the learning frameworkcisd learning framework-july 2016 page 3 chapter 1: environment “our...

TheLearningFramework

CoppellIndependentSchoolDistrict

July2016

CISDLearningFramework-July2016

INTRODUCTION

InspiredbyCreatingaNewVisionforPublicEducationinTexas,whichoutlinesideasandpremisesfortransformingeducationtobetteraddresstheneedsoflearnersandeducatorsinthe21stCentury,theCoppellISD(CISD)LearningFrameworkprovidesasupportforadministratorsandeducators,creatingacommonvisionforteachingandlearning.TheLearningFrameworksupportsthedesignofexperiences,whichallowfortheconstructionofknowledge,disciplinedinquiryandconnectionsinandbeyondtheclassroom.Itnurtureslearningthroughaconstructivistmindset,withmeaningfuldialogue,collaborationandreflection.

Asthefocusofeducationcontinuestoshiftfromacquiringknowledgeandskillsthroughthememorizationoffactstodevelopingtheabilitytofindanduseinformationtoconstructknowledge,TheLearningFrameworkprovidesanexplanationoftheinstructionalpedagogyneededtosupportthiseducationalshiftphilosophy.Byutilizingmethodsofinquiry,educatorsareabletodesignexperiencesforlearnersasawaytoincreaseintellectualengagementandfosteradeeperunderstanding.Technologyprovidesopportunitiesforpersonalizedandindividualizedlearningthroughtheuseofcreativeandinteractivetools.Integrationoftechnologyacrossthecurriculumoptimizesengagement,collaboration,communication,feedbackandglobaldispositions.Thisresultsintheabilitytoapplynewlearningandadeeperunderstandingofconcepts.

CISDoperatesasalearningorganizationutilizingProfessionalLearningCommunities(PLCs)tosupportongoingprocessesinwhicheducatorsworkcollaborativelyinrecurringcyclesofcollectiveinquiryandactionresearchforimprovedlearning.Coachingprovidesstructureforfeedbacktoincreaseeducators’pedagogicalskills,developingacultureofcollaborationandincreasingacademicoutcomes.TheLearningFrameworksupportsinstructionalpracticestoanswerthequestionsofPLCs:

● Whatdoweexpectourlearnerstolearn?● Howwillweknowtheyhavelearnedit?● Whatwillwedoiftheydonotlearnit?● Whatwillwedoiftheyalreadyknowit?

TheLearningFrameworkisadynamicdocumentdividedintofivechapters:Environment,Learning,Curriculum,DesignandAssessment.Throughthiscommonvisionandlanguage,administratorsandeducatorsareempoweredtocreatephysically,intellectuallyandemotionallysafeenvironments,todevelopgrowthmindsets,todesignactiveandengaginglearningexperiencesandtopromotelearningasalifelongprocess.

CISDLearningFramework-July2016 Page 2

TheCISDLearningFrameworkbeliefsare:

● Learningisnotthetransmissionofknowledge● Knowledgeisnotanentitytobetransmittedfromtheteachertothe

learner.● Knowledgeistheconstructedresultoftheinteractionbetweenthe

learner’smentalmodel(experiences,beliefs,emotionsandprejudices)andthenewlearningexperiencesofthecurriculum.

Assumedbeliefsofthismodel:

● Learnersarenotblankslates.● Learnerscomewithmentalmodels.● Intelligenceismalleable.


Chapter1:Environment

“Ourenvironment,theworldinwhichweliveandwork,isamirrorofourattitudesandexpectations.”

EarlNightingale

Descriptor

Forlearningtooccur,thelearningenvironmentmustbesafe—physically,intellectuallyandemotionally.

Aconstructivist-learningenvironmentsupportstheconstructionofknowledge,disciplinedinquiryandvaluebeyondschool.Itnurtureshigherorderthinking,naturalcuriosity,deepknowledge,substantiveconversationandconnectionstotheworldbeyondtheclassroom.Itpromotesmeaningfuldialogueandmeaningmakingtogetherandwithinselfthroughcollaborationandreflection.Everyeducatorhastheresponsibilitytoprovideasafeandhealthylearningenvironment.Thefollowingfourdimensions:Academic/Learning,Physical/Virtual,Social/EmotionalandCommunityprovideaframeworkforestablishingsuchanenvironment.

DesigningLearningEnvironments–District/Campus

Tohelpeducatorscreateaconstructivist-learningenvironment,thedistrictandcampuswill:

● providesystemsofsupportforeducatorefficacy● respondtotheuniqueneedsofnovice,experienced,masterandstrugglingeducators● createasystem-widecultureofcollaborationandengagement● provideaprofessionallearningsystemthatbuildscapacityinfacilitatingmeaningfullearningforall

commitresourcesforthedesignandexpansionofflexiblelearningspaces

DesigningLearningEnvironments–Educator

Academic/LearningCreatealearner-centeredenvironmentinwhichlearnersgraduallyconstructtheirownmeaning.Educators:

● facilitaterigorousauthenticexperiences


● createabrain-friendlyenvironmentthatconsidersthelearner’semotions,interests,previousexperiencesandlearningstyles

● buildinreflectiontimetomakemeaning● designexperiencesandinvestigationsinwhichlearnersdevelopunderstandingsofconcepts

throughtheirownexperiences● encouragedifferencesofopinionandusethemaspotentialsolutionstoproblems● collaboratewithlearnerstodeterminehowlearningisdemonstratedandassessed● capitalizeonlearners’intereststomakelearningrelevant● collaboratewithinprofessionallearningcommunities(PLCs)toimprovetheartandscienceof

learningdesign● facilitatethetransferofknowledgeacrossmultipledisciplines

Physical/VirtualDesignclassroomsthatincludetheflexibleuseofspace,technology,materialsandtime.Educators:

● bringinexternalresources● provideequitableaccesstoqualitylearningtoolsandresourcesforall● collaboratewithlearnerstoensureclassroomsandcommonspacesarecleanandmaintainedwith

pride● displaylearnerworkpurposefullyinclassrooms,commonspacesand/orvirtualenvironmentthat

reflectsacommunityoflearner-createdmaterialsoranchors● ensureclassroomproceduresandroutinesareclearandconsistentforlearners● provideflexiblefurnishings,thatreflectlearnervoice,withinthelearningspaces

Social/EmotionalBuildappropriateandpositiverelationshipsthatfosteramutualrespect.Educators:

● createanon-threateningenvironmentthatisconducivetorisktaking● communicatehighexpectationsforall● interactinapositivewaywitheachlearnereachday● fosterreciprocalrelationshipsthroughmutualrespectanddignity● celebratethesuccessesofothers● providefrequent,authenticpositivefeedback● treatlearnermisbehaviorasalearningopportunityanddesignnaturalandlogicalconsequences

thatarenotacademicallyorsociallypunitive● establishclassroomnormscollaborativelywithlearnerstofostersocialandacademicsuccess

CommunityEngagefamiliesandthecommunityinthelifeoftheschool.Educators:

● establishpositiverelationshipsandmaintainregularcommunicationwithfamiliesandcommunitymembers

● maintainvirtualcommunicationavenuesincludingdigitalnewsletters,email,websites● establishreciprocalcommunicationandrelationshipsthatrespectthecultures,backgroundsand

valuesoftheirlearnersandtheirfamilies


● provideavarietyofwaysforfamiliesandcommunitymemberstoparticipateintheschoolcommunityduringandbeyondtheschoolday

● provideresourcesandassistanceforfamiliesnewtotheDistrict● collaboratewithparentsandcommunitymembersaspartofthecampusdecision-makingprocess

Reference:CreatingaNewVisionforPublicEducation(Article1a,b,c,d,e,f,g,h,i;ArticleVe,h)


Chapter2:Learning

“Themorethe[learner]becomesthe[educator]andthemorethe[educator]becomesthelearner,thenthemoresuccessfularetheoutcomes.”

JohnHattie

Descriptor

Webelieveeveryindividualinvolvedinthelearningprocesscanmakeasignificantimpact.Everylearnerisaneducator.Everyeducatorisalearner.

Learner

Withaninnatesenseofcuriosity,learnerswonder,dream,imagineandcreate.Desiringtogrowinknowledgeandskills,learnersquestion,connect,processandreflectinordertofurthertheirunderstandingofconceptsandskills.Learnersareself-regulated,diverseindividualsbringingwiththempriorexperiences,skillsandmentalmodelsthatinfluencebeliefs,emotionsandprejudicesastheycontinuouslyconstructmeaning.Learnersadvocatefortheirownunderstandingandseekopportunities,bothlocalandglobal,toeducateandserveothers.

Educator

Educatorsmodeltheconstructionofknowledge,skills,learningprocessesanddispositionsastheyactivelyengageinlearning.Theyrespondtolearner’sneedsbydesigningandfacilitatinglearner-centeredexperiences,monitoringlearnerprogressandprovidingspecificfeedback.Educatorscommunicateclearlyandholdhighexpectationsforeverylearner.Theultimategoalofaneducatoristoignitelearners’passionsandgivethemasenseofinterdependence,seekingouttheirownlearning.

SupportsforFacilitatingLearning–District/Campus

BoththeDistrictandcampusesprovidesupportforeducatorstoengageincollectiveinquiryandactionresearch(professionallearning)asameansforcontinuingtohonetheircraftanddevelopproficienciesintheirdiscipline.Byworkinginlocalandglobalnetworks,educatorsdeveloppartnershipsforreciprocallearningthatservesasasupportsystemforeducatorstotakerisksintheirclassroom.


