Like it, Love it, Gotta Have it: Ability Level Skill Development

Like it, Love it, Gotta Have it supports students to choose leveled activities for a particular skill to address individual learning needs
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About This Strategy

Like it, Love it, Gotta Have it focuses on supporting students to self-assess and determine the level of practice needed to master a skill. With guidance for completing an accurate self-assessment, this strategy can be used with students in upper elementary, middle, and high school, and across content areas. To begin the strategy, the teacher completes a lesson on a skill. Once the lesson is complete (on the same day or the following), the students do a self-assessment of their understanding of the skill and navigate to the designated zone in the classroom (like it, love it, or gotta have it). Each zone contains leveled work appropriate for each students' identified skill level. This strategy can be used at any point in a lesson where differentiated support is needed for students. Through this strategy, students are empowered to self-monitor and make choices based on their learning needs, and teachers are provided an avenue for differentiated support for students.

Implementation Steps

90 minutes
  1. The teacher designs and implements a lesson focused on a skill they'd like students to master. This lesson can be done with the whole class or via a flipped method (video and/or content).

    • If your students have 1:1 devices, you might consider using Edpuzzle or HyperDocs to design a flipped lesson.

  2. Using a self-assessment protocol, the students self-assess their understanding of the skill taught during the lesson. This self-assessment determines the designated spot or zone of the classroom students will move to.

    • For example, Aaron Kaswell uses three zones: like it, love it, and gotta have it. Each zone focuses on a different level of the skill and will convene in a different part of the room.

      • Like it: beginning skill development

      • Love it: medium skill development

      • Gotta Have It: advanced skill development

  3. Once students get to their zones, they work independently or collaboratively with other students in the zone on their assigned leveled task.

  4. As students work, the teacher circulates and monitors students' understanding. If a student needs further help than what is provided at the station, the teacher may choose to have the student go to a new station based on their needs.

Like it, Love it, Gotta Have it Flipped Style

Students move through a personalized pathway based on their identified ability level in order to grow their content or skill levels.

  1. First, build learning pathways (a series of tasks that span mastery levels over time), based on the "like it, love it, and gotta have it" ability levels.
    • Using a digital tool, like Deck Toys, Symbaloo Learning Paths, or Mastery Paths on Canvas would be a great way to build these pathways.
  2. Students self-assess on a skill after participating in a lesson.

  3. Students start on their self-identified learning pathway. Students use the learning pathway to move through the material at their own pace.

Special Education Modification

Teachers can provide additional one-on-one support and feedback for students with learning disabilities in self-assessing their understanding. The teacher could also run a small group session based on students' needs and IEP requirements.

Tech Tools

HyperDoc

  • A HyperDoc can be used to provide structure and detail for a leveled activity. A HyperDoc can be designed from templates or created from scratch using a word processing program. Students can type directly into these documents or use them as a guide for learning a concept or skill.

  • HyperDocs can be easily designed or modified to meet the needs of different learners. If using a Google Doc or Slides for the HyperDoc, students can easily make a copy, write inside the document, and submit their responses for review. Additionally, if only portions of the document need to be modified for a learner, the teacher can make a copy and modify the sections that need to be changed.

 

Edpuzzle

  • Edpuzzle can be used as a flipped video with assessments for leveled student work. The Edpuzzle can also be used for additional instruction or practice depending on students' understanding of the concept or skill.

  • Edpuzzle is a simple way to give students access to flipped material and to assess their understanding of that material.

 

Deck.Toys

  • Deck Toys is one way to build a digital pathway for different levels of learning. It can be set up to differentiate instruction and engage learners in mastering concepts and skills.

  • Deck Toys can increase teachers' efficiency with monitoring students' progress, embedding formative assessments, and using those assessments to map students' course through content.

 

Symbaloo Learning Paths

  • Symbaloo is one way to build a digital pathway for different levels of learning. It can be set-up to differentiate instruction and engage learners in mastering concepts and skills.

  • Symbaloo Learning Paths can increase teachers' efficiency with monitoring students' progress, embedding formative assessments, and using those assessments to map students' course through content.