Section 4: Using this System for Planning and Instruction
Framework for Teaching and Learning
Following is a framework for using the OGT data provided in this Web site. Most frameworks for teaching and learning begin at the planning stage; however, by using the OGT data, you have the opportunity to gain greater insight into the strengths and needs of your students before you begin planning your lessons or units.
Reflect. Using OGT data allows you to begin immediately at the Reflect phase as you review data and reports that may inform your instructional priorities and plans. OGT data provide you with information about student performance that will help you pinpoint student needs and determine learning goals for students, classes and schools. Beginning at this step allows Teachers and School Leaders to plan for students who have not yet taken the OGT by targeting specific subjects or areas of instruction to better prepare students for the test.
Refer to the Tips for Teachers located on the left side of this page for ideas about Reflection and for access to the Reflection templates provided for Grade 9 and 10 Teachers, Intervention Teachers, and Grade 11 Teachers. You will find guiding questions that will assist you through the reflection process. The Collaborative Teacher Teams Template is also available for School Leaders and Teachers to use with colleagues.
Plan. Review the benchmarks and indicators you will teach in a particular lesson or unit and determine what your students should know and be able to do at the end. Then, plan assessment and instruction activities to make learning accessible to all students.
Click on the links to the left of this page for Planning templates for Grade 9 and 10 Teachers, Intervention Teachers, and Grade 11 Teachers that provide questions to guide you through selecting the standards and benchmarks your lesson or unit will address and determining how you will assess student learning during and at the end of each session.
Teach. This is where you put your plan into action. In the Planning templates, you noted potential challenges in teaching your lesson or unit plan. While teaching the benchmarks and standards you determined were most appropriate for your classes, be sure to track successes and additional challenges to meeting the goals for your students.
Assess. It is important to remember that the planning stage requires a careful consideration of what type of assessment you will use, when and how frequently you will assess students, and how you will assess and evaluate your own instruction. Click on the links to the left of this page to download and use the Assess templates for Grade 9 and 10 Teachers, Intervention Teachers, and Grade 11 Teachers. Use the questions provided in these templates to help you assess the effectiveness of your plan and instruction.
Communicate. After assessing your students’ progress, it is important that you communicate your findings with your students, their parents, other teachers and colleagues, and school leaders.
- Communicate your expectations with your students so they are clear about what they have learned, what they should know, and what they should be able to do by the end of each lesson or unit. Help them determine their strengths and needs using the results of your assessments.
- Talk to parents about how students are progressing and where they still need to focus.
- Discuss student performance and instructional strategies with colleagues. Go to the Professional Tool Increasing Collaboration and Communication Using OGT Data for tips and templates on working in collaborative teams to improve student achievement.
- Talk to your school leaders about patterns of performance across your class and/or grade. These discussions can lead to the development of school-wide strategies to address areas that need improvement and reinforce areas of strength.
Reflect and Plan. After assessing your students’ learning and communicating their achievements and needs, return to the first steps in which you reflect on new data and plan the next lesson or unit. Use the data on student performance and discuss with your colleagues how to modify your instructional strategies and/or goals. Continue to use the guiding questions in the Reflection and Planning templates, and consider the following additional questions:
- How do data from recent classroom assessments update your understanding of students’ needs?
- If students are not on target, what other instructional strategies can you try? Do you need to revise your goals so that students can achieve small steps that will put them on track to achieve the benchmarks?
- What particular resources in your school or district (colleagues, subject specialists, master teachers, professional development workshops and materials, books, and lectures) can you access to get fresh ideas for your instructional strategies and goals?