InstructionalCoachingTheDistrictprovidesopportunitiesforeducatorstoimproveinstructionalpracticebysupportingapartnershipbetweeninstructionalcoachesandeducatorsinordertocollaborateandreflectontheirgoalsforclassroompractice.Withanemphasisonlearningenvironment,curriculum,designandassessment,instructionalcoachingprovides:

● differentiatedsupporttoeducatorssotheyareabletoimplementprovenpractices● empatheticlistenersthatbuildtrustingrelationshipswitharepertoireofexcellentcommunication

skills● encouragementandsupportforeducatorreflectionabouttheirclassroompracticeevidence-based● helpincreatingaplanforrealizingtheeducator’sgoalswithafocusonimprovinginstruction● supportindevelopingadeepunderstandingofevidence-basedinstructionalpractices

LearningWalksTheDistrictprovidesopportunitiesforeducatorstoimproveinstructionalpracticebygivingandreceivingdescriptivefeedbackfrompeersinvolvedinprofessionallearningcommunities.Learningwalksprovide:

● establishednorms● goalsrelatedtoaspecificfocuspoint● descriptivefeedback● debriefandreflection

ProfessionalLearningCommunities(PLC)TheDistrictsupportspartnershipsbetweeneducatorsastheycollaborateandreflectontheirgoalsforclassroompractice.Educatorsrefinetheirpracticeby:

● creatingandsustainingcollaborativerelationships● aligningsystems● facilitatingsharedresponsibility● buildingcoherenceandclarity● modelingpracticesandexpectations● reflectingontheeffectivenessofselfandothers● developingleadershipcapacityinselfandothers

CriticalFriendsProtocolTheCriticalFriendsprotocolempowersbothlearnersandeducatorstogiveandreceivefeedbackinanon-threateningenvironment.Theprotocolincludes:

● “Ilikes”(Whatarethestrengthsorassetsofthecurrentdesign?)● “Iwonders”(Whataretheareasofconfusion?Alignmenttostandards?)● “nextsteps”(Possiblenextstepstotakeorconsiderinthedesignprocess)

SupportsforFacilitatingLearning–Educator

EmpoweringLeadershipLeadersmobilize,energizeandempowerothers.Leaders,bothformalandinformal,possessdispositions


thatinfluenceotherstoimproveindividualandgroupperformance.Characteristicsofqualityleadersinclude:

● Buildingasharedvision● Creatingandsustainingcollaborativerelationships● Aligningsystems● Facilitatingsharedresponsibility● Buildingcoherenceandclarity● Modelingpracticesandexpectations● Reflectingoneffectivenessofselfandothers● Developingleadershipcapacityinselfandothers

DesigningandFacilitatingConstructivistLearningExperiencesEducatorsintentionallydesignauthenticlearningexperiencesthatbridgelearners’priorunderstandingsandnewideas.Thedesignedlearningexperiencesallowlearnerstocollaborate,communicate,model,investigateandreflectastheydevelopunderstandingofthebigideas.Tosupportthismeaningmaking,educatorsareexpectedto:

● deconstructcontentstandardstoidentifythebigideaslearnersshouldknow,understandandbeabletodo

● useessentialordrivingquestionstoconnectthecontenttobroaderdisciplinaryandtransdisciplinaryconceptsandideas

● planperformancebasedassessmentsofunderstandingpriortoplanningthescaffoldedlearningexperiences

● analyzelearnerdatatoidentifyindividualneedsoflearners● modelappropriatestrategiesforlearning

IntegratingOpportunitiesforFluencyEducatorsdesignopportunitieswithinscaffoldinglearningdesignforlearnerstopracticenewlyacquiredknowledgeandskills.Learnerautomaticityallowsforincreasedefficiencytoaccessandengageinmorerigorousandcomplextasksandexperiencesbecauselearnersareabletoretrievefoundationalskillsquicklyandaccuratelywithminimaleffort.Tosupportlearner’sfluency,educatorsareexpectedto:

● identifysmallelements,orchunks,ofmorecomplexknowledge/skillswherefluencyisnecessary● designopportunitiesforlearnerstoengageinvaried,staggeredandcontextualpractice● measurelearners’abilitytoaccuratelyandquicklyaccessinformation● challengelearnerstoachievetheirpersonalbest

AssessingandProvidingDescriptiveFeedbackDescriptivefeedbackisessentialforlearnersuccess.Itshouldshowlearnershowtheycanimprovetheirlearningbyhighlightinggapsinunderstandingratherthanlistingwhatisrightorwrong.Effectivefeedbackthatisaccurate,fair,specificandtimelyfacilitatesareciprocallearningprocess.Feedbackmustbe:

● anaccuraterepresentationofwhatlearnershaveandhavenotlearned● freeofbiasorjudgment● areflectionofhowtheworkcompareswiththetargetedstandardormodel● givenwithsufficienttimelinesstoinfluenceperformance


● providedinamannerthatbringsclaritytoidentifiedskillsandgapsinlearningRespondingtoLearnersThegoalofteachingissuccessfullearning.Responsiveteachingmeansaneducatorestablishesapositiverelationshipwitheachlearnerinordertounderstandthebackgroundexperiences,learningpreferences,interests,cultureandsupportsneededtoensuresuccessfullearning.Justasalllearnersarenotthesame,aone-size-fits-allapproachdoesnotmeettheneedsofalllearners.Responsiveeducators:

● establishasafelearningenvironment● employmultiplelearningstrategies● incorporatecontentliteracystrategies● facilitateinquiry● differentiateaccordingtointerest,cultureandreadiness● makethecontentrelevant● maintainhighexpectationsforalllearners● designlearningexperiencestointentionallyembracediversity● createpersonalizedlearningpathwaysforalllearners

EmbracingDiversityEducatorsreachandteachalllearnerswhileembracingculturalfactors.Pastexperiences,perceptionsandpreferencesinfluencethelensthroughwhichtheworldisviewed.Educatorscreateenvironmentsanddesignlearningexperiences,whichcapitalizeondiversity(race,ethnicity,socioeconomicstatus,gender).Viewedasanassettothelearningcommunity,theneedsofdiverselearnersareintentionallymetbyeducators.Educatorswhoembracediversity:

● understandtheperspectiveofalllearnersandtheirfamilies● useknowledgeoflearningpreferencesofvariousculturestodesignlearningexperiences● enrichclassroomresourcesthroughtheuseofmaterialswhichreflecttheculturaldiversity● empoweralllearnerstoachievesuccessthroughrelevant,cognitivelyrigorousandauthentic

learningexperiencesOperatingwithinaGrowthMindsetAgrowthmindsetisbasedonthebeliefthatone’squalities,includingintelligence,canbecultivatedthrougheffort.Itisthebeliefthataperson’struepotentialisunknowableandfutureaccomplishmentscannotbepredicted.Educators:

● embracethebeliefthatthereisnolimittotheskillsanylearnercanacquirewithpractice● equipeachlearnerwiththeskillsandunderstandingsneededtoachievesuccessathighlevels● provideasafenurturinglearningenvironmentinwhichalllearnerscanconstructtheirownmeaning● promoteagrowthmindsetforlearners

SupportingGlobalConnectednessEducationforinternationalmindednessvaluestheworldasthebroadestcontextforlearning,developsconceptualunderstandingacrossarangeofsubjectsandoffersopportunitiestoinquire,actandreflectandserve.Educatorsnurtureandfosterthedevelopmentofresponsibleglobalcitizens.Globalcitizens:

● areawareofthewiderworldandtheirplacewithinit● thinkandactontheirroleasworldcitizens


● respectandvaluediversity● understandhowtheworldworks● areempathetic● participateinthecommunityatarangeoflevelsfromlocaltoglobal● arewillingtoacttomaketheworldamoreequitableandsustainableplace● takeresponsibilityfortheiractions

EmployingBrain-BasedStrategiesBrain-basedresearchforteachingsupportsmechanismsofhumanlearningbasedonthepremisethatlearningchangesthephysicalstructuralandfunctionalorganizationofthebrain.Becausedifferentpartsofthebrainmaybereadyatdifferenttimes,avarietyofbrain-friendlystrategiesmustbeincludedwithinthelearningenvironment.Brainandpsychologicaldevelopmentinvolvecontinuousinteractionbetweenthelearnerandtheexternalenvironment.Educatorsemployingbrain-basedstrategies:

● designlearningintegratingengagementstrategiesbasedonhowourbrainworks● recognizethatalllearnershavedifferentcombinationsofintelligences● createenvironmentssuitableforlearningbydoing,receivingfeedback,refiningunderstandingand

buildingnewknowledge

StrategiesforLearning

BecomingSelf-RegulatedLearnersIntelligentpeoplewhenconfrontedwithproblemsdisplaycertainthinkingdispositions,forwhichthesolutionsarenotimmediatelyapparent.Educatorsguidelearnerstotakecontroloftheirownlearningbyinstillingthefollowinghabitsofmind:

● Persistingseeingataskthroughtocompletionandstayingfocused

● Managingimpulsivitythinkingbeforeacting;remainingcalm,thoughtfulanddeliberate

● Listeningwithunderstandingandempathyseekingtounderstandothers

● Thinkingflexiblychangingperspectives,generatingalternatives,consideringoptions

● Metacognitionbeingawareofone’sownthoughts,strategies,feelingsandactions

● Strivingforgreateraccuracyandprecisiondesiringexactness,fidelityandcraftsmanship

● Questioningandproblemsolvingconsideringwhatdataareneededandchoosingstrategiesforcollectingthosedata;findingproblemstosolve

● Applyingpastknowledgetonewsituationsaccessingpriorknowledge,transferringthatknowledge


● Thinkingandcommunicatingwithclarityandprecisionstrivingforaccuratecommunicationinbothwrittenandoralform;avoidingovergeneralizations,distortionsanddeletions

● Gatheringdatathroughallsensesusingallsensorypathwaystogatherdata

● Creating,imagining,innovatingtryingadifferentway,generatingnovelideas,seekingoriginality

● Takingresponsiblerisksventuringout;livingontheedgeofone’scompetence

● Thinkinginterdependentlytrulyworkingwithandlearningfromothersinreciprocalsituations

● Remainingopentocontinuouslearninglearningfromexperiences;admittingwhenonedoesn’tknow;resistingcomplacency

AdvocatingforSelfLearners,propelledbytheircreativity,drivetheireducationalpathandpursuits(self-determination).Thelearnerusesinternalknowledgeofpersonalinterests,passionsandstrengthstomobilizeandenergizethemselvesaswellasothers.Thisknowledgeandawarenessproducetheabilitytoadvocateforresourcesnecessarytocustomizeandpersonalizeaplanforsuccess(self-advocacy).Thelearner,whoself-determinesandself-advocatesdevelops:

● agrowthmindset● self-efficacy● asenseofbelonging● relevancefortheirwork

Reference:CreatingaNewVisionforPublicEducation(ArticleIa,c,d,h;ArticleIIc-f,l,k;ArticleIIIa-m)


Chapter3:Curriculum

“Aseducators…weneedasharedvisionoftheskillsanddispositionsthatstudentswillneedtobesuccessfulregardlessofthecontent.”

ArthurL.CostaandBenaKallick

Descriptor

Curriculumdesigninvolvesweavingtogetherthebasicelementsofcontent,skillsandassessments.Acurriculumincorporatesstandards,scopeandsequence,enduringunderstandings,essentialquestions,performanceassessmentsandrecommendedresources.WeutilizeUnderstandingbyDesign,UbD,asacurriculumframework,whichincludesbothmacroandmicrolevelplanning.

CurriculumDesign–District

Duringmacroplanning,curriculumdirectorssupporteducatorstodesignthescopeandsequenceofthecoursetoensureverticalalignmentofstandards.Inaddition,connectionsaremadetothemacrolevelthroughtransfergoals.Thesegoalsexplicitlycommunicateskillsandknowledgethatthelearnersareabletodemonstrateindependentlytobringgreatercoherencetotheprogram.ThemacrolevelcurriculumincludingtransfergoalsguidesStage1andStage2ofcurriculumdesign.

CurriculumdirectorsworkwithgroupsofeducatorstocreateSplashScreens,whichcontainstheessentialsofthecurriculum,neededforeducatorstodesignlearning.TheSplashScreenprovidescontenttobeutilizedbyeducatorswiththeUbDtemplate.Curriculumshouldbereviewedandrevisedregularlyforrelevanceandalignment.

