Stage+2


 * Stage 2 - Determine Acceptable Evidence of Learning** (Review of Stage 2)
 * Performance Task Using GRASPS (Goal, Role, Audience, Situation, Product/Performance and Standards)
 * Other Evidence - Formative and Summative Assessment
 * Task Description
 * Unit Scope and Sequence

Template can be found in University of Maine System Google Docs.
 * Select Create New
 * From Template
 * Search for EDU 361
 * Click on use this Template
 * Rename the document with your name and the words Stage 2
 * Save
 * Click on the share button, change it from private to anybody with the link can comment on it.

__Stage 2 is about general planning for the whole unit. For example, your section on Timely Feedback might look like this:__ Timely Feedback on Products (Self, Peer and Teacher): • Self: Students will have an opportunity to give themselves feedback and reflect in their math journals. • Peer: Peers will give feedback for each lesson’s assessment. • Teacher: Teacher will give feedback for formative assessments, math journals, summative assessments, and performance tasks
 * Notes:**

**1. Explain**
Explanation and theories that provide knowledgeable and justified accounts of events, actions, and ideas: Why is that so? What explains such events? What accounts for such action? How can we prove it? To what is this connected? How does this work?

**2. Interpret**
Narratives, translations, metaphors, images, and artistry that provide meaning: What does it mean? Why does it matter? What of it? What does it illustrate or illuminate in human experience? How does it relate to me? What makes sense?

**3. Apply**
Ability to use knowledge effectively in new situations and diverse contexts: How and where can we use this knowledge, skill, or process? How should my thinking and action be modified to meet the demands of this particular situation?

**4. Perspective**
Critical and insightful points of view: From whose point of view? From which vantage point? What is assumed or tacit that needs to be made explicit or considered?

**5. Empathy**
The ability to get “inside” another person’s feelings or world-view: How does it seem to you? What do they see that I don’t? What do I need to experience if I am to understand? What was the author, artist, or performer feeling, seeing, and trying to make me feel and see?

**6. Self-Knowledge**
The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding: How does who I am shape my views? What are the limits of my understanding? What are my blind spots? What am I prone to misunderstand because of prejudice, habit, or style? How do I learn best? What strategies work for me?

"Verb List" . . . helpful verbs for targeting specific facets.


__Unit Scope and Sequence__ Outline your lessons--create a scope and sequence for your unit: what is realistic? how many lessons (logical groupings)? how many days per lesson? It's okay if you end up with more than 4 lessons. You will fully develop 4 lessons (or 3 lessons and a special project) for your unit. The rest can just stay in the outline to be developed only if you ever get to teach the unit. Add "Unit Scope and Sequence" to the bottom of your Stage 2 document.

=**Resources**=
 * ====Examples of different assessments (pre-, formative, summative) on Dare To Differentiate hosted by [|TES Global].====
 * [[file:assessment_of_for_as_learning.pdf]]
 * [|Strategies for Checking for Understanding]
 * [[file:Checking for Understanding Strategies.pdf]]
 * [|iRubric rubric generation from rcampus.com]
 * [|Rubistar rubric creation by 4Teachers]
 * [|Dr. Theresa's rubric template for proficiency based projects made in Google Sheets]
 * [|Dr. Theresa's rubric template for projects made in Word]
 * [|Teachnology has hyperlinks to additional rubric resources]


 * Assessment Tool: **