Kirsty Flesch, Allison Browne, Jaclyn Groten and Kate Malayko

 Using the checklist provided complete the activity

 Objectives and anticipated outcomes of the assignment:  Students can follow written directions  Students can spell correctly  Students demonstrate creativity  What would a teacher do after the activity?

 What did you like about this assignment?  What did you find hard?  Was the checklist helpful? Why?

 In Elementary especially, it is important to use behaviour checklists to hold students accountable for their actions.  In every grade, checklist help guide students through the step-by-step process to complete an activity or assignment.

 The progress of students  Ie: In Phys. Ed – Can student perform a somersault? Yes, not quite, with help, not yet  Identifies areas of improvement  Demonstrates that students can follow a certain criteria or set of instructions  Demonstrates that students can self-assess and monitor their work (rather than constant reminders from teachers).

 Quick and easy way to observe and record specific skills and criteria  Helps keep students on track  Helps organize students’ thought processes  Self-assessment  Demonstrates the process, as well as the final product  Formative assessment – shows teachers and students areas that need improvement  Provides benchmarks and standards  Allows for communication with parents

 Takes a lot of time to create  Takes time to go through the checklists once completed  Directions/instructions on the checklist need to be specific and clear