Stage1:UbDLearningOutcomesInStage1ofcurriculumdesign,curriculumdirectorsfacilitatethedesignandprioritizethelearningstandards(TEKS,ELPS,CCRS,Pre-KGuidelines,GlobalCompetencies)inordertosupportverticalandhorizontalalignment.Inaddition,thisstageincludestransfergoals,enduringunderstandingsandessentialquestionsforeachunitofstudy,notingwhatstudentswillunderstandandcontinuetoconsiderduringandbeyondthelearningprocess.Alongwithassociatedcontentvocabulary,theacquisitionofknowledgeand


skillsarenoted,withdelineationbetweenwhatlearnerswillknowledgeandbeabletodofollowingtheunitofstudy.

Stage2:UbDAssessmentEvidenceInStage2ofcurriculumdesign,curriculumdirectorsrecommendperformanceassessmentstomeasurelearnerprogresstowardsmastery.Foradditionalsupportwithassessment,pleasereviewChapter5onAssessment.

CurriculumDesign–Educator

Thecurriculumprovidesessentialguidanceforeducatorsindesigninglearningexperiencesthatareresponsivetotheneedsofeachlearner.InStage1,educatorsareprovidedascopeandsequencethatreflectstheexpectationsforlearninginCoppellISD.InStages2and3,educatorshavetheflexibilitytodesignassessmentsandlearningexperiencesandcompactthecurriculum.

Curriculum&LearningDesignProcess

CurriculumDesign:

DistrictResponsibility

Stage1:LearningOutcomes

Defineandprioritizelearningstandards,designenduringunderstandingsandessentialquestions,identifycontentvocabulary,notewhatstudentswillknowandbeskilledatdoingfollowingtheunitofstudy.TheDistricthasprovidedthisforeducatorsontheSplashScreensinForethought.

Stage2:AssessmentEvidence

Plantheformativeandsummativeassessment(s).TheDistricthasprovidedrecommendedperformanceassessmentsforeducatorsontheSplashScreensinForethought.

LearningDesign:

EducatorResponsibility

Stage3:ConstructivistLearningDesign

Planforconstructivistlearningwithformativeassessmentsandscaffoldingexperiences.Educatorsworkinterdependentlytodesignlearningexperiences.

Note:Stage3isfurtherdefinedinChapter4andStage2isfurtherdefinedinChapter5.

CISDSplashScreenTemplateSplashscreens,housedinForethoughtwithintheEduphoriaapplication(http://eduphoria.coppellisd.com),contain:

UnitTitle:


TransferGoal(s):EstablishedLearningStandard(s):EnduringUnderstanding(s)EssentialQuestion(s):AcquisitionofKnowledgeandSkillsStudentswillknow…Studentswillbeskilledat...Vocabulary:Performance(Transfer)Assessment(s):

DistrictCurriculumDesign–WorkingwithStandards

BeginningwiththeEndinMind–FromStandardstoConcepts&QuestionsLearningstandardssuchasTEKS,ELPS,CCRS,APandIBStandards,Pre-KGuidelinesandGlobalCompetencies,areidentifiedexpectationsoflearningstatingwhatlearnerswillknowandbeabletodo.Theprimarygoalofcurriculumdesignisworkingwithstandardstoderivetheconceptsfromwhichdeeperunderstandingscanoccur,ratherthanreducinglearningtorememberingisolated,randomknowledgeandskills.Theprocessforcreatingmeaningful,standards-based,conceptuallearningoutcomesinvolves:

● EstablishingTransferGoals● IdentifyingConcepts● CreatingEnduringUnderstandings● CreatingEssentialQuestions● Clarifyingtheknowledgeandskillsembeddedwithinthestandards

TransferGoalsTransferisaboutindependentperformanceincontext.Thelearnerunderstandswhentheycanapplytheirlearningwithoutbeingtoldwhattodoandwhentodoit.Thelearnerindependentlydrawsfromtheirownrepertoire,tohandlenewcontextsontheirown.Transfergoalshaveseveraldistinguishingcharacteristics:

● Long-terminnaturedevelopinganddeepeningovertime● Performancebasedrequiringapplication● Occurinnewsituations,notonespreviouslytaughtoraresultofrotelearning● Requirelearnerstoapplytheirownlearning● Callsfortheuseofhabitsofmindalongwithacademicunderstanding,knowledgeandskill

DevelopingtheWholeChild–IdentifyingandImplementingFuture-ReadyLearningOutcomesFuture-readylearningoutcomesarecrucialforpreparinglearnersforsuccessandshouldbeembeddedineverycontentarea.Whileidentifyingfuture-readylearningoutcomesisacampus-basedpractice,CISDprovidesresourcesforcreatinglearningoutcomes.Theseoutcomesincludethethinking,interactionandotherskillslearnersneedtodevelopandaresometimesreferredtoas“21stCenturySkills.”Theseskillsinclude:

● CreativityandInnovation● CommunicationandCollaboration● ResearchandInformationFluency


● CriticalThinking,ProblemSolvingandDecisionMaking● DigitalCitizenship● AdaptabilityandInitiative


CurriculumDesignSupportingTools:WorkingwithStandards

Resources Description

RequiredStandards

TexasEssentialKnowledgeandSkills(TEKS)arethestatestandardslearnersshouldknowandbeabletodo.TheTEKSarerequiredcurriculuminPre-Kthrough12.http://www.tea.state.tx.us/index2.aspx?id=6148

CollegeandCareerReadinessStandards(CCRS)arecorecontentandcross-disciplinarystandardsfocusingonstrongfoundationalknowledgeandintellectualskillsnecessaryforsuccessinpostsecondaryeducationandtheworkforce.TheCCRSarerequiredcurriculumingrades9-12.http://www.thecb.state.tx.us/collegereadiness/crs.pdf

GlobalCompetencies–GlobalCompetenceistheknowledge,skillsanddispositionstounderstandandactcreativelyandinnovativelyonissuesofglobalsignificance.https://www.neafoundation.org/content/assets/2012/11/Global%20Competence%20Content-Area%20Matrices.pdf

EnglishLanguageProficiencyStandards(ELPS)provideEnglishlanguageproficiencyleveldescriptorsandlearnerexpectationsforEnglishlanguagelearners.TheELPSarerequiredcurriculuminK-12.http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

CISDTechnologyProficiencyStandards(TPS)areadevelopmentallyappropriate,verticallyalignedblendofTEKSandCISDstandardsfortechnologyproficiency.

NEWELEMTEKS–K–2(http://bit.ly/tTEKSK2)

NEWELEMTEKS–3–5(http://bil.ly/tTEKS3-5)

MiddleSchoolTEKS(http://bit.ly/tTEKS6-8)

MSTEKSforTPA(http://bit.ly/msTEKStpa)

AdvancedPlacement(AP)StandardsarestandardsidentifiedbytheCollegeBoardforallAPcourses.http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html

InternationalBaccalaureate(IB)StandardsareinternationallyacceptedstandardsusedforlearnersenrolledintheIBDiplomaProgramme.http://www.ibo.org/diploma/curriculum/

AdditionalStandardsforSupport

NationalAssociationforGiftedChildrenStandardsapplythetheoryandresearch-basedmodelsofcurriculumandinstructionrelatedtolearnerswithgiftsandtalentsandrespondtotheirneedsbyplanning,selecting,adaptingandcreatingculturallyrelevantcurriculumandbyusingarepertoireofevidence-basedinstructionalstrategiestoensurespecificlearningoutcomes.http://www.nagc.org/index.aspx?id=6502

TheNextGenerationScienceStandardsincludethreestrands:corecontent,crosscutting


conceptsandscienceandengineeringpracticesthatalllearnersshouldmasterfromkindergartentohighschoolgraduation.Thethreestrandsareinterwoventocreateperformanceexpectations.http://www.nextgenscience.org/next-generation-science-standards

NationalEducationTechnologyStandardsarethestandardsforevaluatingtheskillsandknowledgelearnersneedtolearneffectivelyandliveproductivelyinanincreasinglyglobalanddigitalworld.http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2

WebsitesforIdentifyingLearningOutcomes

21stCenturyFluencyProject:http://www.fluency21.com/

Partnershipfor21stCenturySkills:www.p21.org

SevenSurvivalSkills:http://www.tonywagner.com/7-survival-skills

CISDDigitalLiteracySkillsInfographic:https://magic.piktochart.com/output/2347835-digital-literacy


Chapter4:Design

“Thedevelopmentofcollectivemeaningisanessentialcharacteristicofalearningorganization.”

PeterSenge

Descriptor

Educatorsdesignconstructivistexperiencesandfacilitatelearners’conceptualdevelopmentanddeepunderstandingsastheyconstructmeaning.Learnersareengagedinactivelearningbythinkingcollaboratively,thinkingcritically,communicatingtheirthinking,representingtheirthinkingandreflectingontheirthinking.

Educatorshaveautonomyincreatingexperiencesforthelearningprocess.ThedistrictexpectationistofollowthescopeandsequenceforeachcontentareaforthedesignatedgradeorcourseandtomaintaintheintegrityoftheUbDdesignmodel.

LessonDesign

InStage3ofUbD,learningexperiencesaredevelopedwithStage1andStage2inmindtoensurealignmentandeffectivenessoftheactivities.Lessondesignincludesseveralbasiccomponentsincludingameaningfulobjective,appropriatelearningexperiences,formativeassessments,aplantoadjustandappropriateclosure.

InStage3,theeducatorwillconsiderthefollowing:

● Activities,experiencesandlessonsleadingtolearnersacquiringknowledgeandskills,makingmeaningoftheimportantideasandequippingthemtotransferlearning

● Learningdesignssupportslearners’acquisition,meaningmakingandtransfer● Sequenceoftheunitandscaffoldedsupporttooptimizeachievementforalllearners● AlignmentofStage3toStage1and2

MeaningfulObjectiveAnobjectiveforthelessonisjustifiedintermsofpastlearning,relatedtolearnerinterestandlinkedtolonger-termgoals.


LearningExperiencesLearningexperiencesarecreatedtomaximizethetransfer,meaningand/oracquisitionofunderstandings,whichmustbeactivelyconstructedbythelearner.Considerationshouldbegivento:

● Authenticexperienceswithmultipleopportunitiesforpracticeandconstructivefeedbackinthetransferofknowledgeandskillsusingthelearninginrealisticways

● Opportunitieswhichleadlearnerstomakemeaning,movingthembeyondliteralthinking,drawinginferencesandmakinggeneralizations

● LearningexperiencesthatenablelearneracquisitionofknowledgeandskillScaffolding.Educatorsemployavarietyofinstructionaltoolsandtechniquesusedtosupporttheneedsofindividuallearnersaseachmoveprogressivelytowardsgreaterunderstandingandindependenceinthelearningprocess.Tailoredtotheneedsofthelearner,designconsiderationsshouldbemadethroughouttheprocessincluding,butnotlimitedto,content,process,product,affect,readiness,interestandlearningprofile.

CurriculumCompactingBydemonstratingmasteryinTEKS/learningoutcomes,thelearnermayutilizetimetopursuearelatedtopicingreaterdepthoranalternatetopicofinterest.Well-designedpre-assessmentsarecrucialtogatheringevidenceoflearners’masterytodeterminehowthecurriculumshouldbecompacted.Eachlearner’spathmaybecustomizedutilizingcurriculumcompacting.

