CISD Learning Framework

The Learning Framework

The Learning Framework provides common language regarding our beliefs for learning in Coppell ISD. This dynamic document serves as an anchor for the essential components of the why, how, and what of authentic education. Sections/Components 1. Learner/Educator 2. Environment 3. Curriculum Design 4. Learning Design 5. Assessment
Descriptor Defines the why of the section/component Strategies Provides the how to realize the descriptor Supporting Tools Provide the what to support the strategies of that
particular component

Resources Provides bibliography of print and other media resources that

were used in the crafting of the Learning Framework

Note: The following notation will be used to reference the Article and Premise that are described in Creating a New Vision for Public Education.
(Article III a-m)

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1.

Learner / Educator

Descriptor:
Every learner is an educator. Every educator is a learner.

Learner Learners are diverse individuals bringing with them prior experiences, skills and mental models that influence beliefs, emotions and prejudices as they continuously construct meaning. Desiring to grow in knowledge and skill, learners question, reflect and use the language of thinking. With an innate sense of curiosity, learners wonder, dream, imagine and create. Learners advocate for their own understanding. Educator Educators facilitate learning. Through the language of thinking and the use of questioning, educators design learner-centered experiences based on the constructivist theory. Educators monitor learner progress and provide specific feedback. Educators model the construction of knowledge, skills, practices and dispositions as they actively engage in learning. Educators communicate clearly and hold high expectations for every learner.

Educator Strategies
1. Assessing and Providing Feedback (Article III a-m) Effective feedback is essential for learner success. Effective feedback is accurate, fair, specific and timely. Feedback must: be an accurate representation of what learners have and have not learned be free of bias or judgment specify how the work compares with the targeted standard or model be given with sufficient timeliness to influence performance.

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2.

Using Brain-Based Strategies (Article I a, c; Article II d, e, f) Brain-based research for teaching supports mechanisms of human learning based on the following premises: Learning changes the physical structure of the brain. Structural changes alter the functional organization of the brain; learning organizes and reorganizes the brain. Different parts of the brain may be ready to learn at different times. Brain development and psychological development involve continuous interactions between a learner and the external environment. Educators embrace the belief that there is no limit to the skills any learner can acquire with practice (constructivism).

3.

Planning for Cognitive Rigor (Article ____) Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace. Alignment of instruction and assessment with standards/objectives that are at those levels of cognitive complexity is a critical part of increasing rigor in schools.

4.

Embracing Diversity through Culturally Relevant Teaching (Article Id, h;

Article II d, e)

Educators reach and teach all learners well regardless of cultural factors. Our past experiences, prejudices and preferences influence the lens through which we view the world. Educators create environments and design learning experiences which capitalize on diversity (race, ethnicity, socio-economic status, gender) and use it as an asset to the learning community.

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5.

Operating within a Growth Mindset (Article II d) A growth mindset is based on the belief that ones qualities, including intelligence, are things that can be cultivated through effort. It is the belief that a persons true potential is unknowable and his future accomplishments cannot predicted. Great educators set high standards for all learners equip learners with the skills and understandings needed in order to reach these standards provide a safe nurturing learning environment in which learners can construct their own meaning

6.

Leading Leaders mobilize and energize others. Leaders, both formal and informal, possess skills and dispositions that influence others to improve individual and group performance. Leadership skills include the ability to:
use evidence and data in decision making recognize an opportunity and take initiative mobilize people around a common purpose marshal resources to take action monitor progress and adjust the approach as conditions change sustain the commitment of others and anticipate negativity contribute to the learning organization

Leaders possess the following dispositions:

deep commit to learning optimism and enthusiasm open-minded and humble courage and willingness to take risks confidence and decisiveness tolerance of ambiguity creativity and flexibility perseverance willingness to work hard

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7.

Teaching Responsively (Article II k) The goal of teaching is successful learning. Responsive teaching means that an educator establishes a positive relationship with each learner in order to understand the background experiences, learning preferences, interests, culture and supports needed to ensure successful learning. Just as all learners are not the same; a one-size-fits-all approach does not meet the needs of all learners. Responsive educators
teach in multiple ways incorporate content literacy strategies design engaging lessons facilitate inquiry differentiate make the content relevant provide specific corrective feedback incorporate high level questioning strategies maintain high expectations for all learners and provide the support needed to help all achieve

8.

Teaching for Understanding and Mastery (Article II l) Unlike facts which can be memorized and skills which can be improved through drill and practice, coming to an understanding of the big ideas within a course requires students to construct meaning for themselves. To support this meaning-making, educators are expected to: stimulate thought show examples and non-examples ask probing questions require explanations and justification use essential questions to connect the content to broader disciplinary and interdisciplinary concepts and ideas Methods such as project-based learning, scientific experimentation, historical investigation, Socratic seminars, research projects, concept attainment, simulations, debates, problem solving, and producing authentic products and performances are effective in helping learners to make meaning.

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Learner Strategies
1. Operating within a Growth Mindset (Article II d) A growth mindset is based on the belief that ones qualities, including intelligence, are things that can be cultivated through effort. It is the belief that a persons true potential is unknowable and his future accomplishments cannot be foreseen or predicted. This belief creates a passion for learning and drives the learner to persist through challenges. Learners with a growth mindset seek new opportunities for learning and growth daily.

2.

