Conferring and Conferencing
Conferring and conferencing for the purpose of goal reflection, progress monitoring, and planning next steps in learning. This can occur with educators, peers or other experts. Move from legacy practice where teachers assess learning and progress without the learner to learner-centered practice where conferring and conferencing happen for the purpose of goal reflection, progress monitoring, and planning next steps in learning. This can occur with educators, peers or other experts.
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Culturally Responsive and Relevant
Learners are provided opportunities to engage with content through various cultural lenses and perspectives, and draw from their own cultural background to build their learning. Move from legacy practice where content is typically presented within a narrow, pre-defined cultural context to learner-centered practice where learners are provided opportunities to engage with content through various cultural lenses and perspectives, and draw from their own cultural background to build their learning.
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Curiosity-Driven Learning
Learners follow interests and passions that move beyond the accumulation of content knowledge and towards deep exploration of topics driven by curiosity, personal relevance, and wonder. Move from legacy practice where assigned learning tasks are standardized and strictly aligned to content to learner-centered practice where learners follow interests and passions that move beyond the accumulation of content knowledge and towards deep exploration of topics driven by curiosity, personal relevance, and wonder.
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Evidence as Assessment of Learning
Evidence of learning is a balanced assessment system used throughout the learning process through varied means such as performance, application, demonstration and student interaction. Move from legacy practice where learning is assumed to be a by-product of content and skill development. Assessments are typically high-stakes, taken on a single day, not aligned to the real world, and often are indirect measures of learning to learner-centered practice where evidence of learning is a balanced assessment system used throughout the learning process through varied means such as performance, application, demonstration and student interaction.
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Inclusive Classroom Practice
Promote a safe and welcoming environment where all learners have the opportunity to be included in the general education classroom, regardless of cognitive or academic level and where individual differences are valued, embraced, and evident. Move from legacy practice where Students are "pulled out" to participate in learning activities separate from their regular classroom learning environment to receive specialized instruction or support to learner-centered practice that promotes a safe and welcoming environment where all learners have the opportunity to be included in the general education classroom, regardless of cognitive or academic level and where individual differences are valued, embraced, and evident.
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Integration of Essential Skills
Learners engaging in daily opportunities to practice and grow in skills and dispositions needed to be successful in life and work. Move from legacy practice where daily learning focuses only on the development of content knowledge to learner-centered practice where learners engage in daily opportunities to practice and grow in skills and dispositions needed to be successful in life and work.
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Learner Choice
Learners make intentional and purposeful choices about what they learn, how they learn it, and/or how their learning is demonstrated. Move from legacy practice where students have limited choice about their educational experience to learner-centered practice where learners make intentional and purposeful choices about what they learn, how they learn it, and/or how their learning is demonstrated.
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Learner Voice
Learners can freely ask questions and provide ideas/input that drives what they learn, how they learn, and/or how they demonstrate their learning. Move from legacy practice where students have limited input into decisions affecting their educational experience to learner-centered practice where learners can freely ask questions and provide ideas/input that drives what they learn, how they learn, and/or how they demonstrate their learning.
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Learning Progressions
Progressions outline competency across a skill, concept or standard. They provide a roadmap to support flexibility in pace and learner agency. Move from legacy practice where traditional grades are based on points and averages to learner-centered practice where progressions outline competency across a skill, concept or standard. They provide a roadmap to support flexibility in pace and learner agency.
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Multiple Instructional Methods and Modes
Instruction is offered using a variety of methods and modes in response to learner profiles. Move from legacy practice where instruction is largely face-to-face and delivered to large groups regardless of varying readiness, strengths, needs, and interests to learner-centered practice where instruction is offered using a variety of methods and modes in response to learner profiles.
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Personal Learning Goals
Learners and educators co-develop purposeful, personalized goals to provide benchmarks and add focus, clarity, and commitment to learning. Move from legacy practice where teachers identify expectations of what whole classes of students should be able to know and do to learner-centered practice where learners and educators co-develop purposeful, personalized goals to provide benchmarks and add focus, clarity, and commitment to learning.
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Small Group Learning
A learning configuration that exists in order to provide targeted instruction based on readiness, needs and interests of learners. Move from legacy practice where students are arranged into static groups based on characteristics such as age, gender, or perceived ability or disability to learner-centered practice where a learning configuration that exists in order to provide targeted instruction based on readiness, needs and interests of learners.
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Standards-Guided Learning
Learners understand and articulate how proficiencies/ competencies align to standards and drive their learning experiences. Move from legacy practice where teachers use standards to drive instruction to learner-centered practice where learners understand and articulate how proficiencies/ competencies align to standards and drive their learning experiences.
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Timely, Actionable Feedback
Frequent and actionable feedback from educators, peers and/or other experts that empowers the learner to execute next steps on their learning progression. Move from legacy practice where feedback is infrequent, delayed, and static to learner-centered practice where frequent and actionable feedback from educators, peers and/or other experts that empowers the learner to execute next steps on their learning progression.
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