FormativeAssessmentAcquiredthroughformalandinformalmeans,assessingforlearningenableseducatorstocheckalongthewayforlearners’misconceptionsorskilldeficitsandadjustinstructionaccordingly.Formoredetailedinformationaboutformativeassessment,seeChapter5.

APlantoAdjustAstheneedsoflearnersarerevealedthroughformativeassessment,theeducatorrespondsandadjustsinstructionaccordinglytoensuresuccessfulmasteryoflearninggoals.

AppropriateClosureDebrief,self-assessmentand/orreflectionarewaystoprovideappropriateclosureforthelearningexperience.


Approaches

WhileUnderstandingbyDesignistheframeworkCISDeducatorsusetocraftlearning,instructionalapproachessuchasIB,PBL,STEM,CBLandPrBLwhichmaybeutilizedwithintheUbDmodelinordertoenhancethelearnerunderstandingandabilitytotransfer.Forclarity,theseapproachesdonotstand-aloneandifused,shouldfallwithintheUbDframework.

ChallengeBasedLearning(CBL)ChallengeBasedLearningisamultidisciplinaryapproachthatencourageslearnerstoleveragetechnologyusedintheirdailylivestosolvereal-worldproblems.Itisacollaborativeandhandsonformoflearningthatencourageslearnerstoaskgoodquestions,developdeepsubjectareaknowledge,identifyandsolvechallenges,takeactionandsharetheirexperience.ItisveryalignedwiththeUbDmodelofplanning.

InternationalBaccalaureate(IB)TheInternationalBaccalaureatePrimaryYearsProgram(PYP)andInternationalBaccalaureateDiplomaProgramme(DP)shareanumberofessentialpracticesandprincipals.Ateachlevel,IBrequireslearnerstobecometrulyengagedinthestudyofcompellingtopics,real-worldproblemsandhighleveltexts.IBlearningdesignconsiderationsshouldinclude:

● readingsthatrequirelearnerstothinkcritically● opportunitiesforpersuasivewriting● debatesofbigideas● circumstanceswherelearnerswoulddesigntheirownexperiments● regularpresentationsoflearnerworktopeersandeducators● analysisofinformation● evaluationandconstructingofarguments● creativeproblemsolving

Understanding by Design

Approaches to consider within UbD Design

STEM

CBL PrB

LIB PB

L


Project-BasedLearning(PBL)Project-BasedLearningisasystematicmethodofinstructionthatengageslearnersinlearningimportantknowledgeand21stCenturyskillsthroughanextended,learner-influencedinquiryprocessstructuredaroundcomplex,authenticquestionsandcarefullydesignproductsandlearningtasks.ThePBLprocessincludes:

● drivingquestion(s)● entryeventorlaunch● knowsandneed-to-knows● socialcontract(s)● scaffoldingexperiences● criticalfriendsprotocol● rubric(s)

TheseprocessesarenotinahierarchicalorderbutshouldbeincludedinALLprojectstoensurefidelitytothemodel.ThesequenceabovedescribesatypicalPBLunit,pleasenotehowever,thattheprocessiscyclicalandseveralcomponentsmayberepeatedthroughoutthecourseofaunit.

Problem-BasedLearning(PrBL)Problem-basedlearningissimilartoProject-basedlearninginseveralways.Bothapproachesfocusonanopen-endedquestionortask,provideauthenticapplicationsofcontentandskillsandemphasizelearnerinquiry.

TheprimarydifferencesbetweenthePrBLapproachandthePBLapproachtolearningdesignare:

● PrBLsusuallyfocusonasinglesubjectorcontentinsteadofbeingmultidisciplinary● PrbLstendtorunseveraldaysoruptoaweekbutareseldomseveralweeksormonthslong● PrBLstendtofollowspecificandprescribedsteps● PrBLsmayonlyrequirelearnerstoarticulateasolutiontotheproblembeingstudied,not

necessarilycreateaproduct● PrBLsoftenutilize“ill-structuredproblems”suchasfictitiousscenariosorcasestudiesasthebasis

forlearningasopposedtofullyauthentictasksandsettingsScience,Technology,Engineering,Mathematics(STEM)STEMcurriculumchoicespromotebaseknowledgeinscienceandtechnologydevelopmentandhaveimplicationsforworkforcedevelopment.STEMeducationpromotesactive,investigativelearning,problemsolving,persistence,curiosity,creativity,careerawarenessandcriticalthinking.TheengineeringportionofSTEMalsoassistslearnersinunderstandingtheworldaroundthem.


UbDandPBLCrosswalk

TherearesimilaritiesbetweenthewayaccomplishedPBLeducatorsdesignprojectswhichveryparallelslearningdesignasdescribedbyWigginsandMcTigheinUnderstandingbyDesign.PBLeducatorsshouldconsiderthesenuanceswhenembeddingaPBLinaUbD.

UbDNomenclature SimilarPBLfeatures Notes

Stage1:IdentifyDesiredResults

Startwiththeendinmind

BothPBLandUbDliteratureexhortteacherstoidentifyskillsandknowledgethattheywishstudentstomasterandthenplanaperformanceorproductthatembodiesthoseskillsandknowledge.UbDdoesnotnecessarilyrequireaperformanceorproduct,butdoesrequireevidenceofproficiencywiththedesiredresults.

EssentialQuestion DrivingQuestion Bothareopen-endedandoftenphilosophicalinnature.Bothinvokeaneedtoknowthecontentandskillsalearningexperienceismeanttoteach.InUbD,essentialquestionsareintentionallycraftedtopromoteenduringunderstandingsofconceptsthatcanlaterbeappliedtonewsituations.Thefocusisonconceptualunderstanding,whichrequiresthelearnerhaveanunderstandingofnecessaryfoundationalknowledgeinordertoapplywhattheyhavelearnedinnewsituationslateroninlifeandlearning.

AssessmentEvidence

FinalProduct Inprojects,teachersorstudentsidentifyafinalproductthat:

● Canbeconsideredananswertothedrivingquestionand

● Requiresthecontentandskillsidentifiedinthestandards

InbothUbDandPBL,thefinalproductisnotnecessarilytheonlywaythatstudentscandemonstratetheirunderstanding.Pencilandpapertestsarefrequentlyalsopartofprojectsorassessmentevidence.Thereisnotnecessarilya“project”intheUbDassessmentevidence,butratheralargevarietyofwayslearnerscandemonstratetheirproficiencyinlearningoutcomes.InUbD,transferofthelearningtounfamiliarsituationsthroughoutone’slifeistheultimateevidence.


Learningexperiencesandinstruction

Scaffolding Justaslearningexperiences(notethattheyassiduouslyavoidthewordactivities)aredesignedtogetstudentstogaintheknowledgeandskillsinordertodowellontheassessmentevidence,soarescaffoldsdesignedinaprojecttohelpstudentscreatetheirfinalproduct.However,thereisapushonthepartofPBLtomovethistowardsastudent-centeredapproach,bypushingtheteachertoprovidescaffolds,asaresultstudentsarticulatinga“needtoknow”or“needtounderstand”.InUbD,theeducatorisproactiveinensuringfoundationskillsneededareinplaceandactivelymonitors,asksquestionsandencourageslearnerstoasktheirownquestionsinordertopromotedeeperunderstandingofthelearning.

ExplainConcepts FinalexhibitionsinPBLalwaysrequirealevelofexplanation,eitherorallyorinwriting.Learnersareexpectedtobeabletodemonstrateand/orexplaintheirlearninginrelationtotheconceptualunderstanding.

Interpret AuthentictasksinPBLtypicallyrequirethatstudentsengageininterpretingavarietyofinformationsources,likedata,images,fictionandnon-fictionaltexts.InawellplannedUbDlessonorunit,learnersareexpectedtocontinuouslyinterpret,discussandmakemeaningofthelearning.Learnersareexpectedtogrowintheirinformationliteracyskillsthroughoutthelearningprocess.

Apply Complextasks,bytheirverynature,requirefoundationalknowledgethatmustbeappliedtoauthenticsituations.

Perspective/empathy

Particularlyscenario-basedprojectsputstudentsintoarolesthattheymustuseastheysolveaproblemorcreatesomething.

Empathy Projectsarefrequentlycollaborativeaffairs,requiringahighdegreeofinteractionandnegotiation,allofwhichpushstudentstowardstheneedtounderstandothers’outlook.


TechnologyWithinLessonDesign

Technologyshouldbeseamlesslyintegratedintolessondesigntoenhancethelearning.TheSAMRmodelisusedasaguidetotheleveloftechnologyintegration.

SAMRTheSAMRmodeldescribesacontinuumoftheextenttowhichtechnologyisintegratedintheclassroom;fromtheenhancementofexistingpracticestothedevelopmentandcreationofnewpractices.

Technologyintegrationisconsideredasacontinuum-movingfromsubstitutiontoredefinitionofclassroomactivity.SAMRisnotatooltoevaluatetheeducator;howeveratooltoassesslearningdesignandtheroleoftechnology.

● Substitutioniswhentechnologyisusedasadirectsubstituteforexistingclassroompractices.Itisdoingthesametaskwiththeintroductionoftechnologybutwithoutanymodificationofthetask.Forexample,usinganotetakingapplicationontheiPadtodraftadocumentratherthanhandwritingwithpaperandapencil.

● Augmentationinvolvessomefunctionalimprovementbutisstilladirecttoolsubstitute.Thetaskhasnotchangedbuthasbeenenhancedslightly.Forexample,usingsomeoftheiPad’sbuiltintoolssuchasthethesaurus,dictionaryorspeakmodetoaugmentaclassroomtask.

● Modificationtechnologyisbeingusedmoreeffectivelynottodothesametaskusingdifferenttoolsbuttoredesignnewpartsofthetaskandtransformstudentslearning.Forexample,learnerscollaboratinginoneGoogledocandusingthecommentsfeaturetoprovidefeedback.

● Redefinitionisdoingsomethingthatwasinconceivablewithouttechnologyandgiveslearnersastage.Forexample,learnersconnecttoaclassroomacrosstheworldwheretheywouldeachwritea


narrativeofthesamehistoricaleventinGoogleDocsusingthechatandcommentsectiontodiscussthedifferencesandtheyusevoicecommentstodiscussthedifferencestheynoticed.http://tinyurl.com/EcoPondExemplar(Thisisanexampleofredefinitionbecausethelearnerswereabletodosomethingtheycouldnothavedonewithouttechnology.Theyaresharingtheirknowledgenotonlywiththeircampus,buttheworld.Totakeitonestepfurther,thelearnerscouldinsertatabforquestionsinordertointeractwithreadersandpotentialusersofthissite.

Reference:CreatingaNewVisionforPublicEducation(ArticleIIa-c;e-l)


Chapter5Part1:Assessment

“Ultimately,wewantstudentstogrowtobeindependent.Forthemtodothat,theyhavetohaveasenseofwhatthecriteriaarethatmakethemsuccessful.