Employing Habits of Mind (Article II l) Professor Art Costa defined 16 thinking dispositions that are displayed by intelligent people when confronted with problems for which the solutions are not immediately apparent. These habits of mind incline learners to adopt thinking tools and strategies

. Persisting - seeing a task through to completion and staying focused Managing impulsivity - thinking before acting; remaining calm, thoughtful and deliberate Listening with understanding and empathy - seeking to understand others Thinking flexibly - changing perspectives, generating alternatives, considering options Metacognition - being aware of ones own thoughts, strategies, feelings and actions Striving for greater accuracy and precision - desiring exactness, fidelity and craftsmanship Questioning and problem solving - considering what data are needed and choosing strategies for collecting those data; finding problems to solve

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Applying past knowledge to new situations - accessing prior knowledge, transferring that knowledge Thinking and communicating with clarity and precision - striving for accurate communication in both written and oral form; avoiding overgeneralizations, distortions and deletions Gathering data through all senses - using all sensory pathways to gather data Creating, imagining, innovating - trying a different way, generating novel ideas, seeking originality Responding with wonderment and awe - being intrigued by the worlds phenomena and beauty Taking responsible risks - venturing out; living on the edge of ones competence Finding humor - looking at the whimsical, incongruous, and unexpected in life Thinking interdependently - truly working with and learning from others in reciprocal situations Remaining open to continuous learning - learning from experiences; admitting when one doesnt know; resisting complacency

3.

Self-Determination and Self-Advocacy (Article III j) Learners, propelled by their creativity, drive their educational path and pursuits. (self-determination) Internal knowledge of personal interests, passions, and strengths are used by the learner to mobilize and energize themselves as well as others. This knowledge and awareness produces the ability to advocate for resources necessary to customize and personalize a plan for success (self-advocacy). The learner, who self-determines, selfadvocates.

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Supporting Tools
Assessing and Providing Feedback Self-Determination and Self-Advocacy Page 9 Responsive Teaching Teaching for Understanding and Mastery Culturally Relevant Teaching Brain Compatible Environment Growth Mindset

Print Resources

Elements of Grading Science Formative Assessment: 75 practical strategies Multiple Intelligences in the Classroom How People Learn Different Brains, Different Learners Teaching with Poverty in Mind Teaching with the Brain in Mind. Worksheets Dont Grow Dendrites A Whole New Mind: Educating the Human Brain Research-based Strategies to Ignite Student Learning How to Teach Students Who Dont Look Like You What Is It About Me You Cant Teach Mindset:

X X X X X X X X X X X X X X X X

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Habits of Mind

Leadership

Assessing and Providing Feedback

Print Resources

Teacher Leadership That Strengthens Professional Practice Leading in a Culture of Change How to Thrive as a Teacher Leader. The Constructivist Leader Leading Through Quality Questioning Integrating Differentiated Instruction and Understanding By Design When Teaching Gets Tough When Teaching Gets Tough Triple SSS Curriculum Designing for Learning The Highly Engaged Classroom Understanding by Design Quality Questioning Thinking Through Quality Questioning Discovering and Exploring Habits of Mind Teaching Self-Determination to Students with Disabilities

X X X X X X X X X X X X X X X X X X

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Self-Determination and Self-Advocacy

Responsive Teaching

Teaching for Understanding and Mastery

Culturally Relevant Teaching

Brain Compatible Environment

Growth Mindset

Habits of Mind

Leadership

Assessing and Providing Feedback

Workshops

Effective Feedback How Do You Know What They Know? Formative Assessment in the Science classroom Digital Formative Assessment Cafe - Comprehension, Accuracy, Fluency, and Expanding Vocabulary

X X X X X X X X X X X

Teaching with Poverty in Mind Eric Jensen Worksheets Dont Grow Dendrites: 20 Instructional Strategies to Engage the Brain Marcia Tate How to Teach Students Who Dont Look Like You - Bonnie Davis Framework for Understanding Poverty - Ruby Payne Bridges out of Poverty - Ruby Payne What is it About Me You Cant Teach - Eleanor Renee Rodriguez

The Constructivist Leader

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Self-Determination and Self-Advocacy

Responsive Teaching

Teaching for Understanding and Mastery

Culturally Relevant Teaching

Brain Compatible Environment

Growth Mindset

Habits of Mind

Leadership

Assessing and Providing Feedback

Workshops

Coppell Leadership Academy for Professional Educators Aspiring Administrators Academy Thinking Maps: A Language for Leadership Content Area Cadres

X X X X X X X X X X X X

Twitter as a Professional Learning Network Differentiated Learning using Thinking Maps Differentiating Instruction Bertie Kingore

Digging Deeper into Differentiation Gifted Education Training Creativity and Problem Solving - Joyce Juntune

Practical Strategies for Dealing with Bullying

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Self-Determination and Self-Advocacy

Responsive Teaching

Teaching for Understanding and Mastery

Culturally Relevant Teaching

Brain Compatible Environment

Growth Mindset

Habits of Mind

Leadership

Assessing and Providing Feedback

Workshops

Designing Learning: A Constructivist Approach

X X X X X X X X X X X

Facilitating Learning in The Highly Engaged Classroom Kagan Cooperative Learning Strategies Quality Questioning Thinking Through Quality Questioning Leading Through Quality Questioning Shooting for the STAARs: Critical Thinking in Mathematics Engaging Through Inquiry and the 5 Es

Self-Determination & Transition Planning for Middle School Self-Determination & Transition Planning the Elementary Years
Putting the Pieces Together: Student interests/talents + student goals + student led conferences = student ownership and success!

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Self-Determination and Self-Advocacy

Responsive Teaching

Teaching for Understanding and Mastery

Culturally Relevant Teaching

Brain Compatible Environment

Growth Mindset

Habits of Mind

Leadership

2.

Environment

Descriptor:
For learning to occur, the learning environment must be safe environmentally, psychologically, sociologically and emotionally. A learner-centered environment is safe and cultivates a growth mindset and habits of work, mind and learning within academic, physical, virtual and social constructs.

Every educator has a responsibility to provide a safe and healthy learning environment for his or her learners. The following five strategies provide a framework for establishing such an environment.

Strategies:
1. Academic/Learning (Article I a, h; Article V h) Create a constructivist learning environment Learners gradually construct their own meaning Educators facilitate rigorous learning Educators build in reflection time to make meaning Educators design experiences and investigations in which learners can develop understandings of concepts through their own experiences Educators encourage differences of opinion and use them as potential solutions to problems Learners and educators collaborate to determine how learning is demonstrated and assessed Educators capitalize on learners interest to make learning relevant PLCs Curriculum Model

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2.

