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Navigating Launch Learning Modules

The Launch Learning Modules are meant to be open and accessible as asynchronous experiences. As an agent of your own professional learning and development, you may engage with the content based on your own interests and contexts.

GO TEAM!

While Learning Modules are designed for self-paced learning, they are also designed for a team-based approach.

Collaborate and Discuss ideas! Share practices!

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Learning Cycles

LEARN

What will be the focus for learning?
Who is/are the learners?
What resources (people, readings, videos, etc) will be needed?

APPLY

What are the action steps?
What is the timeframe and frequency of effort?
What data (learner evidence) will be collected?

REFLECT

What impact on student learning was observed?
What did I/we learn?
Where were my/our challenges?
How might this learning move us toward achieving our vision?

REVISE/EXTEND

What might we revise for greater student success and next steps?
How might we extend our learning for next steps?

How will we save/share our learning cycle log?
Who/how will we share our learning with?

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To put it simply, a learning progression is composed of the instructional building blocks for students to demonstrate mastery of content

over time.

Hess, 2018

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Common Misconceptions of Progressions

Students can use/understand progressions built using standards only

Once progressions are complete… they are done!

Every single standard should have a corresponding progression

An assessment (test) should be written for each step on the progression

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Not all Standards are Created Equal...

Give yourself permission and say, “I don’t need to do this with every standard.”

It is important while you work through this process to choose standards that students have to master to reach high levels of learning for the next grade.

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Identify the standards and learning progressions.

Within your unit, identify the critical standards/indicators that students must know and be able to do.

Determine the learning progressions. What comes before the critical standards? What comes after?

Include the learner “I can” statement. This will support student ownership and goal-setting!

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A Sample Structure for Progression Development

Critical or Priority Standard/Indicator
Emerging	Developing	Proficient/Mastery	Extending
Building Block standard/indicator	Building block standard/indicator	Grade level standard/indicator	Next level Standard/indicator OR Deeper learning/DOK of grade-level standard/indicator
I Can Statements

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Reading Literary Text/Informational Text 1.4.1: Read grade-level texts with purpose and understanding.
EMERGING	DEVELOPING	PROFICIENT/ MASTERY	EXTENDING
K4.LDC-9o Demonstrate an understanding of some basic print conventions (the concept of what a letter is, the concept of words, directionality of print).	RL/RI K.4.1 Read emergent-reader texts with purpose and understanding.	RL/RI.1.4.1 Read grade-level texts with purpose and understanding.	RL/RI 2.4.1 Read grade-level texts with purpose and understanding.
I can tell the difference between a letter and word. I can follow print from left to right	I can read early reading texts with purpose and understanding.	I can read grade level texts with purpose and understanding	I can read grade level texts with purpose and understanding.

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Mathematics Number Sense 7.NS.1 I can extend prior knowledge of operations with positive rational numbers to add and to subtract all rational numbers and represent the sum difference on a number line.
EMERGING	DEVELOPING	PROFICIENT/ MASTERY	EXTENDING
5.G.2 Plot and interpret points in the first quadrant of the coordinate plane to represent real world and mathematical situations.	6.NS.5 Understand that the positive and negative representations of a number are opposites in direction and value. Use integers to represent quantities in real-world situations and explain the meaning of zero in each situation. Critical 6.NS.5a. Understand the concept of opposite numbers, including zero, and their relative locations on the number line.	7.NS.1 Extend prior knowledge of operations with positive rational numbers to add and to subtract all rational numbers and represent the sum or difference on a number line.	Extend prior knowledge of operations with positive rational numbers to add and to subtract all rational numbers and represent the sum or difference on a number line Supplementary
I can draw a number line to show both positive and negative numbers.	I can locate and plot positive and negative numbers on a vertical and horizontal number line. I can use integers to represent quantities real-world situations.	I can use models to add and subtract integers.	I can add integers and rational numbers.

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Learning Cycles

LEARN

What will be the focus for learning?
Who is/are the learners?
What resources (people, readings, videos, etc) will be needed?

APPLY

What are the action steps?
What is the timeframe and frequency of effort?
What data (learner evidence) will be collected?

REFLECT

What impact on student learning was observed?
What did I/we learn?
Where were my/our challenges?
How might this learning move us toward achieving our vision?

REVISE/EXTEND

What might we revise for greater student success and next steps?
How might we extend our learning for next steps?

How will we save/share our learning cycle log?
Who/how will we share our learning with?

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After Learning and Applying

Take time to Reflect, which will then lead to Revise/Extend and Share in the Learning Cycle.

Your District KnowledgeWorks coach will work with you and your team to support you in implementation of PCBL practices!

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