Capacity+Matrix

= Capacity Matrix =

I know what this is. ||= Knowledge: I understand and can explain this. ||= Knowhow: I can do this on my own. ||= Wisdom: I can apply this to other situations and teach others. || My Evidence of Learning ||
 * Learner Name: ||= Information:
 * Dates Updated: ||^  ||^   ||^   ||^   || The Three D's ||
 * Big Ideas || I Understand... || I Can… ||^  ||^   ||^   ||^   || (Demonstrate, Document, Defend) ||
 * Cognitively Guided Instruction encourages teachers to understand how children think about mathematics by letting them build understanding from within. || A supportive learning environment builds ownership and excitement for learning. || Allow students to use manipulatives when solving problems. ||  ||   ||   ||   ||   ||
 * ^  ||^   || Set up a classroom to invite students to share how they solved their problem to the class. ||   ||   ||   ||   ||   ||
 * ^  ||^   || Encourage students to share their strategies with each other while solving problems. ||   ||   ||   ||   ||   ||
 * ^  || Stage 1 (identify learning results) helps to be clear about what I want my students to understand, know and do within a unit of study. || Identify a variety of problem types that connect with the Essential Units of Study. ||   ||   ||   ||   ||   ||
 * ^  ||^   || Anticipate children's solution strategies for various problem types. ||   ||   ||   ||   ||   ||
 * ^  || Stage 2 (determine evidence) helps to be clear about the key criteria used to assess what we want students to understand, know and do. || Set quality criteria using the problem-solving rubric, quality standard, flow chart and/or checklist. ||   ||   ||   ||   ||   ||
 * ^  ||^   || Let students check their work with each other when solving problems. ||   ||   ||   ||   ||   ||
 * ^  || Stage 3 (learning plan) helps map out a learning plan for all students to be successful. || Use questioning to understand how students solve problems. ||   ||   ||   ||   ||   ||
 * ^  ||^   || Select number choices and problem types based on student readiness level. ||   ||   ||   ||   ||   ||
 * ^  || Communication with others is essential to team success. "There's no I in team!" || Collaborate with colleagues to develop my action plan for learning. ||   ||   ||   ||   ||   ||
 * ^  ||^   || I can learn from my colleagues, students, and experiences while having a positive attitude! ||   ||   ||   ||   ||   ||
 * ^  || Stage 3 (learning plan) helps map out a learning plan for all students to be successful. || Use questioning to understand how students solve problems. ||   ||   ||   ||   ||   ||
 * ^  ||^   || Select number choices and problem types based on student readiness level. ||   ||   ||   ||   ||   ||
 * ^  || Communication with others is essential to team success. "There's no I in team!" || Collaborate with colleagues to develop my action plan for learning. ||   ||   ||   ||   ||   ||
 * ^  ||^   || I can learn from my colleagues, students, and experiences while having a positive attitude! ||   ||   ||   ||   ||   ||
 * ^  ||^   || I can learn from my colleagues, students, and experiences while having a positive attitude! ||   ||   ||   ||   ||   ||
 * ^  ||^   || I can learn from my colleagues, students, and experiences while having a positive attitude! ||   ||   ||   ||   ||   ||