1. DESIGNER [3Doors to InfoLiteracy®]

1. DESIGNER

Setting learners up to succeed

Teachers need to ensure that learning is AUTHENTIC, RELEVANT, PURPOSEFUL; and that students KNOW they can PLAN and MONITOR the learning, manage their time (SELF–REGULATION) and that they have the skills and confidence to perform the learning (SELF–EFFICACY). they need to negotiate CRITERIA in advance of the learning, so that they KNOW what they are aiming for. Teachers also need to ensure that students have sufficient prior knowledge as a foundation to build on, and provide this if needed (see next frame).

Teachers use this frame as a checklist to see whether they have set learners up to suceed, and to help learners to design planning sheets.

Topic

Purpose: Briefly, we are going to...

(AUTHENICITY/ RELEVANCE)

This topic is interesting/ valuable/ important/ to me because...

(SELF REGULATION AND SELF EFFICACY)

CRITERIA:

Knowledge: By the end we will have knowledge about:

Process: By the end we will demonstrate that we can use these skills:

The STEPS we will take are: Time needed:

Step 1: I/we will

Step 2:

Step 3:

Foundation Knowledge: I know I've got enough background because we...

SKILLS & STRATEGIES: I know which skills to use and I know that I can use them because...


Home Explanation 20 Learning Actions Learner's Role Teacher's Role Frames > 1. DESIGNER 2. FOUNDATION KNOWLEDGE 3. gapMAP 4. infoSOURCERY 5. infoFILTER 6. internetFILTER 7. claimTESTER 8. claim ORGANISER & SYNTHESISER 9. claimANALYSER 10. Design and apply KNOWLEDGE Using 3Doors^® Curriculum Cases Using 3Doors^® for Research Information Literacy Online	Home > Frames > 1. DESIGNER 1. DESIGNER Setting learners up to succeed Teachers need to ensure that learning is AUTHENTIC, RELEVANT, PURPOSEFUL; and that students KNOW they can PLAN and MONITOR the learning, manage their time (SELF–REGULATION) and that they have the skills and confidence to perform the learning (SELF–EFFICACY). they need to negotiate CRITERIA in advance of the learning, so that they KNOW what they are aiming for. Teachers also need to ensure that students have sufficient prior knowledge as a foundation to build on, and provide this if needed (see next frame). Teachers use this frame as a checklist to see whether they have set learners up to suceed, and to help learners to design planning sheets. Topic Purpose: Briefly, we are going to... (AUTHENICITY/ RELEVANCE) This topic is interesting/ valuable/ important/ to me because... (SELF REGULATION AND SELF EFFICACY) CRITERIA: Knowledge: By the end we will have knowledge about: Process: By the end we will demonstrate that we can use these skills: The STEPS we will take are: Time needed: Step 1: I/we will Step 2: Step 3: Foundation Knowledge: I know I've got enough background because we... SKILLS & STRATEGIES: I know which skills to use and I know that I can use them because...
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