01Check a lesson plan
Start with the learning goal. Check that the activity and independent exit task assess the same goal.
Leave with: A lesson ready for reviewOne goal, a model, an accessible task and a matching exit question in your existing lesson plan.
Use a six-part self-check
- Confirm the applicable curriculum standard.
- Write an observable learning goal.
- Model one example and explain the thinking.
- Plan participation and accessible materials.
- Check each learner independently.
- Decide how evidence will guide the next lesson.
Use your locally approved planning rubric. This checklist does not assign a teacher rating.
Differentiate a shared goal
Prepare a scaffold, a core task and an extension using one public or teacher-created passage.
Leave with: Three routes to the same goalA scaffold, core task and extension; one common understanding check.
Keep the challenge meaningful
Offer vocabulary support, chunked directions, accessible formats and an alternative response method. Check that each version preserves the meaning and learning goal.
Actual accommodations remain in the approved school process; a tool suggestion does not establish a student's needs.
Build, test, explain
Replace one worksheet with a model, investigation or real-world problem using available materials.
Leave with: A testable taskMaterials, a prediction, a recorded observation and a fresh independent problem.
Try a concrete example
Design five garden containers holding 12 liters each. Compost comes in 5-liter bags costing $4. With a $50 budget, explain the quantities and cost: 60 liters, 12 bags, $48, $2 remaining.
Choose an age-appropriate objective, provide accessible materials, and check a fresh problem independently. Show reasoning on a board or document camera.
Make group work purposeful
Give each learner a clear contribution, rehearse a transition, and prepare a meaningful extension.
Leave with: A group-work cardRoles, a transition cue, a shared product and an individual explanation.
Plan roles and a check
Adapt facilitator, materials manager, recorder and reporter roles to age and access needs. Rotate responsibilities. Ask each learner to explain part of the result independently.
Display the steps, model a calm reset and offer an extension tied to the same objective. Judge the work and understanding, not quietness alone.
Prepare a usable substitute plan
Put the objective, timings, materials, expected work and an offline alternative in one clear sequence.
Leave with: A substitute-ready sequenceTimings, working resource links, expected work and an offline alternative.
Walk through 45 minutes
Introduction (5), source activity (10), independent or structured task (20), understanding check (5), collection and reset (5).
A colleague should be able to open the materials and explain what learners produce. Keep rosters, passwords, health information and emergency procedures in the school's restricted handoff process.
Support writing and honest work
Use a confirmed rubric, point to specific evidence and suggest one useful revision.
Leave with: Feedback that leads to revisionOne rubric criterion, one piece of evidence and one specific revision step.
Practice with invented writing
Compare feedback with a human-reviewed example and the rubric for the actual grade and task. Teachers determine final scores.
State whether AI assistance is allowed for the assignment. Use drafts, checkpoints, disclosure and an independent explanation to discuss authorship. A detector score alone does not establish misconduct.