Day 3 - Lesson Planning, Constructive Feedback, Self-Regulated Learning, and Authentic Assessment


Participant will be able to…
      • Apply and analyze knowledge of strategic planning within content area
      • Apply key concepts of constructive feedback
      • Demonstrate ability to utilize self-regulated learning and authentic assessment tool related to content area
      • Synthesize and prioritize information of content area institute through mind-map or other performance task

Icebreaker - Jeopardy Game - Content Area Learning Strategies

Teams will compete according to table groups.
Each group will appoint a captain and a team name.

The captain will consult with their team members to decide on a category and amount
The team will consult and the captain will give the final answer. (NO NOTEBOOKS!)
Correct respones will be tallied and the team with the most points wins.
If a team gives an incorrect response, another team can earn double points for responding with the correct answer.

Opening Activity/Do Now:

Think/Write: What are some of the common challenges teaching Social Studies and Science?

Discuss your response.

Share: Your partner's response.

OR ​

Pair: What are you doing different in your classroom? (lesson planning, literacy strategies)

Share: Your partner's response.

Activity 1:

Review district Lesson Planning Tool

Open the documents

  • Annotate/mark-up the Lesson Planner: Instructions & Key Questions
  • Take out your lesson plan
  • For self-evaluation purposes, compare your lesson plan to the Lesson Planning Tools.
  • Agree/Disagree: The clearest articulation of the objectives appears in the assessment task. (An objective is not fully conceputalized until its assessment is defined.)

Turn and Talk:
Share your lesson plan with
(1) someone who is in the same content area but at a different grade level.
(2) someone who is not in your content area


  • Objective(s)
  • Instructional Strategy
  • Content
  • Assessment
  • Sample of Student Work (if lesson was implemented)
What revisions will you make based on the lesson plans tools and discussion?

Activity 2:ResponseCategoriesChart.jpg

Constructive Feedback

Define feedback


Share your definition of feedback
Revise based on discussion if necessary

Open the document below and complete the Two-Column Notes on Response Categories.

Respond to this quote in the two-column note document.

"Academic feedback is more strongly and consistently related to achievement than any other teaching behavior"
from page 460, The Skillful Teacher-
(Bellon, Bellon, and blank, 1997, p. 277)

Summer Participants:

How has your practice changed regarding feedback?
Do you have evidence to support or refute the above statement?


With a partner discuss left-hand comments, connections, questions and inferences


Share responses with the whole group

Open the document below

Complete the graphic organizer to determine if the feedback from session 2 is "constructive." Refer to the response chart above.

external image 8995B44A4B574D4FB820D6E5C7CD6764.jpg
  1. Discuss your choices
  2. How do you think this feedback helped me plan this session?
  3. Was it important that your feedback was heard?

Summarizing Activity


Revisit your definition of feedback.
Based on our work has your definition changed?

Reach consensus on the definition of feedback.
Revise if necessary

Analyze a student's notebook from your class
  1. Did you provide feedback?
  2. How often?
  3. How does your feedback compare to your definition of feedback?
  4. Did the student demonstrate improvement as a result of your feedback?

Pair to dicuss your findings.

Three-Minute Pause

Analyze tables on feedback and developing a positive classroom climate.

Divide table into two groups, Group A and Group B.

Group A. Think/Write: Open the document below, Customizing Feedback.

Examine and mark-up
external image msword.png [[file/view/Data Driven Differentiation_Customizing Feedback Figures 1.2_1.5.doc|Data Driven Differentiation_Customizing Feedback Figures 1.2_1.5.doc]]

Share: How do these charts connect to how and when you use feedback in your classroom?

Group B. Think/Write: Open the document below, Learning in a Positive Classroom.
Examine and mark-up.
external image msword.png
external image msword.png

Share: How does it connect to our work today?

Group A
will share their response to Customizing Feedback with Group B

Group B
will share their response to Learning in a Positive Classroom with Group A.


Activity 3:

Self-Regulated Learning

Silent Discussion at your table.
How do students monitor their understanding in your classroom?
Give an example.

Think/Write: One per Sticky note.
Table Groups: Pass poster paper to the right (or group can move to the right) and add your sticky note, if someone else has not already suggested it.
As paper circulates, write down any questions or comments you may have. Feel free to answer any questions or respond to comments made by others.
Activity ends when the first person repeats their turn.
Gallery Walk: Each table should post their chart paper on an empty wall.
Entire group should walk around and respond to each group's work

Review your lesson plan

  • Do you strategically plan how students' will monitor their understanding and how you will provide feedback?

Analyzing Rubrics for Self-Regulated Learning and Assessment


  1. What are three things that stand out for you the most?
  2. How can they be used?

Debrief: Share thoughts.

Hands-on Activity: Feedback, Self-Regulated Learning, Assessment

Pairs: With a member of your content team or grade level team, work in pairs to create/revise/customize a rubric that synthesizes today's work.
Select one of the following activities to complete preferably on the computers in the next room so your work may be shared:

Choose 1 from the list below:
  1. In your lesson plan show how your students will self-monitor their understanding and develop a student monitoring tool that goes along with a rubric.
  2. Customize/Revise/Develop a notebook rubric that can be used by students to self-monitor and/or by teachers to provide feedback.
  3. Customize/Revise/Develop a rubric for Content/Response notes to be used by students to monitor their understanding and/or by teachers to provide feedback.
  4. Customize/Revise Open Response rubric to be used by students to self-monitor and/or by teachers to provide feedback.
  5. For additional support for rubrics go to

Once you have selected your activity, skim the PowerPoint on Authentic Assessment below for clarification.

3-Minute Pause:
What is the relationship between Authentic Assessment, Constructive Feedback, and Self-Regulated Learning? How do these three concepts fit into the Gradual Release of Responsibility?
Gallery Walk: Work will be displayed on tables. Feedback and/or questions will be written on sticky notes for consideration.
Revisions can be made and work may be shared with the whole group on the MPS Wiki.

Activity 4: Capture Your Experience!

Groups of 3 or4: Create a visual image capturing your summary of the last 3 sessions of the Content Learning Institute. (See home page for exemplar.) Your summary should capture the major concepts and vocabulary reviewed at these sessions in a creative format.
You many choose one of the following strategies for your synthesis:
    • Mind-map
    • Concept-map
    • Mandela
    • Found Poem

Gallery Walk: