STRATEGY INSTRUCTION LOG

DATE OF STRATEGY LESSON: November 9, 2022

TOPIC AREA: Learning Strategy

GROUPING: One-to-One

STRATEGY USED: Checklists

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

The strategy of making checklists is supported by Marzano’s Top 9 since it falls under the specific
categories of setting objectives and providing feedback. Checklists are unique because you can set
objectives that are adaptable to a student’s needs and learning goals. For my specific student, she
struggled to check her work and remember the steps that came after her current step. The checklist helped
her to be able to see what steps were coming up and if she correctly copied and checked her work period
therefore, I also feel that this strategy falls under the non-linguistic representation category of Marzano’s
Top 9. The checklist is a visual aid for the student to be able to reference past information and steps of a
math problem.

PA COMMON CORE STANDARDS and/or IEP GOAL:

CC.2.3.HS.A.11: Apply coordinate geometry to prove simple geometric theorems algebraically.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. The teacher ask the student where checklists are seen in everyday life.
2. The teacher provides examples to the student on how checklists could be beneficial when
learning.
3. The teacher models writing a checklist for Brushing your teeth.
4. Next, the teacher created a checklist with the student on the board for writing a paper for college.
5. Lastly, the teacher had the student create her own checklist for solving a math problem in
geometry.
6. The teacher provided examples and feedback throughout the creation of her checklist.
7. The teacher then created a math problem on the board to practice using the checklist and the
several steps involved.
8. Lastly, the teacher created a laminated checklist to be placed on the student's desk for her to use
in geometry class in the future.
9. The teacher frequently revisited the checklist strategy with the student to ensure that it was being
used correctly.

RESULTS OF THE STRATEGY:

The student was able to comprehend the purpose behind using a checklist. She was able to think of
several instances in everyday life where we used checklists. She did struggle to think of steps in the
beginning, such as creating a checklist for writing a paper. once I prompted her with ideas, she was able
to generate more steps towards the end of the checklist. The student referenced the checklist several times
while we were working through a math worksheet. However, she did not physically check off each step,
so I would mark each step as we went. I would have liked her to take charge and physically check off
each step as we went, but I was also still happy that she referenced the checklist during the problem.

PERSONAL REFLECTION:

I thought my explanation of this strategy was very well thought out. I asked an introduction question that
required the student to think of several scenarios where a checklist would be helpful. I modeled the
gradual release of responsibility by creating a checklist on the board by myself, working through a paper
writing checklist with the student, and then having the student create her own checklist for a math
problem. I incorporated whiteboards and markers to teach the strategy which was more engaging than a
paper and pencil. I think if I would teach this strategy again, I would select fewer steps for the checklist
for the student to follow.