Invitations to Learn, by Carol Ann Tomlinson
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Students come to school needing to know
that they are significant in the classroom.
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Students come to school looking for a way to
contribute to the school community.
Students come to school in search of purpose.
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Teachers that purposefully assist young
learners to develop a sense of power invite
their students to learn.
Children seek challenge.
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How do you know your students understand what you want them
to know and be able to do?
What connections to your school community do you make for your
students?
How do you acknowledge effort?
When your students are working independently, are they deeply
engaged? How do you monitor and report progress to your
students?
How do you communicate to your students that they make a
difference?
In what ways do you honor the unique abilities and qualities of
each student?
What strategies do you use to promote cooperative learning?
At the end of a lesson/unit, can your students respond to the
essential question? Can they make connections to the mastery
objective(s)?
What evidence do you have that students are invested in the work
they do?
How is classroom learning connected to the real world?
What feedback do you provide to your students that communicates
to them that their work is important?
What choices are students provided with throughout the day?
Do you model or share what quality work looks like?
How do you offer support and challenge to all your students?
Do your students engage in self-assessment and peer feedback?
How do you engage students in rigorous lessons?
How do you make the connection between effort and growth for
your students?
How do you hold students accountable for their learning and
actions?
Are your students given the opportunity to support the growth of
others in the classroom?
Taken from Troy Brody’s adaptation from Educational Leadership/September 2002, Invitations to Learn, Carol Ann Tomlinson