CHAPTER 2 - PROTOCOL 5

PLT Planning Using Look For’s

TIME45-60 minutes

OWNERPLT facilitator and teacher team

ARTIFACTAligned lesson or learning-cycle plan

SUCCESS CRITERIA

The Look For supports the learning intention rather than becoming a separate activity.
The team identifies observable teacher and student evidence.
The plan includes differentiation and access considerations.
The team agrees on evidence to examine after instruction.

IMPLEMENTATION STEPS

Anchor in intended learning

Clarify what students should know, understand, or do and how success will be recognized.

Select the instructional Look For

Choose the Look For that best supports the learning need and explain the connection.

Design the learning experience

Plan teacher moves, student actions, task design, scaffolds, and checks for understanding.

Plan the evidence return

Identify common evidence the team will bring back and when it will be studied.

WORKING ORGANIZER

Run the protocol.

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01Anchor in intended learningClarify what students should know, understand, or do and how success will be recognized.What learning matters, and what would successful learning look like?02Select the instructional Look ForChoose the Look For that best supports the learning need and explain the connection.Why is this Look For the right lever for this learning?03Design the learning experiencePlan teacher moves, student actions, task design, scaffolds, and checks for understanding.Where will the Look For become visible in teaching and student response?04Plan the evidence returnIdentify common evidence the team will bring back and when it will be studied.What will we examine together to learn whether the plan worked?

Evidence to bring backReturn date

Your protocol can be complete here. Save or share the artifact and use it for the need in front of you.

REFLECTION PROMPTS

Did the Look For sharpen the lesson or simply get added to it?
How will students experience the intended practice?
What evidence will reveal variation across learners?

EQUITY GUARDRAILS

Do not force a Look For into a lesson where it does not serve the learning.
Preserve culturally and linguistically responsive instructional choices.
Common expectations do not require identical lessons.