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NOTE: Each of the checkpoints below are links to examples

Your notes

7. Provide options for recruiting interest (examples)

7.1 Increase individual choice and autonomy

Once students have practice as a class with base pairing, they are given a choice of constructing a 2-D model or 3-D model of DNA. The teacher should see if this choice is still appropriate after the activity.

7.2 Enhance relevance, value, and authenticity

By having my students be active participants in building a sequence of DNA, I am giving them immediate relevance to my purpose. In addition, the poem for homework allows for a personal response.

7.3 Reduce threats and distractions

The social demands for this lesson are varied as the students’ move from a group based activity to individual work. This alters the context of the class, changing distractions.

8. Provide options for sustaining effort and persistence (examples)

8.1 Heighten salience of goals and objectives

The entire lesson is based on one goal, base pairs that are repeated throughout the lesson.

8.2 Vary levels of challenge and support

This is done through student choice in the type of model. In addition, the poem can be either very simple or complex depending on if the students choose to put it into a double helix.

8.3 Foster collaboration and communication

N/A

8.4 Increase mastery-oriented feedback

In this lesson, feedback is primarily verbal by the teacher. This is indefinable outside of the classroom context and highly dependent on the teacher.

9. Provide options for self-regulation (examples)

9.1 Guide personal goal-setting and expectations

N/A

9.2 Scaffold coping skills and strategies

N/A

9.3 Develop self-assessment and reflection

N/A