TEACHER LEARNING ENVIRONMENT
Help teachers design curricula that fosters productive disciplinary engagement while
supporting the conventional literacies, numeracies, and academic knowledge for which
teachers are accountable.
Encourage teachers to reflect on their professional learning and practice without
overwhelming them, and provide support throughout the implementation process.
Practices within the Environment
Clearly communicate what we (don’t) know and how we know what we know
Guiding Principles
Knowledge shapes and �is shaped by participation
Learners must have strategies for interacting in a networked world
IUHS expands access to education beyond time �and space boundaries
Articulate what skills we possess and how to apply them in relevant ways
Develop and hone research strategies
Understand the historical, present, and future impact of content learned
Recognize academic import and practical application of course content
Utilize Internet, technological, & media tools to maximum capacity
Justify arguments & beliefs with relevant, reliable, & reasonable evidence
Build and sharpen information literacy skills
Learning Routines
identify, access, & use resources appropriately
exhibit accountability in accessing & sharing information
demonstrate authority in domains
problematize content-related issues
Expertise is unlocked
PDE, Engle (2002)
Design Features
Make reasonable demands on time, energy, & resources.
Practices within the Environment
Work and learn within the kinds of networked environments being created for students.
Guiding Principles
Encourage individual and collective agentic behavior in �participatory environments.
Promote adaptation �(rather than adoption) of pedagogical and curricular practices.
IUHS expands access to education beyond time and space boundaries
Seek & offer support throughout design and implementation.
Accommodate prevailing levels of student network access with modest levels of professional development.
Learning Routines
identify, access, & use resources appropriately
exhibit accountability in accessing & sharing information
demonstrate authority in domains
problematize content-related issues
Leverage networked technology to build and sustain an accessible, supportive learning community.
PDE, Engle (2002)
Design Features
Design curricula that fosters productive disciplinary engagement while supporting the conventional literacies, numeracies, and academic knowledge for which teachers are accountable.
Embed personal & collaborative reflection on professional learning in practice.
STUDENT LEARNING ENVIRONMENT
TEACHER LEARNING ENVIRONMENT
Help teachers design curricula that fosters productive disciplinary engagement while
supporting the conventional literacies, numeracies, and academic knowledge for which
teachers are accountable.
Encourage teachers to reflect on their professional learning and practice without
overwhelming them, and provide support throughout the implementation process.
Practices within the Environment
Guiding Principles
Learning Routines
Design Features
Work and learn within the kinds of networked environments being created for students.
Encourage individual and collective agentic behavior in �participatory environments.
problematize content-related issues
Promote adaptation �(rather than adoption) of pedagogical and curricular practices.
demonstrate authority in domains
Design curricula that fosters productive disciplinary engagement while supporting the conventional literacies, numeracies, and academic knowledge for which teachers are accountable.
Seek & offer support throughout design and implementation.
exhibit accountability in accessing & sharing information
Leverage networked technology to build and sustain an accessible, supportive learning community.
Embed personal & collaborative reflection on professional learning in practice.
Make reasonable demands on time, energy, & resources.
IUHS expands access to education beyond time and space boundaries
Accommodate prevailing levels of student network access with modest levels of professional development.
identify, access, & use resources appropriately
PDE, Engle (2002)
Learning Routines
Help teachers design curricula that fosters productive disciplinary engagement while
supporting the conventional literacies, numeracies, and academic knowledge for which
teachers are accountable.
Encourage teachers to reflect on their professional learning and practice without
overwhelming them, and provide support throughout the implementation process.
STUDENT LEARNING ENVIRONMENT
Practices within the Environment
Guiding Principles
Assignment Type & Design Features
Clearly communicate what we (don’t) know and how we know what we know
Knowledge shapes and �is shaped by participation
Articulate what skills we possess and how to apply them in relevant ways
problematize content-related issues
Explore & Connect
Recognize academic import and practical application of course content
Justify arguments & beliefs with relevant, reliable, & reasonable evidence
exhibit accountability in accessing & sharing information
Expertise is unlocked
Think Aloud & Reflect
Share, Comment, & Critique
Semi-synch Collaborations
IUHS expands access to education beyond time �and space boundaries
Utilize Internet, technological, & media tools to maximum capacity
Build and sharpen information literacy skills
identify, access, & use resources appropriately
PDE, Engle (2002)
Demonstrate Understandings
Learn in increasingly distal contexts & independent modes:
Informal/Immediate or Close
Semi-formal/Proximal
Formal/Proximal or Distal
Learners must have strategies for interacting in a networked world
Develop and hone research strategies
demonstrate authority in domains
Engage with Concepts
Understand the historical, present, and future impact of content learned