1 00:00:02,490 --> 00:00:04,920 Now that you've slected the specific LATs for your lesson, 2 00:00:04,920 --> 00:00:07,470 it's time to sequence them. 3 00:00:07,470 --> 00:00:14,260 In this video, Leah describes how she goes about sequencing learning activities for her students. 4 00:00:14,260 --> 00:00:20,698 So, sequencing learning activities I guess first would be sequencing the objectives in terms of how they're scaffolfed. 5 00:00:20,698 --> 00:00:24,878 What's the first thing that they need to know before they can go to the next thing before they can go to the next thing? 6 00:00:24,878 --> 00:00:31,410 So if I have the outcomes sequenced and scaffolded in a way that makes sense for students learning that's really building on itslef 7 00:00:31,410 --> 00:00:40,169 then it's much easier to fit in activities that will also be scaffolded and sequenced in a way that makes sense. 8 00:00:40,169 --> 00:00:42,499 Certainly I find that as I'm teaching sometimes I have to change those orders though 9 00:00:42,499 --> 00:00:48,049 because you realize from formative assessment that what you thought they knew they don't necessarily have. 10 00:00:48,049 --> 00:00:55,931 So sometimes you have to go back to reteach something or that what you think you need to teach you can actually skip that activity and go ahead because they already had it. 11 00:00:55,931 --> 00:01:05,250 So I think the theme of the sequencing has to be fluid, it has to be able to change depending on what your students need. 12 00:01:05,250 --> 00:01:12,529 But I guess I don't actually sequence activities, I would sequence the learning outcomes and then select the activities in as they fit. 13 00:01:12,529 --> 00:01:19,229 To sequence learning activities, think about which LATs build upon others in your list. 14 00:01:19,229 --> 00:01:25,139 Which LATs would work best as introductions, which LATs would work best as conclusing activities? 15 00:01:25,139 --> 00:01:35,607 From the students point of view, try to determine the most natural sequence of learning activities to structure your final sequence of LATs. 16 00:01:35,607 --> 00:01:42,391 For example, in the 13 American Colonies lesson that was discussed earlier, after elimanting a number of possible LATs, 5 were selected. 17 00:01:42,391 --> 00:01:53,121 These are taking notes, view images, consider evidence, read text, and read maps, charts, and tables. 18 00:01:53,121 --> 00:01:57,731 The lesson could begin by showing students intriguing images related to the colonies. 19 00:01:57,731 --> 00:02:04,151 Building on this, students could read text, and read maps, charts, and tables. 20 00:02:04,151 --> 00:02:08,391 Students may also consider evidence in the form of historical documents. 21 00:02:08,391 --> 00:02:12,751 As they're using these resources, they would also take notes. 22 00:02:12,751 --> 00:02:23,281 Considering this example, please pause here, work out the best sequence of learning activities for your lesson, and note them in your planning guide. 23 00:02:23,281 --> 00:02:29,531 You may have noticed that we have not mentioned assessments to this point in the process of designing a lesson. 24 00:02:29,531 --> 00:02:32,301 This is not because planning assessment should occur separately from planning learning activities. 25 00:02:32,301 --> 00:02:41,191 Rather, the learning activities that you have selected for your plan often already include formative and/or summative assessment opportunities. 26 00:02:41,191 --> 00:02:45,231 Formative assessment is like when a chef tastes the food that he is preparing. 27 00:02:45,231 --> 00:02:52,281 He does this periodically to judge its quality and can adjust ingredients and cooking processes as necessary. 28 00:02:52,281 --> 00:02:57,261 Formative assessments of students' learning happens while the learning is taking place. 29 00:02:57,261 --> 00:03:03,794 Teachers often adjust learning activities based upon their formative assessments of students' oral responses and written work. 30 00:03:03,794 --> 00:03:09,554 Summative assessment is like when the chef sends the prepared food to the table of restaurant patrons. 31 00:03:09,554 --> 00:03:12,374 Their assessment of the quality of the food is final 32 00:03:12,374 --> 00:03:18,955 and they can provide evaluative information via posts to social media, or comments to their servers. 33 00:03:18,955 --> 00:03:28,805 Summative assessments of students' learning can occur during activities such as quizzes, tests, presentations, and final evaluation of projects. 34 00:03:28,805 --> 00:03:37,611 For example, recall that the notes that students take in the 13 Colonies example can serve as information for formative assessment of their learning. 35 00:03:37,611 --> 00:03:52,301 One could also consider adding a summative assessment focused LAT like completing charts or tables, writing an essay, or designing and constructing an exhibit to assess students' progress in meeting the learning goal. 36 00:03:52,301 --> 00:03:56,790 Now please share this sequence with at least one classmate or colleague explaining the content and process learing goals for the lesson. 37 00:03:56,790 --> 00:03:58,300 Ask your colleague for feedback on both the activity types selections and sequence 38 00:03:58,300 --> 00:04:12,799 including what works well and what might be changed to make the lesson even more effective.