In Yoda Master, students learn, practice, and assess a skill that they previously did not master. Students review their data to identify the skill and create a playlist using approved resources while incorporating their personal learning styles. The teacher approves the playlist and students begin the process of working independently on their playlists. Students check back in with the teacher once they have gone through the Learn, Teach, Practice, and Retake steps. During this check-in, learners reflect on their outcome and what steps were the most helpful to them during the process. This strategy is particularly effective in supporting students to set goals and self-monitor their progress.
Teacher creates a list of resources, including technology, collaborative, and teacher support options for students to use in their playlist design.
Show learners assessment data and have them identify an unmastered skill they would like to work on. Have learners reflect on what was hard about this skill for them in the past
Show learners the resource list they can use to build their playlist, including technology, collaborative, and teacher support options.
Support learners to come up with a plan for working towards retaking the assessment and self-monitoring their progress. Once the plans are created,approve it. It is important to norm expectations during this portion of the activity
Learners retake the assessment and reflect on the plan's success; Learners can have a deadline for retaking.
This strategy supports students with learning disabilities in achieving their personalized learning goals by providing them an opportunity to return to material that they have not yet mastered. This strategy could be further modified for students by providing them support with the process of building their playlist. Specifically, a partner aide or teacher could help them to navigate the process of determining which resources are best for them and locating the appropriate materials for the content of their playlist.
Traditional paper-based, written methods of assessment may limit ELs' ability to demonstrate their learning. In conjunction with traditional assessments, consider giving ELs the opportunity to demonstrate their learning through:
Oral presentations or re-tellings
With this strategy, the element of ownership that is different from other playlists or individual rotations is the students' agency over the resources included in the playlist. It is important that we give time and space for learners to really understand the resources, especially the technology resources. Strategies like scavenger hunts and investigations with the tools can help learners feel sure about navigating and finding what they need for their plan.
Forms can be used to capture student 'plans' in this system, to keep a record and be able to show data of what is included in their plan over time
In the paper version, teachers and students are making a plan for just that moment, but with Forms, teachers and students can modify the task to be more about a longer goal and vision of using data to get 'meta' about student decisions.