One additional way to support executive functioning is through a three-step process called Get ready, Do, Done. Essentially, this approach teaches students how to plan.

I learned it is important to understand that individuals differ in how much and what kind of choices they prefer to have. Whenever possible, allow learners to participate in the design of classroom activities and academic tasks, and involve them as much as possible in setting their own personal academic and behavioral goals.

With intentional planning, educators can design learning experiences and learning environments that anticipate learner variability and reduce barriers, like climbing a tree, to success. Designing for learner variability is a hallmark of Universal Design for Learning.

Engage with students by using prompts that focus on encouraging involvement, building personal responsibility, and fostering relationships or goal setting.

I learned that the goal of assessment is not only to measure what students know, but also to help them become more purposeful, resourceful, and independent learners. This module showed me the value of using different types of assessments, including real-world simulations and case-based activities, while considering barriers that may affect student success. I intend to apply the Plan, Try, Reflect process by making small changes to my assessments, evaluating how those changes impact student learning, and continuing to adjust my approach based on student needs.

I learned how important it is to help students take an active role in their own learning. This module showed me how clear learning goals, formative assessments, and specific feedback can help students understand their progress and identify areas where they need to improve. I intend to apply this by using regular check-ins, exit tickets, and opportunities for self-reflection so students can monitor their own learning while I adjust my instruction based on their needs.

I learned that effective assessments should not only measure student learning but also be designed with potential barriers in mind. This module helped me understand the importance of using formative and summative assessments, providing timely and specific feedback, and giving students different opportunities to demonstrate their understanding. I intend to apply what I learned by creating clear, accessible assessments, using regular check-ins to monitor progress, and adjusting my instruction based on student needs and assessment results.

I learned that assessments are an important part of the learning process because they help measure student understanding and guide instruction. This module helped me better understand the difference between formative and summative assessments and the importance of aligning assessments with learning goals. I intend to use formative assessments throughout my lessons to monitor student progress, provide feedback, and adjust my instruction when needed. I also want to create assessments that give students opportunities to connect what they are learning to their own experiences and demonstrate their knowledge in meaningful ways.

What I learned from this module is that goal-setting is not just a classroom habit that happens to transfer, it is itself a work-based learning outcome I can design for directly, from the WBL placement through the job interview. The same UDL sequence applies to a placement as to a lesson: set clear goals with the student included, anticipate the barriers that decide who actually gets to participate, and design options so the experience is not limited to the students who already have transportation, dress, and self-advocacy handled. The interview piece sharpened this for me, because articulating goals with the… >>>

What I learned from this module is that goal-setting and reflection are teachable skills (not traits a student either arrives with or lacks) and that formative assessment is the engine that makes them real. A goal only produces agency if the student can check progress against it and adjust, so the feedback loop matters more than the goal statement itself. 

As the lead of the curriculum map writing across our METT pathways, I intend to build the loop into the structure rather than leave it to each teacher to invent. As my summer cohort writes scope and sequence maps, I… >>>