources¶

• Barbara Jones, Molly Faulkner-Bond, and Jennifer Blitz. (2024). Accelerate Success for English Learners: Students Work Beyond the Edge of Their Current Abilities With Formative Assessment. WestEd, Region 15 Comprehensive Center. https://eric.ed.gov/?id=ED673601