Physical/Virtual (Article I b, c, e, f, g) Design Flexible Classroom/Virtual Spaces Educators ensure the academic physical, emotional/social safety of all learners Educators and learners ensure that classrooms and common spaces are clean, attractive and maintained with pride Physical/virtual classrooms include flexible use of space, technology, materials and time Educators purposefully display learner work in classrooms, common spaces and/or virtual environment rather than just commercial posters and signs Educators provide equitable access to quality learning tools and resources for all Educators ensure classroom procedures and routines are clear to learners

3.

Social/Emotional (Article I g, h) Build appropriate and positive relationships

Educators create a non-threatening environment, conducive to risk taking, which is absent of threat, real or perceived Educators communicate high expectations for all Educators make a strong effort to interact in a positive way with each learner each day Educators treat others with respect and dignity Educators and learners celebrate the successes of others Educators provide frequent positive feedback for effective effort, individualized achievement, and improvement of learning and/or social behavior Educators design natural and logical consequences that are not academically punitive Learner misbehavior is treated as a learning opportunity for both students and teachers Educators probe for causes of misbehavior or conflict, and consequences are logical, consistent and clearly communicated. Educators allow learners to collaborate with others before sharing with whole group Educators collaboratively set classroom norms with learners that foster character development and academic success Educators give each individual equal time to express an opinion or share an idea

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4.

Community (Article I d, g, i) Engage families and the community in the life of the school

Educators establish a pattern of positive, regular communication with families and community members Educators embrace and respect the cultures, backgrounds, and values of their learners families Educators provide a variety of ways for families and community members to participate in the school community Educators help families gain cultural capital - the skills to negotiate the education system and knowledge of the norms of behavior that govern schools

5.

Support Structures (Article V e, l) Provide social systems that support teachers within the district

District provides systems of support for teacher efficacy District responds to the unique needs of novice, experienced, master and struggling teachers District creates a system-wide culture of collaboration and engagement District provides professional development system that provides teachers with capacity building related to facilitating and mediating meaningful learning for all District is committed to supporting the design of flexible learning spaces

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Supporting Tools
Community AcademicLearning Support Structures SocialEmotional PhysicalVirtual

Program/Event

Great Expectations PBIS CHAMPS Quantum Learning R-Time Negotiate Love and Logic iLEAD PTSO Parent Plug In Intervention Services DEIC Parent/Community Outreach CISD Cable channel CARE Program SHAC

X X X X

X X X X

X X X X X X

X X X X X X

X X X X

X X X X X X

X X X X

X X X X X X

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Community

AcademicLearning

Program/Event

Constructivist Book Study SIOP Daily 5 Student Satisfaction Survey Daggett Gold Seal Lessons Student Led Conferences/ARDS Managing Collaboration in the PBL Environment Practical Strategies for Dealing with Bullying Cyber-Bullying Kagan Cooperative Learning Strategies

X X X

X X

X X

X X X X X X X X X X X X X X X X X X X X X

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Support Structures

SocialEmotional

PhysicalVirtual

X X X

3.

Curriculum Design

Descriptor:
Curriculum is the what and the why that inform instructional design and assessment. It is comprised of standards and learning outcomes along with interdisciplinary and disciplinary concepts and skills that define what learners should know, understand, and be able to do. Curriculum provides essential guidance as educators design paths of learning experiences grounded in a Pre-K-12 vision.

Curriculum should inspire creative problem-solving that supports intervention as well as enrichment opportunities for all diverse learners. Curriculum is spiraling and should constantly be readjusted and revisited to meet the needs of all learners at different levels of development. Curriculum is inherently linked to assessment and instruction. Well-designed curriculum begins with the end in mind and is responsive to the learners needs toward common standards and learning outcomes.

Standards & Learning Outcomes

Standards are identified student expectations of learning which state what learners should know and be able to do. They are often presented in a grade level and content area format. Learning outcomes are identified targets that are not included in the standards for the required curriculum, yet they are crucial for preparing learners for success and should be embedded in every content area. These outcomes include the thinking, interaction, and other soft skills learners need to develop.

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Standards:

Texas Essential Knowledge and Skills (TEKS) are the state standards for students should know and be able to do. The TEKS are required curriculum in PreK-12. http://www.tea.state.tx.us/index2.aspx?id=6148 College and Career Readiness Standards (CCRS) are core content and cross-disciplinary standards focusing on strong foundational knowledge and intellectual skills necessary for success in postsecondary education and the workforce. The CCRS are required curriculum in grades 9-12. http://www.thecb.state.tx.us/collegereadiness/crs.pdf English Language Proficiency Standards (ELPS) provide English language proficiency level descriptors and student expectations for English language learners. The ELPS are required curriculum in K-12. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 CISD Technology Proficiency Standards (TPS) are a developmentally appropriate, vertically aligned blend of TEKS and CISD standards for technology proficiency. (Link added summer 2012) New Elem TEKS K-2: http://bit.ly/tTEKSK2 New Elem TEKS 3-5: http://bit.ly/tTEKS3-5 Middle School TEKS: http://bit.ly/tTEKS6-8 Middle School TEKS for TPA: http://bit.ly/msTEKStpa Advanced Placement (AP) Standards are standards identified by the College Board for all AP courses. http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html International Baccalaureate (IB) Standards are internationally accepted standards used for students enrolled in the IB Diploma Programme. http://www.ibo.org/diploma/curriculum/

District Work to Support Campuses: The district supplies a curriculum management system that provides:

and communicates access to the entire set of expected learning standards for learners, educators, district staff, parents, and the community (Article II e) access to the learning standards and curricular/instructional guidance for all educators and instructional leaders (Article II k) support documents that give clear guidance regarding flexibility in the pacing, access, and entry points to curriculum mastery (Article V k)
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policies that clearly outline curricular requirements, clarifying the what of learning (required learning standards) (Article V k)

Supporting Tools
Support CISD Curriculum Design template Purpose
A year-long sequence of curricular nonnegotiables: Enduring Understanding or Framing Question Essential Questions Standards What students should Know, Understand, & be able to Do (KUD) Learning Outcomes

