ACQUISITION, MAKE- MEANING & TRANSFER

Teaching and learning for understanding requires the consideration of three interrelated learning goals (acquisition, meaning and transfer
A = acquiring basic knowledge & skills/M = making meaning/T = transfer
Different types of learning events support different goals; identify which goals supported in which lessons (Code with A, M, T). Integrating these three goals promotes a gradual release of
responsibility in students with regards to their learning

WHAT IS IT? SAMPLE STUDENT ACTIVITIES ACTION VERBS SAMPLE INSTRUCTIONAL

STRATEGIES

• Related to Stage One, where what specific knowledge • Using mnemonic devices (a technique/teaching • Calculate • Direct Instruction
and skills students will acquire and recall, are identified method used for memory retention) • Define • Lectures
• Not the long term learning goal; what students need to • Listing facts • Identify/Select • Graphic organizers
support making meaning, developing understanding • Identifying correct answers • Memorize/Recall • Teacher demonstrations
and transfer • Fast recall activities (e.g. timed drills) • Notice • Note taking
• Lessons to support what students need to know and do • Information retrieval activities (e.g. low level • Paraphrase • Feedback; corrections
comprehension questions; finding definitions) • State

WHAT IS IT? SAMPLE STUDENT ACTION SAMPLE INSTRUCTIONAL

ACTIVITIES VERBS STRATEGIES

• Related to the Big Ideas, Unit Understandings and • Data analysis activities • Analyze/Synthesize • Facilitating
Essential Questions identified in Stage One • Demonstrations • Compare/Contrast • Concept Attainment
• Lessons to support what the students will come to • Using models to support explanations • Critique/Evaluate • Problem Based Learning
understand and allow them to construct their own • Using evidence to support explanations and • Defend/Justify/Prove • Formative Assessment
meaning of important ideas and processes thinking • Explain/Support • Rethinking and Reflection Activities
• Applying previous knowledge • Generalize • Analogies
• Summarize
 WHAT IS IT? SAMPLE STUDENT ACTIVITIES ACTION VERBS SAMPLE INSTRUCTIONAL
STRATEGIES

• Related to Stage Two, where Performance Tasks are • Performance Tasks o • Adapt/Adjust • Coaching
created that require students to transfer their learning to Inquiry Investigations o • Apply • Ongoing Formative Assessment
new situations, as evidence of their learning Persuasive Tasks o • Create/Design • Providing Specific Feedback
• Lessons to support students’ ability to transfer • Innovate • Conferencing
Debates o Role Plays o
knowledge, skills and understanding to other disciplines • Solve • Prompting
Simulations o Interviews
or the real world •
o Portfolios • Self-Assess GRASPS Tasks
• Opportunities to practice groups of skills, not just in
• Perform
isolation
• Provide on-going feedback