Foralongtime,thecriteriahavebeenamysterytostudents.”R.J.Tierney,M.Carter,&L.Desai

Descriptor

Assessment,asbothaprocessandproduct,promoteslearnersuccesswhenusedintentionallytouncovereachlearner’slevelofmasteryandtodeterminethenextstepsininstruction.Intheprocessofassessment,educatorsregularlycheckforunderstandingthroughsystematicmonitoring.Asystematicandsystemicassessmentprocessensuresthateducators,learnersandparentshaveanunderstandingofwhereeachlearnerisalongthecontinuumofcontentandskillmastery.

Assessments,whenconsideredasaproduct(e.g.,portfolios,multiple-choicetests,constructedresponseitemsandperformanceassessments)provideameasureofmastery,whichtypicallyoccursattheendofinstruction.

Assessmentasaprocessorproductinformsmultipleaspectsoflearning,includingdifferentiationofinstruction,mildorintensiveinterventionsandplacementandgraduationdecisions.Tothisend,assessmentprovidesvalidandreliablequalitativeandquantitativedata,whichimprovesthelearningofeachindividual.

Thegoalofacomprehensiveassessmentprogramistoprovideeducatorsinformationtoguidestudentlearningthroughformativeandsummativeassessment.Whenusedformatively,assessmentsprovideameanstoassessFORlearningwhilelearningistakingplace.Summativeassessments,assessmentsOFlearning,provideameansforeducators,learnersandparentstoidentifymasteryoflearningoutcomesataculminatingmoment,suchastheendofaunit,gradingperiodorsemester.

Educatorsuseallformsofdata,bothqualitativeandquantitative,toinformdecisionsaboutlearningdesignandlearningpathways.Abalancedassessmentsystemincludesdailyongoingassessmentstrategies,periodicdiagnosticprogressassessmentsandlargescalestandardizedassessments.


RoleoftheAdministrators

Effectiveassessmentleaderspromoteacoherentsystemofstandards,acommoncurriculum,commonformativeassessments,confirmedinstructionalpracticesandtimelyinterventions.Administratorsdevelop:

● highexpectationsforalllearners● acultureofcontinuousimprovement● systematiccommunicationofaccountabilityandassessment

TheDesignandUseofAssessment

Educatorsalignanddesignassessmentstostandards,learningoutcomesandcognitiverigorofinstructiontoidentifyiflearnersaremeetingtheexpectationsofthecurriculum.Soundassessmentdesignincludes:

● analignmentbetweentheassessedcontentandclearlydefinedlearningoutcomes● well-designedrubrics,whenappropriate,toprovidelearnerswithanunderstandingofwherethey

areonthelearningcontinuum● anappreciationforlearnergoals,learningmodalitiesandlearnerchoice● transfer(performance)tasks,whenappropriate,tomeasuredeepunderstandingsresultingfromthe

curriculumandelementsofcognitiverigorsuchasapplicationofknowledge● anopportunityforeducatorsandlearnerstoprovidespecific,accurate,fairandtimelyfeedback

regardinglearnerperformance● collaborationamongeducatorsinthedesignofcommonassessmentsandsubsequentuseofthe

datatomonitorandadjustinstruction● clearlysetsuccesscriteriathatthelearnerunderstandsandcanarticulate

Thedesignofassessmentsshouldprovidesufficientinformationtoalloweducatorstorespondtothefourquestionsaskedbyprofessionallearningcommunities(PLC):

● Whatdoweexpectourlearnerstolearn?● Howwillweknowtheyhavelearnedit?● Whatwillwedoiftheydonotlearnit?● Whatwillwedoiftheyalreadyknowit?

UsingAssessmentsforFormativePurposeTheassessmentprocessisongoing.Itisaspiraling,datadrivenpracticethatguidesinstruction.Assuch,assessmentsusedforformativepurposesmustentailsufficientbreadth,depthandcognitiverigortopromoteadeeperlevelofunderstanding.Withformativeassessment,educatorsusequantitativeandqualitativedata,acquiredthroughformalandinformalmeans,todeterminewherethelearneris,wherethelearnershouldbeandhowtomovethelearnerforwardonthelearningcontinuum.


Educatorsandlearnersuseassessmentformativelyfortheimprovementoflearning.Theformativeassessmentprocessisvalidatedthroughboththeeducator’sandthelearner’suseoftheinformationderivedfromtheassessment.

UsingAssessmentsforSummativePurposeEducatorsuseassessmentsforsummativepurposesasameansforthemeasurementoflearning,effectivenessofinstructionandthealignmentofthecurriculum.Thesummativeassessmentprocessevaluatesandcommunicatesperformanceatestablishedtimes.

TypesofAssessments

UniversalScreenersare:● briefassessmentsadministeredtoalllearnerstodetermineasearlyaspossiblewhichlearnersare

atriskofnotmeetingacademicgoals● norm-referencedmeasures● administeredongradelevelthreetimesayearinK-8

ProgressMonitoringis:

● abriefassessmenttodetermineiflearnersaremakingadequateprogress● appropriateatthelearner’sinstructionalleveloveranextendedperiodoftime● measuringtherateofimprovement● measurementstomatchspecificintervention/deficit

DiagnosticAssessmentsare:

● designedtoprovidetheeducatorwithanunderstandingofthepriorknowledgeandskills,aswellasthestrengthsandspecificneedsoftheirlearners

● conductedbeforeinstructionisgivenFormativeAssessmentsare:

● designedscaffoldinglearningexperiencestocustomizelearning● checksforunderstandingwhichidentifylearninggaps● specific,accurate,fairandtimely

SummativeAssessmentsare:

● measurementsofmasteryofstandardsandlearningoutcomes● atooltocommunicatelearners’strengthsandareasforgrowth● usedtoinformcurricularandprogrammaticdecisions


Part2:GradingBeliefsandBestPractices

Descriptor

Gradingisaprocessofquantifyingmeasuredlearningbasedsolelyonacademicachievement.Consequently,gradingisoneformoffeedbackandcommunicateslearnerprogresstowardsmasteryofstandard(s)and/orlearningoutcome(s).Thisprocessmustbeaccurate,fair,specificandtimely.Thesearethecriteriaforeffectivegradingpractice.

Inthefollowingvideo,DougReevesspeakstotoxicgradingpracticesforlearners.Inourbeliefsstatedbelow,wehopetomakecomingtoschoolaboutlearning,notagrade,althoughweacknowledgethat

gradesareimportantinapplyingtocollege.ToxicGradingPractices

GradingBeliefs

● GradescommunicatelearnerachievementrelativetostandardsGradesCommunicateAchievement

● Gradesclearlyreflectalearner’sgrowthratherthanaverageperformanceMasteryGrading

● Behaviorandacademicachievementarereportedseparately● Gradesshouldbebasedonvalidandreliableassessments

LevelofMastery Descriptor(TheLearner:)

Mastery

● Demonstratesabroadin-depthunderstandingofconceptsandskills● Exhibitsfluencybyapplyingefficientandsophisticatedstrategiestosolve

complexproblems● Transferslearningacrosscontentareas,withpriorandfutureknowledge,

orconcepts● Demonstratesunderstandinginatleastthreedifferentways● Communicateseffectivelyandthoroughly

MetStandard

(Proficiency)

● Demonstratesasolidunderstandinganddisplayofconceptsandskills● Appliesconceptsandskillstosolveproblemsusingappropriatestrategies● Extendsmeaningamongmultipleimportantideasorconcepts● Communicatesinanefficientfashion

Approaching ● Demonstratespartialunderstandingofconceptsandskills


Proficiency ● Appliesconceptsandskillstoroutineproblemsandsituations● Makessimpleorbasicconnectionsamongideas● Communicatesinalimitedfashion

InsufficientProgress

● Showsminimalunderstandingoffoundationalconceptsandskills● Occasionallymakesconnectionsamongideas● Hasdifficultyapplyingfoundationalknowledgeandskills● Cannotcommunicateeffectively

(FortheCISDStandardsBasedReportCard,masteryisdenotedinthecommentsection.)

GradingPracticesIndesigninglearningexperiencesforlearners,learningistheultimategoal.Effectivelymeasuringlearningisthedrivingforcebehindourgradingbeliefs.Gradesshouldbeameasurementofwhatalearnerhaslearnedorinwhichproficiencyhasbeendemonstratedandshouldreflectthedepthandcomplexityofknowledgeattained.Gradesshouldnotbepunitive.Themethodsaneducatorutilizestoassesslearnersshouldsetlearnersupforsuccess.

Bonus-ExtraCreditStatementofPhilosophy:Bonuspointsandextracreditdistortalearner’srecordofachievement.Gradesarebrokenasacommunicationtoolifwegiveextraorbonuspointsforactionsthatdonotreflectthedesiredlearningoutcomeormasteryofthelearningstandard.

ChangeofPractice:

● ExtraCreditwillnotbegiventolearners● BonusPointswillnotbeawardedtolearners

HomeworkorPracticeStatementofPhilosophy:Homeworkcanbeafalsereportofwhatlearnersknow.Itshouldbeaformativetooltoallowthelearnerstopracticeandextendtheirlearningexperience.Homework,ifgiven,mayprovideenrichmentgearedtowardsanindividual’sabilitylevel.Homeworkshouldonlybegivenforthefollowingfourpurposes:

1. Practiceorreview2. Preparation3. Extension4. SkillIntegration

Changeofpractice:

● Educatorswillmakedatadrivendecisionstointentionallydesignhomeworkbasedontheneedsofthelearners

● Homeworkshouldnotinflateordeflatethegradeorreflectbehavior


IncompleteWorkStatementofPhilosophy:Thereisareasonlearnersdonotcompleteworkontimeorsubmitcompletedwork.Forthelearnertoestablishownershipoflearning,supportindevelopingaplanforcompletionandsubmissionisessential.

ChangeofPractice:

● Educatorswillassistlearnersinestablishingapersonalplanforcompletingworkandsubmittingitinatimelymanner

● Workthatisnotsufficienttodeterminemasterywillbereturnedtolearnerforcompletion

LateWorkPracticesStatementofPhilosophy:Penaltiesforlateworkdistortalearner’srecordofachievement.Lateworkpracticesshouldleadtopersonalinvestmentinlearning.Deductingpointsforlateworkimpedesourabilitytodiscernwhetherlearners’havemasteredthestandardsbynegativelyskewingthereportedoutcome.

ChangeofPractice:

● Pointswillnotbedeductedforlatework● MeetingdeadlineswillbereflectedinlearningoutcomesorFuture-ReadyOutcomes(Professional

EthicsorAgency)

LateWorkNoZeroesStatementofPhilosophy:Academicachievementshouldnotbemaskedbybehaviorssuchasfailuretomeetdeadlines.Practicingapunitivemindsetbydeflatingacademicgradesforbehaviorsnegativelyskewsthereportingoflearners’masteryofstandards.