Status
Projected for Fall 2012: K-12 Science 9-12 ELAR 9-12 Math K-12 Social Studies 9-12 Spanish & French

CISD Learning Outcomes

(Article II c, f)

While identifying learning outcomes is a campusbased practice, CISD has provided access to learning outcomes & rubrics already identified at campuses within the district as an initial resource to provide campuses a starting point. Other Sources for Learning Outcomes:
21st Century Fluency Project: http://www.fluency21.com/ Partnership for 21st Century Skills: www.p21.org Seven Survival Skills: http://www.tonywagner.com/7survival-skills

Available as of August 1, 2012

https://sites.google.com/a/g.coppellisd.com/level1pbl/studentlearning-outcomes

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Macro & Micro Concept Chart

Projected completion Summer 2013 Macro: concepts that are interdisciplinary; therefore, they are used to link & develop BIG IDEA understanding across contents. Micro: concepts that are subject-specific--the BIG IDEAS of an area of study; therefore, they are used to develop deeper understanding of that particular content. Subject-specific vertical In progress or under revision during 2012-2013 alignment of concepts, strands, and/or skills available to support scaffolded and enriched instruction. A one-page overview of each course. In progress or under revision during 2012-2013

Vertical Support Documents

Year-at-aGlance

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4.

Learning Design

Descriptor
Educators design learner-centered experiences and facilitate the learners conceptual development and deep understandings, as they construct meaning of their world.

Inquiry-based instruction is a learner-centered and educator-guided instructional approach that engages learners in investigating authentic questions that they choose within a broad thematic framework. Both unit design and interdisciplinary strategies are driven by inquiry.

1.

Unit Design The following three design models support inquiry based instruction, which is aligned with the CISD vision for learners and learning. In order to support educators in their shift in pedagogy, a general understanding about inquiry instruction is necessary. Inquiry based instruction correlates with Article II a-l, with the exception of d Understanding by Design Project-Based Learning Interdisciplinary Strategies for the CISD Instructional Design Framework Educators employ a variety of instructional strategies to meet the needs of their diverse learners. Many considerations should be made through the design process including, but not limited to, instructional objective, learner preferences, environment, etc.

2.

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3.

Inquiry Inquiry-based instruction is a learner-centered and educator-guided instructional approach that engages learners in investigating authentic questions that they choose within a broad thematic framework. Inquiry-based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of learners in a way that connects with their interests. Learners acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible. Inquiry-based learning places learners at the helm of the learning process and educators in the role of learning facilitator or coach. Learners become actively involved in the learning process as they:

act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions

Questioning is the heart of inquiry learning. Learners must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the PROCESS OF THINKING as this applies to learner interaction with issues, data, topics, concepts, materials, and problems. Divergent thinking is encouraged and nurtured as learners recognize that questions often have more than one good or correct answer. Such thinking leads in many instances to elaboration of further questions. In this way learners come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses.

Deductive Inquiry The focus in deductive inquiry is in moving learners from a generalized principle to specific instances that may be subsumed logically within generalizations. The process of testing generalized assumptions, applying them, and exploring the relationships between specific elements is stressed. The educator/facilitator coordinates the information and presents important principles, themes, or hypotheses. Learners are actively engaged in testing generalizations, gathering information, and applying it to specific examples. Deductive inquiry is based upon the logical assimilation and processing of information.

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Inductive Inquiry The information-seeking process of the inductive inquiry method helps learners to establish facts, determine relevant questions, develop ways to pursue these questions, and build explanations. Learners are invited to develop and support their own hypotheses. Through inductive inquiry, learners experience the thought processes which require them to move from specific facts and observations to inferences. To help learners accomplish this, the educator/facilitator selects a set of events or materials for the lesson. The learner reacts and attempts to construct a meaningful pattern based on personal observations and the observations of others. Learners generally have some kind of theoretical frame when they begin inductive inquiry. The educator/facilitator encourages students to share their thoughts so the entire class can benefit from individual insights.

The Benefits of Inquiry-Based Instruction

1. 2. 3. 4.

teaches problem-solving, critical thinking, and disciplinary content promotes the transfer of concepts to new problem questions teaches learners how to learn and builds self-directed learning skills develops learner ownership of their inquiry and enhances student interest in the subject matter

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Supporting Tools
1. Understanding by Design The UbD Model of instruction is a tool used for educational planning focused on teaching for understanding. The emphasis is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. This model promotes students deep understanding of concepts. UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have selfknowledge about a given topic. Explain Sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and ideas. When assessing, we look for good explanations from students, calling upon them to reveal their understanding by using such verbs as support, justify, generalize, predict, verify, prove, and substantiate. Use assessments such as performance tasks, projects, prompts, and tests, that ask learners to provide an explanation on their own, not simply recall; to link specific facts with larger ideas and justify the connections; to show their work, not just give an answer; and to support their conclusions. The object of interpretation is meaning, not merely a plausible account. The meanings and patterns we ascribe to all events, data, or experiences transform our understanding and perception of particular facts. Learners must make their own meaning as interpretations are contextual and specific to the individual, as individuals apply their own experiences within their interpretation. Therefore, their understandings are built from the inside. Learners should receive feedback necessary to force continual testing and revision of those accounts, with the educator facilitating deeper understandings.

