Element | What it means (fill out on 5/12) | Examples (add links here) |
Standards-guided learning | Simply put, the standards define the key skills and concepts. In addition, students can identify how the work their are doing connects to a specific standard(s). | Spanish 2 UbDs written for students https://drive.google.com/a/elmbrookschools.org/file/d/0B-_WPdLKWJ9DbWh4OFBVcHN6V28/view?usp=sharing |
Personal learning goals | Students craft their own goals. These goals are aligned to standards. Students are able to plan how to achieve these goals and track progress towards these goals. | |
Learner voice | Students are able to be “heard”. They play a role in designing what their learning experience looks like. The ideas of learners are heard. | |
Learner choice | Students are given variety of choices in terms of the how of their learning experience. This ranges from strategies to environment. The process of making choices and reflecting on the results is a learning process in itself. | |
Multiple instructional methods and modes | Learners have different strengths and challenges when accessing and engaging with content and skills. Allowing students to experience different methods and modes of instruction allows students to identify challenges they face while finding modes which removing unintended obstacles. | Multiple instructional methods lesson plan |
Cultural responsiveness | Taking into account aspects of student’s daily lives to make curriculum more accessible. Think about this as making content “student-friendly”. But to do this, educators need to know who each of their students are outside of the classroom and what experiences they enter the classroom with. | 3 Tips to Make Any Lesson More Culturally Responsive (and it’s not what you think!) |
Rapid-cycle feedback | Feedback has to be prompt, purposeful, timely, reflective and support learning so as to enhance the student learning. | 53 Ways to Check for Understanding |
Customized responsive instruction | Determining instructional needs of individuals rather than presenting one form of instruction for all. Responsive instructions meets the specific needs of the individual rather than assuming all learners are in the same place at the same time. Formative assessments help drive instruction for each student. | |
Assessments for/of/as learning | Assessment for learning is formative and carried out throughout an instructional unit. Assessment of learning is summative assessment which usually occurs at the end of an instructional unit. Assessment as learning allows students to deepen their understanding of content/skills while demonstrating mastery. | |
Progression toward deeper learning | Deep learning asks learners to use their learning in situations where they analyze, evaluate, and create. Think higher order Bloom’s Taxonomy. Learners are asked to produce and demonstrate. Learners become creators of content rather than simply consumers of content. |