Awareness of Progress

Learners are aware of their current progress toward goals by way of self-assessment and frequent peer and educator feedback.

Tier 1: This Look For is one of seven that represent Quality First Instruction for all learners.

WELL-DEVELOPED LEARNERS

Checklist on a clipboard

Plan, set goals, organize, self-monitor, and self-evaluate

Evidence of Learner Behaviors

  • Describe what their goal is, where they are in progressing towards that goal, and how they know that’s where they are

  • Explain a resource (e.g., plans, goal tracker) that makes them aware of their progress

Questions to Ask Learners

  • What's an example of a goal you are working toward?

  • How are you doing in working toward that goal?

  • How do you know that’s how you’re doing?

  • How does your progress in that goal compare to the progress you wanted to have made at this point?

  • What caused that? What steps are you taking today to fix that?

Two hands holding up a flag together

Engage in self-assessments and frequent peer and learning facilitator feedback on goals

Evidence of Learner Behaviors

  • Reflect on desired progress vs. actual progress and create daily actions that will close the gap

  • Explain processes used in their learning environment to receive daily feedback on goals (both in person and digitally) from both classmates and their learning facilitator

Questions to Ask Learners

  • How do you self-assess or reflect on your goal progress?

  • What are some ways you do goal reflection as a class?

  • What are some ways you get feedback on goals from your learning facilitator?

Business man with a bar chart behind him showing increases

Recognize actions they took that helped them succeed

Evidence of Learner Behaviors

  • After meeting a goal, describe what concrete steps or actions led to their success

Questions to Ask Learners

  • When you look back on that goal, what actions did you take that led you to success?

  • How do you know those are what made you successful in your goal?

Target with an arrow in the center

Recognize why they did not meet a goal

Evidence of Learner Behaviors

  • After falling short of a goal, describe what actions contributed and were controllable factors (i.e. “I didn’t study hard enough, I didn’t budget enough time for the project, etc”

Questions to Ask Learners

  • In that goal, what were obstacles?

  • How did you try to adapt to or change them?

  • Going forward, what do you know now about your next goal?

THE RESEARCH SHOWS

Feedback and reflection increase learner self-efficacy, feelings of competence, and motivation and engagement with learning activities. Feedback fosters learner self-awareness, ownership of learning, and self-regulation.

MINDSETS

Awareness of progress is in service of learner agency, which shifts ownership to learners. Learning facilitators must provide various forms of impactful feedback, also fostering opportunities for peer and self-assessment.

Educator Actions

Learning facilitators ensure learners are constantly aware of their progress toward goals.

CSTPs: 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7

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QUICK WIN

Create “checkpoints” for learners to check their progress on various goals, such as their Personalized Learning Plan, a project or reading goal, or the upcoming end of a trimester or semester.

Offer learners tools, such as self-reflection prompts and protocols, to consider the progress they’ve made in goals, what hurdles they faced, and what changes to their goal plan they need to make.

LESSON-PLANNING AND DESIGN STRATEGIES

  • Conduct 1:1 check-ins that are planned and prioritized based on learners’ quantitative and qualitative data (P)

  • Communicate directly with learners’ families in a culturally-appropriate way (P)

  • Provide feedback that is closely aligned to goals (P/F)

  • Target feedback toward misconceptions and gaps in understanding (P/F)

  • Provide learners with time, tools, and processes to self-reflect and self-evaluate (P/F)

  • Provide learners with time, tools, and processes for peer assessment (P/F)


P = planned F = facilitated spontaneously

RESOURCES

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03476997: 3-2-1- Activate Knowledge, Reflect, and Self-Assess