Interpret

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Apply

Application is about using knowledge effectively in new situations and diverse, realistic contexts; therefore, it is about understanding. Understanding involves matching our ideas, knowledge, and actions to context. Application of understanding is thus a context-dependent skill, requiring the use of new problems and diverse situations in assessment. The problems we develop for learners should be as close as possible to the situation in which a scholar, artist, engineer, or other professionals attacks such problems. Critical and insightful points of view. Involves making tacit assumptions and implications explicit. Learners with perspective expose questionable and unexamined assumptions, conclusions, and implications. Learner perspective may be revealed through an ability to ask, What of it? and to see an answer. With mature perspective as an aspect of understanding, learners grasp how ideas look from multiple points of view. We see perspective from a critical distance, to detach ourselves in order to see more objectively. To understand by having the ability to get inside another persons feelings and worldview; to walk in another persons shoes, to escape ones own responses and reactions so as to grasp another persons feelings and worldview. With empathy, we see from inside the persons worldview; walk in their shoes; and fully embrace the insights that come with engagement. The wisdom to know ones ignorance and how ones patterns of thought and action inform as well as prejudice understanding. Our ability to self-assess and self-regulate reflects understanding. Metacognition refers to self-knowledge about how we think and why, and the relation between our preferred methods of learning and our understanding (or lack of it). Self-knowledge is a key facet of understanding because it demands that we self-consciously question our ways of seeing the world if we are to become more understanding and better able to see beyond our selves.

Perspective

Empathize

Selfknowledge

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2.

Project Based Learning Project Based Learning is a systematic method of instruction that engages learners in learning important knowledge and 21st century skills through an extended, learner-influenced inquiry process structured around complex, authentic questions and carefully design products and learning tasks. The PBL protocol includes an entry event or launch, know-need to knows, social contract, scaffolding/workshops, product/skill rubric. These processes are not in a hierarchical order but should be included in ALL projects to ensure fidelity to the model. A project without a Driving Question is like an essay without a thesis. A Driving Question organizes all the various activities in a project by stating its purpose. It captures the heart of the project in clear and compelling language, giving them a springboard and direction. As the facilitator of PBL, it helps you maintain consistency, guiding you in planning the lessons, resources, and activities that will help your learners answer it. The following 3 questions will assist you in developing a quality Driving Question.
1. Will my learners understand it? Will they find it interesting? 2. Does it require in-depth inquiry and higher-level thinking to answer it? Is it open-ended-are there several possible right answers or ways to do the task? 3. To answer it, will my learners need to learn the important content and skills Ive targeted?

Driving Question

Entry Event

The entry event, or project launch, should be designed to grab the hearts and minds of your learners. This experience should get your learners attention, lead them to ask question, or charge them to want to take further steps. An Entry Event has two basic purposes: to spark learner interest and curiosity, and to begin the inquiry process by leading learners to ask questions.

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Know and The Know-Need to Know (K-NTK) list is a process used to facilitate Need to Know inquiry throughout the PBL experience. The K-NTK process should begin after the Entry Event and be used to capture the knowledge and experiences learners bring to the project as well as record what the learners feel they need to know in order to answer the Driving Question and produce the product, etc. The K-NTK process should be just that-A PROCESS. The list should be referred to often throughout the project allowing the learners to see how they are NTK become Knows as the project unfolds. The K-NTK list can be completed individually, by group, or as a whole class. It can be stored electronically, on sticky notes or posted on chart paper. This process is also a formative assessment used by the educator to determine what the learners know and what will need to be addressed throughout the project. Social Contract The Social Contract is a tool used by the learners to support collaboration as well as task management. There are various templates used for the Social Contract dependent on the design of the project, age of the learners, or specific collaboration objective by the educator. The Social Contract may address learners strengths and weakness, identify group norms and clearly state the process by which the learners will be warned for not following through with commitments identified in the social contract. Scaffolding and Workshops are designed by the educator to address the Need to Knows identified by the learners throughout the project. These events can be requested by the learner, identified as optional by the facilitator or whole-group. These experiences should be designed leveraging the Universal Strategies as mentioned below. In PBL, assess products and presentations with a set of clearly articulated, specific criteria. The rubric should include an assessment of the learning objectives (TEKS) as well as the 21st Century Skills as identified by the campus. A rubric should not just be a tool used summatively by the learners and educators but also formatively. A rubric is an essential tool for giving learners meaningful feedback and critique, so they can improve the quality of their work.

Scaffolding and Workshops

Rubric

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Strategies
Educators employ a variety of instructional strategies to meet the needs of their diverse learners. Many considerations should be made through the design process including, but not limited to, instructional objective, learner preferences, environment, etc. Digital Format Options Correlates with Article I a,b c, e, f Blended Learning -Blended learning refers to any time a student learns, at least in part, at a brick -and -mortar facility and through online delivery with student control over time, place, path or pace. http://www.knewton.com/blendedlearning/ Flipped Learning -The Flipped classroom inverts traditional teaching methods, delivering instruction online outside of class and moving homework into the classroom. http://www.knewton.com/flipped-classroom/ Questioning Correlates with Article II b, e Article III b, c, d, g, h, j, k, m Facilitation of Learning Strategies Correlates with Article II c, d, e Article III b, c, d Visual Tools for Constructing Knowledge Correlates to Article II b, d, e Article III b, e Questions help learners develop thought, insight, and deeper understandings of concepts. Questioning supports the all models of instructional design and is at the heart of good teaching. Questions are a powerful way of learning, relationship building, managing and coaching, avoiding misunderstandings, and persuading people. When designing learning experiences, educators should consider 4 Hats of Shared Leadership. Presenting, Facilitating, Consulting and Coaching are quadrants that should be considered in the facilitation of learning. Specific instructional strategies for the 4 Hats of Shared Leadership can be found at www.adaptiveschools.com. Thinking Maps -a visual language for thinking; increases the capacity of the members to meaningfully engage in dialogues about purpose. Learners construct meaning and understanding by connecting new ideas and experiences to existing ones. Thinking Maps facilitate instinctual patterning of information by providing visual representations of the thinking processes we use to transform information into knowledge. Includes a series of eight visual-verbal learning tools, each based on a fundamental thinking process.
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Maps included are: Circle map for defining in context and brainstorming; Bubble Map for describing; Double Bubble Map for comparing and contrasting; Tree map for classifying; Brace Map for part to whole relationships; Flow Map for sequencing; Multi-Flow Map for cause and effect; and a Bridge Map for seeing analogies. Graphic Organizers -a visual language for thinking and constructing knowledge.
http://www.google.com/url?q=http%3A%2F%2Faim.cast.org%2Flearn%2F historyarchive%2Fbackgroundpapers%2Fgraphic_organizers&sa=D&sntz =1&usg=AFQjCNFIOiuvcwYSFHG3_OYiUn19OduIQA

suggested definition to distinguish Graphic Organizers from Thinking Map: visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams. (from National Center on Accessible Instructional Materials http://aim.cast.org/learn/historyarchive/backgroundpapers/g raphic_organizers)

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5.

