Planning Check List
 

Check list for implementing planning: (adapted from Hohmann, Banet and Weikart, (1979) Young students in action)
 

GOAL SETTING
___1. Students are encouraged to share their vision and ideals.
___2. Students generate lists of character traits they wish to develop.
___3. Students set goals for their own development.
 

PLANNING
4. At the beginning of the year the teacher gets students ready to start the planning process by helping them:
___a. learn what materials and equipment are available
___b. learn the names of the work areas
___c. learn the names of other people
___d. begin to make choices
___e. learn to use planning forms
___5. Planning occurs each day at the same time and place.
___6. Students can see the resources in the room while planning.
___7. There is a planning board, file folder or some other way to keep track of students' plans.
___8. Each student shares his or her plan with the teacher and/or peers.
___9. The teacher points out new materials or special activities which students may want to include in their plans.
___10. The teacher talks with each student in turn:
___a. asking the student what he or she would like to do.
___b. giving the student time to respond.
___c. acknowledging the choice or plan the student makes.
___d. helping the student expand his/her plan.
___e. giving suggestions if the student can't think of anything.
___f. reminding the student of something he or she began yesterday if such is the case.
___g. recording or examining records of the student's plan.
11. Depending on the students needs, the teacher helps students:
___a. vary their plans from day to day
___b. make a series of connected plans
___c. make realistic plans
___d. make plans with others
___12. Each student indicates what he or she is going to do during work time either by:
a. naming an area, resources or student to work with
b. describing the plan through telling, writing or drawing
___13. Time is spent wisely during and after planning.
___14. The teacher watches to see which students need assistance to get started on their plans.
___15. The teacher helps students who need assistance with their plans as soon as every student has made a plan and has started working.
 

WORKING
___16. Students have time (30-90 minutes) to carry out their plans, and make new ones when finished.
___17. Each student is actively involved with the materials he/she has chosen.
___18. Students get their own materials.
___19. Each student works on his/her plan.
___20. Students converse intermittently with the teacher or other students about what they are doing.
___21. Each student attempts to solve problems as they come up, or seeks assistance.
___22. Students clean up their own materials when they're finished with them unless another student is using them or will add to what was done.
___23. Each student makes a new plan when the initial plan is finished.
___24. The teacher tries to keep in mind what is happening in the whole room, moving from student to student throughout work time.
___25. The teacher assists students who:
a. need help getting started on their plans
b. ask for help as they are working
c. don't seem to know what to do next
d. are making new plans
___26. The teacher works with each student at his/her own level.
___27. The teacher talks with students about what they are doing.
___28. The teacher recognizes and supports students' work by doing one or more of the following:
a. describing what a student seems to be doing
b. asking a student to tell what he/she is doing
c. trying out a student's ideas
d. helping students gather materials for their ideas
e. having a student show another student what he/she is doing
f. helping students use problem solving strategies
___29. The teacher helps students extend their plans and ideas by doing one or more of the following:
a. helping students find additional materials.
b. asking students open ended questions to help them see what they could do next with their plans.
c. helping students relate their work to someone else's.
d. helping students save or represent what they have done.
e. planning experiences and/or field trips relating to students work time pursuits.
f. helping each student extend his/her plan along the student's own interests and at the student's own pace.
g. taking cues from students about when their plans are complete.
30. The teacher helps students deal with work time conflicts by doing one or more of the following:
___ a. ignoring small conflicts and letting students work them out themselves.
___ b. restructuring the environment so that more materials and space are available, anticipating problems before they develop.
___ c. using calming and cool-down strategies when students are losing emotional control.
___ d. offering choices to students.
___ e. using negotiation strategies (problem solving).
___ f. bringing problems to the whole class to solve.
___ g. asking other students to help students solve the conflicts.
___ h. offering suggestions of alternative strategies.
___31. The teacher records observations of students throughout work time.
___32. The teacher helps students recall and evaluate during work time as plans are completed.
 

REPRESENT
___33. When students complete a plan, the teacher encourages representation through one of the following:
telling (oral language)
writing
drawing
making a model
photography
role play
audio-tape recording
videotaping
___34. The teacher encourages and supports students representational activities by:
a. encouraging students to represent in a variety of two- and three-dimensional media.
c. talking with students about their representations.
d. encouraging students to make their own books, songs, and stories.
e. providing real experiences directly related to things students are attempting to represent.
f. providing opportunities for students to interpret other people's representations.
g. following up real experiences with opportunities to represent the experience.
CLEAN UP
___35. Students do most of the clean-up work, returning materials to their proper places.
___36. The teacher alerts students to clean-up toward the end of work time (5-minute warning) and then uses a consistent signal to mark the beginning of clean-up time.
___37. The teacher explains the reasons for cleaning up.
___38. The teacher helps students name what materials they're going to put away.
___39. The teacher talks with students about the kinds of things they are putting away.
___40. The teacher works along with the students at clean-up time.
___41. The teacher makes up clean-up games based on what the students are doing and what they enjoy.
___42. The teacher designates a place where students gather as they finish cleaning up.
___43. The teacher calls group meetings to assess the progress and problems of clean-up on difficult days.
___44. The teacher gives a student having difficulty with clean up a choice of tasks, then monitors finishing the chosen task.
 

RECALL TIME and EVALUATION
___45. Students talk about their work. Emphasis is NOT put on products to be displayed, but on the plan and work done.
___46. All students participate in recall, not just those who made a product.
___47. The teacher listens and supports students as they recall what they did.
___48. The teacher experiments with a variety of ways to make recall time interesting to students (possibly small groups or individually).
___49. The teacher encourages students to evaluate their efforts.
 

Workshops in Planning and Problem Solving

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