Type Mini-Lesson/

Workshop
Learning
Activity
Check for
Understanding
Formative
Assessment
Project/
Problem Based
Learning
Summative
Assessment



























- Aims at teaching a
specific strategy,
skill, or tool that can
be applied in a
variety of content
settings.

- Teacher introduces
an idea and seeks
students thinking to
help define or clarify
the elements of the
tool.

- Students have time
to apply the tool to a
real time experience
which also engages
them in valuable
content.

- Low Stakes, no
grading

- Students come
back together to
reiterate what
happened during
practice, things to
add onto their
understanding, and
- Aims at having
students practice
uniting two or
more strategies
or skills in a given
content area.

- Scaffolded to
help students
meet a more
complex tasks by
pulling from the
strategies, but
has a clear and
expected product
outcome.

- Students work
independently or
together across a
class period or a
few days.

- Students may
be formatively
assessed based
on the product
outcome, but are
not given a
grade.

- Aims at gathering a
specific data set,
revealing students
readiness for
transitioning between
skills or content.

- Collects a sample
from a purposeful
group (ie whole class,
small group, sample
size)

- Used for making a
decision on the
students readiness to
move forward.

- Not used as a
grade.

- Eventually, ideally,
the process of
checking (the skills
involved) become
mini-lessons so
students can own
more and more self
monitoring.

- Can be used for
- Aims at
gathering data
about students
performance
against the
standards.

- Happens at
various stages
of a unit guiding
the mini-lessons
and activities in
which
participate.

- Does not seek
specific content
acquisition but
rather focuses
on processes
used when
engaging with
grade-level
material of
various media
.
- Is not collected
for a grade, but
shared as an
indicator or
performance
- Aims at
structuring an
ambiguous task
in a way where
students can
invent a variety
of outcomes that
address the
task.

- Requires the
application of
cognitive skills
together and a
creative product.

- Students are in
control of the
activities they
complete which
lead to their
completion of
the task.

- Students have
an authentic
purpose,
audience, or
outcome.

- Project can be
- Aims at
identifying a
students
progress to meet
grade level
standards.

- Requires the
students
conscious
attempt to
engage in an
authentic task
which requires
using standards.

- Students use
grade level (or
above) content
when completing
the task.

- Students are
given real time
feedback about
their
performance
and given a
chance to work
towards
developing gaps
what their take away
will be.

- Resource co-
created by students
for how to use tool is
displayed either in
the classroom or
where students have
easy access online.
Referring to the tool
when they need
support becomes
part of classroom
routine
- Students reflect
about the product
outcomes either
in groups or
independently
when the activity
is over to outline
new thinking,
learning, or
struggles.
techniques (file
management), and
content, but lends
themselves well to
cognitive skills rubrics
too.

Ex. What type of
language evidence
could I collect from
group conversations
that would show a
capacity to value
difference and
embrace diversity?
with the student
to guide
continued
growth or to
improve a
product or
performance.

May be used to
inform a
students work
towards a
summative
assessment
before grade is
taken.
used as towards
a grade,
including the
incorporation of
self and peer
assessments of
how the
activities they
choose to do
reflect their
meeting of the
standards.


if there are any.

-Grade is
collected after a
post conference.