Assessment

Descriptor:
Assessments are a form of communication that provide effective feedback to ensure that learners, parents, and educators have a clear understanding of the learners progress. As learners master the knowledge, concepts and skills of the curriculum, a feedback loop is necessary to effectively monitor progress. Feedback from quality assessments informs multiple aspects of the learning process including differentiation of curriculum and instruction, mild or intensive interventions, and placement and matriculation decisions. To this end, assessment provides valid and reliable qualitative and quantitative data which improves the learning of each individual. The goal of the assessment program is to provide a balance between of learning assessments (summative) and for learning assessments (formative).

Strategies:
Assessment Design: Educators align and design assessments to standards, learning outcomes, and cognitive rigor of instruction to ensure that learners are meeting the expectations of the curriculum.

Educators adjust assignments and assessments to allow for additional opportunities to learn and reteach Educators provide opportunities for learner choice to drive how students demonstrate mastery Educators connect the way learners are assessed to the way they learn. Educators use learner goals, learning modalities, and learner choice when considering the design of assessments. Educators design performance tasks to measure deep understandings resulting from the curriculum and elements of cognitive rigor such as application of knowledge and skills to novel situations. Educators use quantitative and qualitative data to determine where the learner is, where the learner should be and how to move the learner forward on the learning continuum. Educators vary, evaluate and utilize assessments in meaningful ways. Educators and learners provide specific, accurate, fair and timely feedback regarding learner performance. Educators design assessments prior to instructional design. Educators align the cognitive rigor of the curriculum objective to the learning experience to the assessment of and for learning. Page 32

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Formative and Summative Assessment Design: The assessment process is ongoing. It is a spiraling, data driven practice that guides instruction. As such, formative and summative assessments need to have breadth, depth and cognitive rigor while promoting greater learning and growth through differentiated, yet respectful tasks. The assessment process is essential to achieve learner and educator accountability. In doing so, assessments are aligned and integrated with curriculum and include opportunities for learner self-reflection. Whether an assessment is formative or summative varies based on the perspective and purpose of the users of the data.

Formative Use of Assessment: Educators use assessment formatively for the improvement of learning and effectiveness of instruction. The formative assessment process is validated through the educators use of the data derived from the assessment. Educators and learners use the formative assessment process to:

Design customized learning experiences. Check for understanding, identify learning gaps and design interventions for individuals, small groups and whole group. Adjust, deepen and enrich learner understanding through specific, accurate, fair and timely feedback. Set goals for learning, monitor progress, and reflect upon performance for subsequent learning.

Summative Use of Assessments: Educators use assessment summatively for the measurement of learning and effectiveness of instruction. The summative assessment process evaluates and communicates performance at established times. Educators and learners use the summative assessment process to:

Validate mastery of standards Communicate learners strengths and weaknesses regarding mastery of the curriculum Report learner outcomes to stakeholders for annual state and federal accountability systems.

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Sample Assessments: Any of the following assessments could be formative or summative based on the purpose of the assessment:

Pre-Assessment Post-Assessment Observable data Teacher/Student conferences and/or conversations Question & Answers data State Assessment Portfolios Growth Model Assessments Progress Monitoring Performance Assessments Learner Inventories Learner Profiles Multiple Intelligences Student Choice Diagnostic Assessments Flexible Time Flexible Assessment Anecdotal records Journaling Parallel Assessments Rubrics Learner Designed Assessment

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Support Tools:
Assessment Aware

Purpose Aware is a tool that allows educators to:

Analyze TAKS data in a rich, interactive grid Create and share custom data views to focus on important issues for your district Develop easy-to-administer benchmark tests Print answer documents on plain paper and scan with inexpensive retail scanners Create a district bank of benchmark questions Build student personal graduation plans Deploy secure student forms for almost any purpose Create views of data for easy publishing to staff members Generate graphs automatically as you are interacting with your data Connect external data for analysis

DRA 2/EDL 2

DRA II is a reading assessment that measures the accuracy, fluency and comprehension of students. The development of the DRA2 was based on what educators and the extant research literature identified as being key characteristics and behaviors of good readers. The DRA2 is based upon a number of premises which were drawn from a variety of sources including the research literature concerning reading development and instruction. Science notebooks is a tool that can be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communications. Performance Series from Scantron is a computer-adaptive test that lets you quickly pinpoint the proficiency level of your students, across a range of subjects that correspond with the specific standards of your state. This provides for more accurate student placement; diagnosis of instructional needs, including instructional adjustments; and measurement of student gains across reporting periods.

Science Notebooking Performance Series

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Assessment Universal Screeners

Purpose Universal screening is a type of assessment that is characterized by the administration of quick, low-cost, repeatable testing of ageappropriate skills to all students. To determine the effectiveness of curriculum, instruction, and school organization, and to determine students level of proficiency in essential academic areas, schools administer screenings to all students, usually three times a year. Screening data are organized in a format that allows for the inspection of both group performance and individual student performance on specific skills.