ChangeofPractice:

● Masteryonreassessmentsearnsfullcredit● Noacademicgradepenaltieswillbegivenfornon-academicbehaviors● Nozeros

ReassessmentStatementofPhilosophy:Recognizingthatalllearnersdonotprogressatthesamerate,reassessmentis

imperativetoaccuratelydocumentthelevelofmastery.Re-TakesandDo-Overs

ChangeofPractice:


● Reassessmentopportunitiesmustbeprovidedtoalllearnerswhodonotattainproficiencyofthestandard(Proficiencyisdefinedasapassinggradeequivalentto80%)

● Correctiveinstructionshouldoccurbeforereassessmenttakesplace● Reassessmentgradeswillnotbeaveragedwiththeoriginalscore,butwillreplaceitwithan

opportunitytoearnfullcredit(Note:alearnerwhoearnsagradeof80%orhigheronanassignmentmaynotretest)

● Reassessmentshouldfocusonthestandardsforwhichproficiencyhasnotyetbeenmet,ratherthanallthosepreviouslyevaluated

● Reassessmenttoolsmaytakevariousformssuchasretests,conversations,performancetasks,etc.


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AppendixB:GlossaryofTerms

Academicallypunitiveconsequences–examplesofacademicallypunitiveconsequences:pointsoffforlatework,noname,pennotpencil,zeros,etc.

AuthenticLearning-educationalandinstructionaltechniquesfocusedonconnectingrelevantlearningtomeaningfulissues,problemsandapplications

BlendedLearning– alearner-centereddesignwithsharedresponsibilitybetweenlearnerandeducatorthattakesplaceinpartatabrick-and-mortarfacilityandthroughonlinedelivery,whileallowingforflexibilitywithtime,place,pathand/orpaceoflearning

Conceptattainment–aprocessbywhichlearnersareprovidedexamplesandnon-examplesforwhichtheydeterminetheconceptrepresented

ConceptualLearning–aprocessorganizinglogicalandmentalstructureswhilemakinglastingconnections

Constructivism–atheoryoflearningthatisaninteractiveprocessthatincludesone'spriorknowledgeandexperiences,problemsolvingandmakingmeaningcollaborativelyandthroughreflection

CooperativeLearning–cooperativelearningreferstoasetofinstructionalstrategies,whichincludecooperativestudent-studentinteractionoversubjectmatterasanintegralpartofthelearningprocess

DesignTools–avarietyofinstructionalstrategiestorespondandsupportlearners,allowinghim/herto:experiencenewknowledge,activatepriorknowledgeandsolidifyexistingunderstandings

FlippedLearning–deliveringinstructiononlineoutsideofclassandmoving“homework”intotheclassroom.

FormativeAssessment–ongoingandvariedassessmentsthatprovideinformationtolearnersandeducatorsthatareusedtoimproveteachingandlearning

Future-ReadyOutcomes–21stCenturyskillsthatincludebutarenotlimitedto:GlobalAwareness,DigitalLiteracy,ProfessionalEthics,Communication,etc.

GraphicOrganizers–alsoknownasaknowledgemap,conceptmaporstorymap,visualrepresentationsdisplayingtherelationshipbetweenfacts,termsandideas


Inquiry-basedLearning–atermdefinedasalearner-centeredandeducator-guidedinstructionalapproachthatengageslearnersininvestigatingauthenticquestionsthatthelearnerschoosewithinabroadthematicframework.

Interdisciplinary–integratingknowledge,methodsandconceptsfromdifferentacademicdisciplinestoestablishconnectionsandtransferenceofunderstanding

InternationalMindedness–valuingtheworldasthebroadestcontextforlearningandfosteringthedevelopmentofresponsibleglobalcitizenship

Intradisciplinary–workingwithconceptswithinasingleacademicdiscipline

LearningOutcomes–identifiedcurricularobjective(s)describingwhatthelearningwillknowandbeabletodobytheendofacourseorprogram

Multidisciplinary–integratingknowledge,methodsandconceptsfromseveralacademicdisciplinesand/orprofessionalspecializationswhilemaintainingmultiplecontentperspectivesthroughquestions,conclusions,andproducts

Pedagogy–thescienceandartofeducation

PerformanceAssessment–authenticassessmentsrequiringlearnerstoperformcomplextasksrepresentativeofactivitiesdoneinandoutofschool

ProfessionalLearning–acomprehensive,sustainedandintensiveapproachtoimprovingeducatoreffectivenessresultinginincreasedlearnerachievement

QualitativeData–isdatabasedonnon-numericalobservations,suchas,people'sknowledge,attitudesorbehaviorstoacertainenvironment

QuantitativeData–dataisusedtodescribeatypeofinformationthatcanbecountedorexpressednumerically

Questioning–aformofinquiry,questioninghelpslearnersdevelopthought,insightanddeeperunderstandingsofconcepts

ResponsiveLearning–alearningdesignreflectingthediversityofeachlearner’spriorexperiences/skillsandtakesintoaccounttheirlearningstyles,multipleintelligences,andinterestswhichwillbeincorporatedaccordingtothelearner’svoiceinbothprocessandproducte.g.adaptinginstructiontotheneedsofthelearners

Scaffolding–acombinationofintentionallydesignedand“justintime”instructionaltechniquestomovelearnersprogressivelytowarddeeperunderstandingand,ultimately,greaterindependenceinthelearningprocess.

Sociallypunitiveconsequences–examplesofsociallypunitiveconsequences:missingrecessfornotcompletinganassignment,detentionsforlatework,etc.


SummativeAssessment–cumulativeassessmentsusedtomeasurelearnergrowthafterinstruction

Systematic–somethingthatiswellorganizedorarrangedaccordingtoasetplanandorisgroupedintosystems

Systemic–somethingthatbelongsto,workstogetherwith,orcanaffecttheentirebodyorsystemasawhole

ThinkingMaps–aformofgraphicorganizersthatfacilitatetheinstinctualpatterningofinformationbyprovidingvisualrepresentationsofthethinkingprocessesweusetotransforminformationintoknowledge

Transdisciplinary–focusingonauthenticlearning,newperspectives,andcurrentissuesthroughmultipledisciplinesbyconnectingtoaunifyingissueortopicofinquiry,beyonddisciplinaryperspectivestoachieveacommongoal

VirtualLearning–flexibleuseofspace,technology,materialsandtimethattakesplaceprimarilyinanonlineenvironment,providingequitableaccesstoqualitylearningforall


AppendixD:UbDUnitTemplate


ContentArea:

Course/GradeLevel:

UnitTitle:

TimeFrame:

Stage1:DesiredResults

HighPriorityLearningStandards:

EstablishedOutcomeGoals(Standards):

Whatoutcomegoal(s)andcurriculumgoal(s)orteacher’sguidefocusareaswillthisunitaddress?

Transfer

Studentswillbeabletoindependentlyusetheirlearningto…

Whatkindsoflongtermindependentoutcomeaccomplishmentsaredesired?

Meaning

Understandings

Studentswillunderstandthat…

Whatspecificallydoyouwantstudentstounderstand?

EssentialQuestions

Studentswillkeepconsidering…

Whatthought-provokingquestionswillfosterinquiry,meaningmaking,andtransfer?

Acquisition

Studentswillknowthat…

Whatfactsandbasicconceptsshouldstudentsknowandbeabletorecall?

Studentswillbeskilledat…

Whatdiscreteskillsandprocessesshouldstudentsbeabletodo?


UnitConsiderations/Misconceptions AcademicVocabulary

Stage2:Evidence

EvaluativeCriteria

AssessmentEvidence

Whatcriteriawillbeusedineachassessmenttoevaluateattainmentofthedesiredresults?

Regardlessoftheformatoftheassessment,whatqualitiesaremostimportant?

PerformanceAssessments/TasksPerformanceTaskDescription-Anchorstheunitbyprovidingevidenceofstudentunderstanding

Studentswillshowthattheyreallyunderstandbyevidenceof:


PreAssessment

assessmentslistedbelow

PostAssessment


FormativeAssessment


SummativeAssessment

Summativeassessments(UnitTests)willbedesignedbyProfessionalLearningCommunities.


Stage3:LearningPlan

RespondingtotheNeedsofAllLearners

Consider:

ELPS

GTStrategies

Accommodations/Modifications

Enrichment&Extension

MultipleIntelligences/LearningStyles

Code LearningPlan:

samplelearningexperienceslistedbelow

Whatisthegoalforeachevent?

● Acquisition?● Meaning

making?● Transfer?

Thelessonsdesignedinthissectionarenotadailyplan.Lessonsmaytakemorethanoneclasssession,orbepartofaclasssession.

LearningEvents(thinkabouttheseasyouplan)

Studentsuccessattransfer,meaning,andacquisitiondependson…

● Areallthreetypesofgoals(A,M,T)addressedinthelearningplan?● Doesthelearningplanreflectprinciplesoflearningandbestpractices?● Istheretightalignmentwithstages1and2?● Istheplanlikelytobeengagingandeffectiveforallstudents?

ProgressMonitoring

● Howwillyoumonitorstudents’progresstowardacquisition,meaningmaking,andtransferduringlessonevents?

● Whatarepotentialroughspotsandstudentmisunderstandings?

● Howwillstudentsgetthefeedbacktheyneed?

● Whatarechecksforunderstandingused?


ResponsiveInstruction-Whatintentionalstepswillyoutakeforlearnerswhodonotshowmastery?

Howwillwerespondwhentheydon’tlearn?


AppendixF:SuggestedPracticesinSupportof

TheLearningFramework

LearningFrameworkChapter ProfessionalLearningFocus

Environment Learner/Educator

CurriculumDesign

LearningDesign Assessment Scaffolding Assessment Responding

toLearners


AffinityMapping X X

AnchorCharts X X

CarouselWriting X X

CASHOut X X

ChainNotes X X

Cloze X X

ExitTickets X X

FirstWord/Last

Word X X

FlexibleGrouping X X

FourCorners X X

GoalSetting X X X X

IUsedtoThink...ButNowIKnow

X X

Menus X X X X

North-South-East-West X X

PaintaPicture X X

Plus/Delta X X


Read,Cover,Remember,

Retell X X

Self-Evaluation X X

SocraticSeminars X X X X

SocialContracts X X

ThemeTriangle X X

TopicChart X X

TwoStarsandaWish

WhipAround X X

100% X X

3-2-1 X X


AffinityMappingLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Usedtoorganizedataandideas,affinitymapsprovidegroupstheopportunitytomovebeyondstaticthinkingandpreconceivednotions.Thistechniqueisidealforcomplexissues,situationswherethereareseeminglytoomanyfactsandideas,orwhenconsensusisvital.Process:Afteraquestionisposed,learnerswillrecordeachideaonaseparatestickynote.Oncethegrouphasfinishedrecordingideas,thestickynotesshouldbespreadoutatrandomonasurfacevisibletoeveryone.Whilenottalking,everyoneshouldlookforpatternsandstarttophysicallycategorizeideasbasedonsimilarities.Theprocessshouldcontinueuntilallideasbelongtoacategory.Now,participantsshouldtalkanddiscusscategoriesanddebrieftheprocess.Afewchangesmightbemadeduringthisphase.PossibleAlternatives:Clustering

AnchorChartsLearningFrameworkConnection:LearningDesignProfessionalLearningFocusConnection:ScaffoldingPurpose:Byconnectingtopastandfuturelearningaswellasservingasareminderoflearning,anchorchartsprovidearecordofthinkingaboutatext,lesson,orstrategyinordertomakethethinkingofboththeeducatorandthelearnersvisibleandconcrete.Process:Inbuildinganchorcharts,educatorscanworkwithlearnerstodebrieforreinforceaspecifiedskillmodeledinamini-lesson.Learnersaddideastoananchorchartastheyapplynewlearninganddevelopstrategiesforproblemsolving.Learnerswillhaveownershipoftheanchorchartsiftheirideasareincludedandeducatorswillensurethattheinformationisrelevantandauthenticifideasareaddedduringalearningdiscussion.Learnersshouldbeencouragedtoreferencethechartswhentheyhavequestionsandeducatorsshouldusetheasareminderofpreviouslearning.PossibleAlternatives:Learner-createdposters,TopicCharts

CarouselWritingLearningFrameworkConnection:LearningDesignProfessionalLearningFocusConnection:ScaffoldingPurpose:Throughwritingandcollaboratingwithothers,theprocessofcarouselwritingallowsforpriorknowledgetobeactivated,providingscaffoldingfornewinformationtobelearnedorlearnedinformationtobereinforced.


