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DPPD #3

Today we are going to review the first 10
subdimensions of 5D+ that we have discussed
during the last two DPPD’s. I will know if you are
successful if you can recall most of the main
characteristics of each dimension with a partner.

Classroom Arrangement and Resources
CEC 1
• The physical environment is safe.
• The resources, materials and technology in the classroom relate to the content or current unit and are
accessible to all students.
• The arrangement of the room supports and scaffolds student learning and the purpose of the lesson.
• Students use resources and the arrangement of the room for learning.

Learning Routines
CEC 2
• Learning routines for discussion and collaborative work are present, and result in effective discourse.
• Students independently use the routines during the lesson.
• Students are held accountable for completing their work and for learning. Students support the learning
of others.

Use of Learning Time
CEC 3

• Instructional time is maximized in service of learning through efficient transitions, management routines
and positive student discipline.
• Students manage themselves, assist each other in managing behavior, or exhibit no misbehavior.

Student Status
CEC 4

• Teacher and students demonstrate positive teacher-student and student-student relationships that foster
students’ well-being and develop their identity as learners.
• Patterns of interaction between teacher and students and among students indicate that all are valued for
their contributions.
• Teacher creates opportunities for student status to be elevated.

Norms for Learning
CEC 5

• Classroom norms are evident and result in patterns of interaction that encourage risk-taking,
collaboration, respect for divergent thinking and students’ cultures.
• Students self-monitor or remind one another of the norms.

Quality of Questioning
SE 1

• Teacher asks questions to probe and deepen student understanding or uncover misconceptions.
• Teacher assists students in clarifying and assessing their thinking with one another.
• Students question one another to probe for deeper thinking.

Ownership of Learning
SE 2

• Teacher provides opportunities and strategies for students to take ownership of their learning.
• Most locus of control is with students in ways that support student learning.

Capitalizing on Students’ Strengths
SE 3

• Teacher capitalizes on students’ strengths (academic background, life experiences and
culture/language) and applies this knowledge in a variety of ways connected to the unit goals.

Opportunity and Support for Participation and
Meaning Making
SE 4
• Teacher sets expectations and provides support for engagement strategies and structures that facilitate
participation and meaning making by students.
• All students have the opportunity to engage in discipline-specific meaning making. Meaning making is
often student-led.

Student Talk
SE 5
• Teacher sets expectations and provides support for engagement strategies and structures that facilitate
participation and meaning making by students.
• All students have the opportunity to engage in discipline-specific meaning making. Meaning making is
often student-led.

PURPOSE
(P1, P2, P3, P4 & P5)

Standard VS Learning Target
Standards: What we want students to be able to know and do at the end of any
given time; standards are usually provided by the state and derived from national
standards.

Learning Targets: These are statements of “intended learning” based on the
standards. Learning targets are in kid friendly language and are specific to the
lesson for the day.

Success Criteria
A learning target in and of itself can look measurable, but unless you explicitly
spell out how it is measured, it is only a learning target.
Success Criteria explicitly spells out what and how will be measured.

Example #1
“Today you are going to learn how to use questions marks in a sentence to
change 3 telling sentences into 3 asking sentences.”

KEY:
Learning Target
Success Criteria / Performance Task

Example #2
“Today you are going to learn to find the area of an octagon. You will need to be
able to divide an octagon into triangles and rectangles, find the correct area of
each triangle and rectangle, add all the little areas correctly and label the final area
in square units.”

KEY:
Learning Target
Success Criteria / Performance Task

Example #3
Today you are going to learn to use a map to find a location. More specifically, you
are going to follow a treasure map to a hidden bag of pennies in our classroom.
You will know you are successful if you can: follow the paces on the treasure map
by counting your steps, demonstrate two paces north and then four paces east,
use the treasure map to give one set of directions (walk two paces north) to your
group’s “treasure hunter.”
Learning Target
Success Criteria
Performance Task

Example #4
I can explain the harsh conditions facing the Revolutionary War soldiers and write
a letter from a soldier’s perspective that details the weather, environment, food,
clothing, weapons, and shelter.”
Learning Target
Success Criteria
Performance Task

Example #5
“Today you are going to learn how people and businesses create jobs when they
buy goods and services from one another, and when they sell goods and services
to one another. You will be writing and sharing an explanation of how people and
businesses do this. In your explanation you will need to: name people and
businesses in our town who buy goods, pay for services, make goods and sell
them, and provide services for money as well as give examples of how the people
and businesses in our town who buy goods and pay services help create jobs.
Learning Target
Success Criteria
Performance Task

Example #6
“I can apply skills and knowledge of geometric and organic shapes to create a
large scale 1 point perspective drawing. You will know you are successful when
the one point perspective drawing has: one vanishing point that is clearly indicated
through the perspective, uses rulers to create straight clean lines, and the drawing
has a precise level of perspective as defined in the 1 point perspective rubric.”
Learning Target
Success Criteria
Performance Task

Let’s Get Out the Rubics!

Starter Prompts for Purpose
“Yesterday we learned…” Connection to Previous and Future Lesson (P2)
“Today we are learning to …” Learning Target (P1 and P4)
“We will show that we can do this by…” Performance Task (P5)
“To know how well we are learning this we will look for…” Success Criteria (P5)
“It is important for us to learn this (or be able to do this) because….” Broader
Purpose or Transferable Skill (P2)
“Tomorrow we will learn about…” Connection to Previous and Future Lesson (P2)