CogAT

The Cognitive Abilities Test (CogAT) measures students learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal. Although its primary goal is to assess students reasoning abilities, CogAT can also provide predicted achievement scores when administered with The Iowa Tests (ITBS). While CogAT is well-suited to help educators make important student placement decisions, such as selecting students for Gifted and Talented programs, exclusive features such as the Ability Profile Score can be used to expand the educational opportunities of all students. Reasoning abilities have substantial correlations with learning and problem solving, both in and out of school. CoGAT's measurement of three different content domains ensures that educators receive a balanced view of the child. Cognitive processing measure of ability that is fair to minority children, effective for differential diagnosis, and related to intervention

SAT

The SAT is the most widely used standardized test for college admissions. The exam is created and administered by College Board. It covers three subject areas: critical reading, mathematics and writing. Students have 3 hours and 45 minutes to complete the exam. Each section is worth 800 points, so the highest possible score is 2400. The exam is offered seven times a year: January, March, May, June, October, November and December. The SAT is designed to measure critical thinking and problem solving skills that are essential for success in college. The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a standardized test administered by the College Board and National Merit Scholarship Corporation (NMSC). This test is offered by the College Board. The scores from the PSAT/NMSQT are used (with the permission of the student) to determine eligibility and qualification for the National Merit Scholarship Program.
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ACT

The ACT is a standardized test for high school achievement and college admissions. The Act has historically consisted of four tests: English, Mathematics, Reading and Science Reasoning. The EXPLORE test is administered to students as they enter high school. It identifies student aptitudes and helps high school administrators develop appropriate individual coursework and career planning programs. Also, it helps students identify their strengths and weaknesses as they enter a crucial period in their education. The EXPLORE test is administered during the course of the normal school day. It has four components: English, Mathematics, Reading, and Science. This test allows students to demonstrate mastery of the kindergarten curriculum. Students who have demonstrated exceptional abilities may be considered for enrollment in the first grade. This survey measures the level of student satisfaction in categories ranging from school climate to instructional engagement. The purpose of the survey is to garner student feedback on critical aspects of their secondary educational experiences. This test is designed to measure a students proficiency with technology. Students who demonstrate mastery of identified skills are exempt from the technology graduation requirement. CISD students may earn credit by examination either with or without prior instruction in the subject or grade level being tested. (EHDB & EHDC Legal) This policy provides acceleration by grade level at the elementary level (k-5) or course credit at the secondary level (6-12). Exam content is based on the Texas Essential Knowledge and Skills (TEKS). To view a list of available exams, please visit University of Texas Education Center. To view Credit by Exam review sheets, please visit University of Texas Credit by Exam Review Sheets. This inventory is designed to assess the word knowledge students bring to their reading and spelling. Students are not to study these words since that would invalidate the purpose of this inventory which is to find out what they truly know. In place of teacher/parent conferences, student led conferences are conferences conducted by students. Students are given an opportunity to share with their parents the learning their learning.

Explore

Kinder Acceleration Secondary Student Satisfaction Survey Technology Proficiency Assessment Credit By Exams (CBEs)

Spelling Inventories

Student Led Conference Protocol

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Bibliography and Resource List 1. Learner/Educator Resources

Brooks, G. & Brooks, J. (1999). Becoming a Constructivist Teacher. Alexandria, VA: ASCD. Bybee, Rodger W. 5E Model - The Biological Sciences Curriculum Study. http://www7.nationalacademies.org/bose/Bybee_21st%20Century_Paper.pdf The Adaptive School - A Sourcebook for Developing Collaborative Groups, 2nd Edition The Center for Adaptive Schools. www.adaptiveschools.com Bransford, John. D. (2004). How People Learn; National Academy Press, Washington D. C. Buck Institute for Education. (2003). Project-Based Learning Handbook: A guide to standards-based project-based learning for middle and high school. Novato, CA: Buck Institute for Education. Expeditionary Learning and Outward Bound (2011). Expeditionary Learning Core Practices: A Vision for Improving Schools. New York: Expeditionary Learning and Outward Bound. Fullan, Michael. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass. Gabriel, John G. (2005). How to Thrive as a Teacher Leader. Alexandria, VA: ASCD Hyerle, D. & Yeager, C. (2007). Thinking Maps: A Language for Learning - Cary, NC: Thinking Maps, Inc. www.thinkingmaps.com Jensen, Eric. (2003). Tools for Engagement: Managing emotional states for learner success. Thousand Oaks, CA: Corwin. Leahy, S., Lyon, C., Thompson, M. & Wiliam, D. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational Leadership, 63, 18-24. Morgan, N & Saxton, J. (2006). Asking Better Questions, 2nd edition. Ontario, Canada: Pembroke. Pink, Daniel. (2005). A Whole New Mind: Why right-brainers will rule the future. New York: The Berkley Publishing Group. Pink, Daniel. (2009). Drive: The surprising truth about what motivates you. New York: Penguin Group.

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Posner, M. I. & Rothbart, M. K. (2007). Educating the Human Brain. American Psychological Association. Richart, R., Church, M. & Morrison, K. (2011). Making Thinking Visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: JosseyBass. Rodriguez, Eleanor R. (2007) What Is It About Me You Cant Teach: An instructional guide for the urban educator, 2nd edition. Thousand Oaks, CA: Corwin Press. Rutherford, Paula. (2009). Why Didnt I Learn This in College?. Alexandria, VA: JustASK. Stronge, James H. (2007). Qualities of an Effective Teacher, 2nd edition. Alexandria, VA: ASCD. Turner, Ruth. (2008). Triple SSS Curriculum: Effective skills for struggling secondary students. Wehman, Paul. (2001). Life Beyond the Classroom: Transition strategies for young people with disabilities, 3rd edition. Baltimore, MA: Brookes Publishing Walsh, J & Sattes, B. (2010). Leading Through Quality Questioning: Creating capacity, commitment, and community. Thousand Oaks, California: Corwin Press. Walsh, J & Sattes, B. (2005). Quality Questioning: Research-based practice to engage every learner. Thousand Oaks, California: Corwin Press. Walsh, J & Sattes, B. (2011). Thinking Through Quality Questioning: Deepening student engagement. Thousand Oaks, CA: Corwin Press. Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IA: Solution Tree Press Wiggins G. & McTighe, J. (2005) Understanding by Design, Expanded 2nd edition. Alexandria, VA: ASCD. Wiggins G. & McTighe, J. (2011) Understanding by Design Guide to Creating High Quality Units. Alexandria, VA: ASCD. Zamuda, Allison. (2010). Breaking Free from the Myths about Teaching & Learning: Innovation as an engine for student success. Alexandria, VA: ASCD. Zemelman, S., Daniels, H. & Hyde, A. (2005). Best Practices: Todays standards for teaching and learning in Americas Schools. Portsmouth, NH: Heinemann.