Process:Inpreparation,theeducatorshoulddetermineseveralquestionsortopicsasprompts.Whencarouselwriting,learnerswillstartwritingaboutoneofthetopicsorpromptsforadesignatedamountoftime.Witheachtopic,learnerswillactivatetheirpriorknowledgeofdifferenttopicsordifferentaspectsofasingletopicbyjottingdownideas.Afterashortperiodoftime(1-3minutes)learnersshouldrotatetheirwriting,leftorright,tothenextperson.Quicklyskimmingthepreviouscomments,thelearnersshouldthencontinuetheconversationbyaddingtothetopicorbyrespondingtowhatthepreviousstudentwrote.Thisprocessshouldcontinueuntiltheoriginalowner’spaperisreturned.Toconclude,theoriginalownerwillsummarizethethinkingoftheentiregroupin1-2sentences.PossibleAlternatives:ChainNotes

CASHOutLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Thisrequireslearnerstoreflectonareadingpassage,articleorvideousingfourguidingquestions: 1.Whatdidyoulearnaboutthetopic?(Cognitive) 2.Howdidyoureacttothetopic?(Affective) 3.Whatsurprisedyouaboutthetopic?(Surprise) 4.Whatideaortopicwashelpfulforyou?(Help)Thesequestionsprovideafocusforreadingandaguideddiscussionopportunity.Process:Participantsrespondindividuallyafterreadingapassageorviewingavideo,followedbyatimetopairshareinwhicheachpartnerhasoneminutetoshareouthisorherresponsestoeachquestion.Thelearnersshouldbeprovidedthefourguidingquestionspriortoreadingthepassageorviewingthevideo.PossibleAlternatives:North-South-East-West,IUsedtoThink...ButNowIKnow

ChainNotesLearningFrameworkConnection:LearningDesignProfessionalLearningFocusConnection:ScaffoldingPurpose:Chainnotesprovidesawrittenopportunityforlearnerstoarticulatetheirunderstanding,buildupontheunderstandingofothersandcontributetoagroupefforttorespondtoagivenquestionorprompt.Process:Thisactivitybeginswithaquestionprintedatthetopofapaper.Thepaperisthencirculatedfromlearnertolearner.Eachlearnerrespondswithoneortwosentencesrelatedtothequestionandpassesitontothenextlearner.Uponreceivingtheprevious“chainofresponses,”alearneraddsanewthoughtorbuildsuponapriorstatement.PossibleAlternatives:CarouselWriting

ClozeLearningFrameworkConnection:Assessment


ProfessionalLearningFocusConnection:AssessmentPurpose:Thistechniqueisusedassesstheextentoflearners’vocabularyandknowledgeofasubject,toencouragelearnerstomonitorformeaningwhilereadingand/ortoencouragelearnerstothinkcriticallyandanalyticallyabouttextandcontent.Process:Thisisatechniqueinwhichwordsaredeletedfromapassageaccordingtoaword-countformulaorvariousothercriteria.Thepassageispresentedtolearnerswhoinsertwordsastheyreadtocompleteandconstructmeaningfromthetext.PossibleAlternatives:CornellNotes

ExitTicketsLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:ExitTicketsallowlearnerstoprocessnewconcepts,reflectonlearningandexpresstheirthoughtsaboutnewinformation.Educatorscanuseexitticketsasawaytoadaptanddifferentiateinstruction,collectinformationaboutlearnerinterestandevenprovidelearnerswitharecapofthepreviousday’slesson.Whileextremelyeasytoimplement,thisinformalmeasurementisaquickwayforeducatorstogaugethelevelofunderstandingofanewlessonorconceptbytheirlearnersandmakenecessarymodificationsoradaptationstothelesson.Process:Anexitticketisoneortwoquestionsorproblemsforlearnerstoanswerquicklyattheendofclass.Tosuccessfullyexecutethisstrategyinyourclassroom,makesurethatyouhavetheexitticketquestionsreadybeforeclassbegins,sothatyoudon'twastetimeattheendofclasstryingtocomeupwithquestions.Eitherwritethemontheboardorpassoutaslipofpapersothatthelearnerscanvisuallyseethequestions.Afterallowinglearnerstorespondtothequestions,collecttheresponsesandbegintolookforpatternsintheanswers.Usethisdatatodeterminenextsteps,identifythoseinneedofassistanceoracceleration,ortogrouplearnersforanupcomingactivity.Exitticketsworkbestiftheyareshortandsimpleandtypicallyfocusedonthemainpointsofthelesson,notsmalldetails.Resources:http://www.theteachertoolkit.com/index.php/tool/exit-tickethttp://service.columbia.k12.mo.us/lhagen/files/2013/07/Exit-Entrance-Slip-explanation-examples.pdf

FirstWord/LastWordLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Thisisatechniqueusedforpre-andpost-assessmentoflearners’understandingofatopic.Learners’thinkingismadevisiblewhentheycreateanacronymusingavocabularyterm.Process:Chooseavocabularywordfromthecontentandasklearnerstowritethewordverticallyonasheetofpaper.Learnerswilluseeachletterinthevocabularywordsasthefirstletterofawordthatisacharacteristicofthevocabularyword.Asapost-assessment,askthelearnerstorepeattheprocess.


PossibleAlternatives:PaintaPicture

FlexibleGroupingLearningFrameworkConnection:EnvironmentProfessionalLearningFocusConnection:RespondingtoLearnersPurpose:Byallowinglearnerstoworkindifferentlymixedgroups,dependingonthegoalofthelearningtaskathand,learnersareempoweredtofeelmoreinvolvedinthelearningexperience.Flexiblelearninggroupshelpensurethatalllearnersfeelpartofthelearningenvironment.Italsoallowstheeducatortoprovidelearnerswithappropriateinstructionandmaterialswhileprovidingroomforindividualdifferencesusingopen-endedassignments.Process:Selectatextorascaffoldedlearningactivitythatcanbewrittenatmultipleinstructionallevels.Matchtextoractivitytoindividuallearners.Differentiateengagingactivitieswithineachgroupbutholdthesameexpectationsofthestandardsforalllearners.Assessseveraltimeswithintheactivitytoensurethatstandardsarebeingmet.Useassessmentdatatodissolveandformnewgroupsoflearners.PossibleAlternatives:AbilityGrouping,HeterogeneousGrouping,HomogeneousGrouping

FourCornersLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Thisisusedwithselectedresponsequestionstoidentifygroupsoflearnerswithsimilarresponsestothequestionasked.Bymeeting“inthecorner”withlearnerswhohavesimilarideas,learnerscanfurtherdiscussandclarifytheirownthinkingwithothersbeforereturningtotheirseatsandengagingindiscussionwiththeclassorsmallgroupsoflearnerswithdifferentideas.Process:Afterlearnersaregiventimetorespondtogivenquestionorprompt,learnersmovetoacorneroftheroomdesignatedtomatchtheirresponseorsimilarwayofthinking.Imagesordescriptionsarepostedineachcorneroftheroomandaredesignedtopromptdiscussion.Timeisgivenforlearnerstoengageindiscussionwithintheircorner(homogeneous)groupaswellaswithlearnersfromothercornergroups(heterogeneous).PossibleAlternatives:Clothespin

GoalSettingLearningFrameworkConnection:Learner/Educator,AssessmentProfessionalLearningFocusConnection:RespondingtoLearners,AssessmentsPurpose:Settinglearninggoalsprovideslearnerswithopportunitiestoarticulatethepurposeofthelearningexperiences,whileemphasizingthelearningandde-emphasizingtheerrorsandconsequences.Utilizinglearninggoalssupportsagrowthmindsetaboutintelligence,believingitcanbedeveloped.Learnersrecognizeopportunitiestolearnthroughbothsuccessesandfailures.


Process:Learninggoalsmaybesetatthestartofaschoolyear,gradingperiod,orunitofstudy.Learnersmaydrafttheirownlearninggoals,intheirownlanguage,oreducatorsmayprovidesupportthroughclearlydefinedlearningobjectives.Theeducatormaysupportthelearnertoconnectthegoalstothelearningoutcomesforthecourse,lesson,orunitofstudy.Attentionshouldbepaidthatthegoalsare:specific,measurable,achievable,relevantandtime-bound.Educatorsshouldguidelearnerstoreflectonthelearninggoalsthroughoutthelearningexperiencesaswellasatthecloseofthecourse.PossibleAlternatives:Learner-designedrubrics

IUsedtoThink...ButNowIKnowLearningFrameworkConnection:AssessmentProfessionalLearningConnection:AssessmentPurpose:Thisactivityaskslearnerstocompareverballyorinwritingtheirideasatthebeginningofalessoninstructionalsequencetotheideastheyhaveaftercompletingthelesson(s).Process:Usingtheprompt,“Iusedtothink...butnowIknow,”learnersarticulatehowtheirlearninghaschangedasaresultofthelearningexperience.Possibleresponsesmayincludespecificcommentaryconnectedtothecontentormetacognitivestatementsregardingtheamountofknowledgealearnerrecognizesbeforeandafteralearningexperience.PossibleAlternatives:K-W-L

MenusLearningFrameworkConnection:LearningDesign,AssessmentProfessionalLearningFocusConnection:Scaffolding,AssessmentPurpose:Menusgivelearnerschoicesintopics,products,purposeand/oraudience.Skillsandobjectivesaremetwithdifferentiation,whilealsoallowinglearnervoiceandchoice.Theeducatorstillhastheopportunitytoguidelearnersthroughcomplexoutcomes.

Process:Createamultitudeofpossibleproductsthatconsistentlysupporttheskillsandlearningoutcomes.Arrangeproductsinamenuthatallowslearnerstochoose.Formatsinclude:Breakfast/lunch/dinner/dessert,pointvaluesaddupto100andtic-tac-toe.

