Students need to understand what is expected of them, know what will be happening and reflect upon their effort and comprehension. One routine way that I do this is by using Daily Lesson Sheets. I limit these sheets to a half-sheet of paper. This makes them less intimidating to students and distinguishes them from worksheets that we might be using. It also helps me distil the objectives and work of the day down to the most important elements. I find this strategy particularly useful for students who don't seem to know what is going on even though the objectives and agenda are posted on the board or published in the syllabus. This device supports students in beginning steps to taking responsibility for themselves.
FRONT SIDE
Subject - Unit Title - Sub-unit Title
Remind the student of the subject, topic and particular focus of the current work.
Essential Question
Confirm the unit question. Introduce an essential question of the day if appropriate.
Objectives
Here is where the curriculum objectives, in accessible language, are found. They come from the unit plan which in turn is based upon state and national standards.
Agenda
The anticipated schedule for the class period.
I have the students read through this side with me at the top of the class period.
BACK SIDE
Formative Assessment
A relevant question or prompt the response of which guides the teacher in choosing next steps.
Self-Assessment of Understanding and Effort
A request for the student to reflect upon the objectives of the day in order to determine what they know and evaluate what they did. Students share insights and identify questions they have.
Students acknowledge the amount of effort they invested in the learning.
Save at least the last ten minutes for this side of the sheet. I circulate and stamp or sticker off this backside having a quick look and short interchange with students. Whole group sharing before stepping out the door is validating. If I have not been able to capture the formative assessment sufficiently during my circulation I will collect the sheets, review, give feedback and return them the next class period.
Here is a blank template. Copy one-sided to two-sided, half as many copies as students and cut in half.
Here is a model.
What should one do if the class ends before everything is done? Halt and continue at the next class period. Ask the students to hold onto the sheets for the next day or collect them (with their names on them). I have found that one sheet can be stretched over two days but it loses efficacy for any longer durations.