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2. Environment Resources
Brooks, J. & Bonthron, S. (2011). Connecting service-learning to the curriculum. Claremont, CA: Community Works Press. Educase (1999-2012). Learning space design for the 21st century. Retrieved from: http://net.educause.edu/ir/library/pdf/NLI0446.pdf Expeditiary Learning (2011). Core practices: A vision for improving schools. Retrieved from: http://elschools.org/best-practices/category/core-practices. Fay, J. & Funk, D. (1995). Teaching with love & logic. Golden, CO: The Love and Logic Press Inc. Garrison, M.; Howard, L. & Sprick, R. (1998). CHAMPS: A proactive and positive approach to classroom management. Eugene, OR: Safe and Civil Schools. Hollar, C. (1991). Great expectations. Retrieved from: www.greatexpectations.org Jenson, E. (2000). Different brains, different learners: How to reach the hard to reach. San Diego, CA: The Brain Store. Jenson, E. (2006). Enriching the brain: How to maximize every learners potential. San Francisco, CA: John Wiley & Sons. Public Education Visioning Institute (2008). Creating a new vision for public education in Texas: A work in progress for conversation and further development. Austin, TX: Texas Association of School Administrators/Texas Leadership Council. Rutherford, Paula. (2009). Why Didnt I Learn This in College?. Alexandria, VA: JustASK. University of Queensland, Australia (2012). Next generation learning spaces. Retrieved from: http://www.uq.edu.au/nextgenerationlearningspace/

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3. Curriculum Resources
Burke, J. (2010). Whats the big idea? Portsmouth, NH: Heinemann. Drake, S. M. & Burns, R. C. (2004). Meeting standards through integrated curriculum. Alexandria, VA: ASCD. Erickson, H. L. (2007). Concept-based curriculum & instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. Jacob, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD. Littky, D. (2004). The big picture: Education is everyones business. Alexandria, VA: ASCD. Public Education Visioning Institute. (2008). Creating a new vision for public education. Austin, TX: Texas Association of School Administrators & Texas Leadership Center. Wagner, T. (2008). The global achievement gap. New York, NY: Basic Books. Wiggins G. & McTighe, J. (2005). Understanding by design, expanded 2nd edition. Alexandria, VA: ASCD. Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.

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4. Learning Design Resources

Wiggins G. & McTighe, J. (2005) Understanding by Design, Expanded 2nd edition. Alexandria, VA: ASCD. Wiggins G. & McTighe, J. (2011) Understanding by Design Guide to Creating High Quality Units. Alexandria, VA: ASCD. Parker, Diane. 2007. Planning for Inquiry: It's Not an Oxymoron! Urbana, IL: NCTE. Thomas, Douglas, and Thomas Seeley. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Indiana: CreateSpace, 2011. Print. Hyerle, D. & Yeager, C. (2007). Thinking Maps: A Language for Learning - Cary, NC: Thinking Maps, Inc. www.thinkingmaps.com Hattie, John. Visible Learning for Teachers: Maximizing Impact on Learning. Taylor and Francis, 2011. Print. Richart, R., Church, M. & Morrison, K. (2011). Making Thinking Visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: JosseyBass. Walsh, J & Sattes, B. (2010). Leading Through Quality Questioning: Creating capacity, commitment, and community. Thousand Oaks, California: Corwin Press. Walsh, J & Sattes, B. (2005). Quality Questioning: Research-based practice to engage every learner. Thousand Oaks, California: Corwin Press. Walsh, J & Sattes, B. (2011). Thinking Through Quality Questioning: Deepening student engagement. Thousand Oaks, CA: Corwin Press. American Association of School Libraries, First. Standards for the 21st-century learner in action. Chicago: Amer Library Assn, 2009. American Association of School Libraries, First. Standards for the twenty-first century learner. Chicago, Il: Amer Library Assn, 2009. Larmer, J. Pbl. starter kit. 1st. Novato, CA: Buck Institute for Education, 2009. Print. American Association of School Libraries, First Empowering Learners, Guidelines For School Library Media Programs. Chicago: American Association of School Librarians, 2009. Print. (n.d).Retrieved from http://www.greatbooks.org/programs-for-all-ages/junior.html (n.d.). Retrieved from http://fluency21.com/index.cfm

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5. Assessment Resources:
Rick Wormeli: Redos, Retakes, and Do-Overs, Part One: http://www.youtube.com/watch?v=TM-3PFfIfvI&feature=related: Rick Wormeli: Redos, Retakes, and Do-Overs, Part Two: http://www.youtube.com/watch?v=wgxvzEc0rvs&feature=related: Rick Wormeli: How Much Should Homework Count? http://www.youtube.com/watch?v=nMJ-vEl4WB8&feature=related: Interview with Rick Stiggins Chappuis, Jan. (2009). Seven Strategies of Assessment for Learning. Portland, OR: ETS Assessment Training Institute. http://www.learningforward.org/news/isd/stiggins202.cfm Hattie, J. and Timperley, H. (2007).The Power of Feedback. Review of Educational Research, 77(1), 81-112. Moore, Betsy and Todd Stanley. (2009). Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom. Eye on Education Popham, W.J. (2008). Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Reeves, Douglas. (2011). Elements of Grading: A Guide to Effective Practice. Bloomington, IN: Solution Tree Stiggins, R.J. (1999). Evaluating classroom assessment training in teacher education. Educatuional Measurement: Issues and Practice, 18 (1), 23-27. Stiggins, R.J., Arter, J., Chappuis, J. and Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right- Using it Well. Portland, OR: ETS Assessment Institute Stiggins, R.J. (2007). Assessment for Learning: A key to student motivation and learning. Phi Delta Kappa EDGE, 2(2), 19 pp.

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