North-South-East-WestLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Thisactivityprovideslearnerstheopportunitytoreflectontheirlearning,self-assessorprovideimmediatefeedbacktolearnersduringorattheendofaclassperiod.Learnersrespondtofourquestions: 1.Whatelsedoyouneedtomoveforward?(North) 2.Whatisournextstep?(South) 3.Whatdoyoufindworrisome?(West)


4.Whatexcitesyouabouttheseideas?(East)Thesequestionsprovidesystematicreflectionforlearners.Process:Participantsrespondindividuallytothefourgivenquestionsduringorfollowingalearningexperience.Learnersshouldbepromptedtoreflectupontheresponsesandbegintomakedecisionsandcommunicateneedsasaresult.PossibleAlternatives:CASHOut,IUsedtoThink...ButNowIKnowPaintaPictureLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Thisactivityvisuallydepictslearners’thinkingaboutanideawithoutusinganyannotations.Learnersmustthinkdifferentlyaboutaconceptandillustratetheirunderstandingclearlyandeffectively.Process:Thisinvolvesgivinglearnersaquestionandaskingthemtodesignavisualrepresentationthatrevealstheirthinkingandanswersthequestion.Thepictureneedstostandalonewithoutlabelsandcanbeusedtoexplaintheirthinking.Learnersmaypainttheirpictureusingchartpaperandmarkers/paintorcreatetheirillustrationdigitally.PossibleAlternatives:FirstWord/LastWord,VisualSynectics

Plus/DeltaLearningFrameworkConnection:Learner/EducatorProfessionalLearningFocusConnection:RespondingtoLearnersPurpose:Thisisawayforlearnerstoconsiderthepositivesandnegativesabouttheirlearningexperience.Itcanbeusedatanytimefeedbackisneeded-endoftheday,afteraprojectorreport,endoftheweek.Process:UsingslipsofpapersuchasstickynotesoradigitalplatformsuchasLinoit.com,learnersrecordpositiveandnegativeaspectsoftheirlearningexperience.PositivereflectionsarenotedusingtheiconofpluswhilenegativereflectionsarenotedwiththeGreekletterDelta,meaningchange.ReflectionsarecompiledfromtheentireclassandsortedaccordingtoPlus/Delta.Then,theeducatorand/orlearnersmaydiscussadjustmentstosubsequentlearningexperiencesasaresult.PossibleAlternatives:surveys

Read,Cover,Remember,RetellLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Thestrategyassistslearnersinreadingmorecarefullyandtakingresponsibilityforconsciouslyfocusingonrememberinginformationinthetext.Theapproachstopsreadersfrequently,toencouragethemtothinkaboutthemeaningofwhattheyarereading.


Process:1.Learnersfindapartner.2.Learnersreadasmuchastheythinktheycancoverwiththeirhand.3.Learnerscoverthetextwiththeirhand.4.Astheyread,learnersconsciouslyfocusonrememberingwhattheyhaveread(itisokforthemtopeekbackatthetextforhelp).5.Learnerstelltheirpartnerwhattheyremember.6.Learnersreadsomemoreandfollowthestepsagain.TechnologyConnection:Independently,followsteps2-4,record(usingAudiobooorVoiceMemo)retell,playbackandassessselfPossibleAlternatives:Journalwriting,drawapicture,thinkpairshare,ThinkingMap

Self-EvaluationLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Self-assessmentisanessentialpartofevaluationbecauseit'sanopportunityforthelearnertoassesshis/herownachievementsandareasforgrowth.Itcanbeusedasanopportunitytobuildperceivedvalue,distinguishselfandshowhowstronghis/hercontributionshavebeenandcouldbe.Learnersareabletoobjectivelyreflectontheirownprogress,identifygapsintheirunderstandingsandevenidentifywaystoimprovetheirperformance.Theevidenceofagrowthmindset,forboththeeducatorandthelearner,iskeytodevelopingalearnerforlife.Process:Creatingopportunitiesforthelearnerstogoalsetandreflect,onaconsistentbasisallowsalearnertomonitorhis/herownprogress.Tobegin,eitherinvolvethelearnersindecidingthecriteriaforwhichtheywillbeevaluatedorclearlyexplainthecriteriatothelearners.Ensurethatlearnersunderstandandcanexplainthedifferentlevelsofcriteria.Assistlearnersincreatingplansofactiontoimprovetheirperformance.Provideopportunitiesthroughreflectivejournaling,portfolioreviews,learnercontracts,teacher-studentconferencing,orpeerconferencingforlearnerstoreflectontheirprocessandevaluatetheirwork.Thisshouldincludesettinggeneralorspecificgoals.PossibleAlternatives:Journaling,PeerEvaluation

SocraticSeminarsLearningFrameworkConnection:LearningDesign,AssessmentProfessionalLearningFocusConnection:Scaffolding,AssessmentPurpose:InSocraticseminars,learnersmustrespondwithavarietyofthoughtfulexplanations:theymustgiveevidence,makegeneralizationsandtellhowtheinformationisrepresentedforthem.Inotherwords,theymustengageinactivelearning.Whentheydevelopknowledge,understandingandethicalattitudesandbehaviors,theyaremoreapttoretaintheseattributesthaniftheyhadreceivedthempassively.Process:Socraticseminarstypicallyconsistof50-80minuteperiods.Ingroupsof25orfewer,learnerspreparefortheseminarbyreadingacommontext(e.g.,anovel,poem,essay,ordocument)orviewingaworkofart.Whilereading,learnersshouldconsiderananalyticalquestionthatwassetforthbeforethegroup.Learnersshoulddrawfromthereadingandbepreparedtoarticulatetheirthoughtsanddefendtheiranswerswithsupportfromthetext.Arrangethedesksintotwocircles,onewithintheother.Posetheanalyticalquestiontotheinnercircleforthemtobeginconversation.Whiletheinnercircleisdiscussing,the


outercircleshouldbemakingobservationsandconsideringtheresponsesoftheinnercircle’sconversation,knowingtheywillrotatein.Afterabouthalfthetimehaspassed,thecirclesshouldswapspots.Askavolunteertostatethequestionandthenrepeattheprocess.PossibleAlternatives:PhilosophicalChairs

SocialContractsLearningFrameworkConnection:Learner/EducatorProfessionalLearningFocusConnection:RespondingtoLearnersPurpose:Socialcontractscanreinforcepositivebehaviorsbycreatingacultureoftrust,mutualrespectandaccountability.Wheneveryoneunderstandsthesocialcontract,membersofthegrouparebetterequippedtosupportandhelpeachother.Process:Todevelopasocialcontract,onemustfirstcreateestablishedgroupnormsthatarefewandstatedpositively.Theeducatorshouldconsiderwaysinwhichtosolicitinvolvementfromthelearners.Groupnormsshouldpromoterespect,teamworkandmutualinterdependence.Itisvitalthattheeducatorconsistentlyrespondappropriatelytocontractviolations.PossibleAlternatives:Classroomrulesandprocedures,classcreed

ThemeTrianglesLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Themetrianglesallowthelearnersmakecontemporarythematicconnectionsbetweenanovel(whetherwholegroup,smallerlitcircles,orindependentreadingselections)andafilmaswellasoneothergenre(poetry,song,art,speeches).Process:Afterareviewofthemestatements,thesmallgroupidentifiesathemefromthenovel.Theynextchooseafilmtowatchoutsideofclassthathasthissametheme(notafilmofthenoveltheyjustread).Theymustalsofindanexampleofthissamethemeinanothermediumorgenre.Theythenprepareapresentationtodiscussthethemeandit'srelevanceinthenovelandtheotherexamples.Thepresentationcanincludeawritingcomponentthatdefendsthechosenthemeandthesupportfromeachcomponent.PossibleAlternatives:Wholegroupdecisionsthatthenleadtosmallgroupswithasimilarfilminterest

Gallagher,K.(2004).Deeperreading:comprehendingchallengingtexts,4-12.Portland,Me.:StenhousePublishers.

TwoStarsandaWishLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:Assessment


Purpose:Thisisaverysimpletechniqueforgettingstartedwithpeerassessment.Eachlearnerischargedwithprovidingfeedbacktoanotherlearner,notingtwopositivecommentsaswellasoneareaforimprovement.PracticingthedesignofsuchfeedbackwithTwoStarsandaWishhelpsempowerlearnersasownersoftheirlearning.Process:Theeducatorshouldexplaintolearnersthattheywillbeprovidingfeedbackontheworkoftheirpeers.Makesurethatlearnersareawareofthesignificanceofthisstrategyandtheimportanceofconstructivefeedback.Thefeedbackmustdirectlyrelatetothecriteriaestablishedintheclassroom.Itisimportantthattheeducatorandlearnersnegotiateandconstructthecriteriatogether.Thisprovidesthelearnerswithclearobjectivesandguidelinesanddemonstratesfairandequitableassessmentpractice.

1. Learnerslistentoorreviewapeer’swork.2. Learnersidentifytwopositiveaspects(stars)oftheworkandrecordareflectioninsupportofthis.3. Learnersexpressawishaboutwhatthepeermightdonexttimeinordertoimprovethework.4. Learnersprovidethefeedbackinawrittenresponse.5. Educatorsneedtomodelthisstrategyseveraltimes,usingsamplesofanonymouslearnerwork,

beforeaskinglearnerstousethestrategyinpairsorontheirown.PossibleAlternatives:PeerFeedback

WhipAroundLearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:WhipAroundisaformativeassessmentwhereaneducatorcanquicklygaugelearners’understandingofagiventopic.Itcanalsobeusedasacheckofunderstanding.Process:Witheveryoneencouragedtoparticipate,learnersindividuallywritedownanswersorresponsestoaquestionaspromptedbytheeducator.Learnersthen“whip”aroundtheclassroomastheysharetheirresponseswiththeclassbeingcarefultopayattentionsoasnottorepeataresponsefromanotherlearner.100%LearningFrameworkConnection:EnvironmentProfessionalLearningFocusConnection:RespondingtoLearnersPurpose:100%isastrategyinwhichtheeducatordoesnotproceedtothenextactivityuntiltheentireclassisattentive.Thiscreatesanenvironmentofhighexpectationsanddoesnotallowanyonelearnertobelabeledas"bad"or"good".Theeducatorwillmoveonwhenhe/shehas100%oftheclassesfocus.Process:Atthebeginningoftheyear,theeducatorworkswiththelearnerstocreateasignalthatwillbeusedtogaintheirfullattentionwhenneeded.Whenneeded,theeducatorwillgivethesignaltofocusthelearnersandeliminateasmanydistractionsaspossible.PossibleAlternatives:GiveMeFive


3-2-1LearningFrameworkConnection:AssessmentProfessionalLearningFocusConnection:AssessmentPurpose:Learnerswillreflect,organizetheirthoughtsandprioritizeideas.Itisanopportunitytogivelearnersachancetosummarizekeyideas,focusonconceptstheyaremostinterestedinandposequestionsthatcanrevealwheretheirunderstandingisstilluncertain.Process:Whilereading,orattheendofalesson,learnerslistthreethingstheylearned,twoquestionsorwondersandonepersonalconnection.Canbesharedorcollected.Withreading(ontheline,betweenthelineandbeyond)3-Righttherequestions2-Thinkandsearchquestions1-AuthorandmequestionsthatgobeyondthetextTechnologyConnection:posttoblog,Today'sMeet,LinoitPossibleAlternatives:On,Between,Beyond

the learning frameworkcisd learning framework-july 2016 page 3 chapter 1: environment “our...

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