foundation for learning title: grade/course subject duration · architects of deeper learning...

ToolboxArchitects of Deeper Learning

Copyright © by International Center for Leadership in Education, a division of Houghton Mifflin Harcourt. Permission granted for use by educators.

Chapter 1: Blueprint for Deeper Learning

Flipped GRR (Math Option)

BlueprintforLearning:C3College,Career,andCivicLife

Adaptedfromwww.c3teachers.orgInquiryDesignModelbyDr.LissaPijanowskiLicensedtoshareandadaptunderCreativeCommonsLicenseAttribution–ShareAlike4.0

FoundationforLearningTitle:Grade/Course:

Subject: Duration:

FocusStandard(s):Skills: Concepts: Bloom’sLevel

DOK1: DOK2: DOK3: DOK4:LearningTargets:Iamlearningto...

SuccessCriteria:IwillbesuccessfulwhenIcan...

Real-WorldProblemandTaskOverviewCompellingQuestion:(DimensionI)OverviewofLearningTasks(1-2sentenceswithalignedstandardcodes):TaskI:TaskII:TaskIII:TaskIV:

Foundation for Learning

Title:

Grade/Course Subject Duration

Focus Standard(s)

Skills Concepts Bloom’s Level

DOK 1 DOK 2 DOK 3 DOK 4

NCTM: Establish Mathematics Goals to Focus Learning

Learning Goals:

I am learning to . . .

Success Criteria:

I will be successful when I can . . .

Real-World Problem and Task Overview

NCTM: Implement tasks that promote reasoning and problem solving

Real-World Problem/Challenge/Issue:

Overview of Learning Tasks (1–2 sentences with aligned standard codes)

Task 1:

Task 2:

Task 3:

Task 4:


2


Flipped GRR (Math Option)Continued from previous page

Construction of Knowledge: Task 1Check Expected Level of Rigor/Relevance

Driving Question: NCTM: Pose purposeful questions M C M D

Task Opening: NCTM: Use and connect

mathematical representations

M A M B

Independent Practice

(let them)

NCTM: Support productive struggle

in learning mathematics

Strategies

Guided Practice

(guide them)

NCTM: Facilitate meaningful

discourse

Strategies

Direct Instruction

(show them)

NCTM: Build procedural fluency

from conceptual understanding.

Strategies

Task Closing: NCTM: Use and connect mathematical representations

Instructional Resources

(print/digital)

Teacher resources Student resources

Learner Considerations:

(Special Ed, ELL, etc.)

Inspection and Feedback


Assessment/Task: (Show What You Know)

Success Criteria: Not Yet Meets Feedback:


3







M A M B


(let them)



Strategies

Guided Practice

(guide them)


discourse

Strategies

Direct Instruction

(show them)



Strategies



(print/digital)









4







M A M B


(let them)



Strategies

Guided Practice

(guide them)


discourse

Strategies

Direct Instruction

(show them)



Strategies



(print/digital)









5







M A M B


(let them)



Strategies

Guided Practice

(guide them)


discourse

Strategies

Direct Instruction

(show them)



Strategies



(print/digital)









6



Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

6

5

4

3

2

1

1 2 3 4 5

Knowledge in one discipline

Apply indiscipline

Apply across disciplines

Apply to real-world predictable situations

Apply to real-world unpredictable situations

Assimilation Adaptation

ApplicationAcquisition

Rigor/Relevance Framework®

A B C D

Application Model

Kno

wle

dg

e T

axo

nom

y

› Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

› Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

› Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

› Students think in complex ways and can apply their knowledge and skills. Even when confronted with perplexing unknowns, students can create solutions and take action that further develops their skills and knowledge.

Reflection on Design and Learning:

Teacher Reflection:

Student Reflection:

Considerations for Redesign:

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