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A "Look Into" a Middle School Science Learner-Active, Technology-Infused Classroom ™
One powerful tool for conveying the LATIC vision is through our "Look Into" narratives. Each one describes a glimpse into a Learner-Active, Technology-Infused Classroom ™, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mr. Jamison’s Middle School Science Learner Active, Technology-Infused Classroom ™ The bell rings and students begin entering Mr. Jamison’s classroom. They head to the resource area , a group of repurposed milk crates, to retrieve their two-pocket folders , then sit with their home groups . They spend a few minutes looking at their activity lists , selecting goals for the day, and scheduling their time. While they don’t all schedule the same activities, they rely upon one another to make the best decisions possible to attain their goals. As groups finish scheduling their time, the students move to various areas of the room, including to round tables, lab tables, and couch areas. Jackson grabs a laptop and selects
ToolA "Look Into" a Third-Grade Learner-Active, Technology-Infused Classroom ™
One powerful tool for conveying the LATIC vision is through our "Look Into" narratives. Each one describes a glimpse into a Learner-Active, Technology-Infused Classroom ™, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mr. Brown’s Third-Grade Learner-Active, Technology-Infused Classroom ™ Students enter their classroom after lunch and immediately return to work based on the schedules they’ve created for the day. Mr. Brown sits down with a few students and talks with them about the work he reviewed in their folders yesterday as well as various aspects of the problem-based PBL ( PBL ) “ Migrating Monarchs.” Students are currently engaged in this PBL and “ Terrific Tours,” in which they design virtual vacations highlighting historical landmarks in different regions of the United States. Both units integrate ELA and mathematics. Throughout the week, students are required to record observations of the class mon
ToolA "Look Into" Mr. Castro's Seventh-Grade Math Classroom
One powerful tool for conveying the Learner-Active, Technology-Infused Classroom ™ vision is through our "Look Into" narratives. Each one describes a glimpse into LATIC, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mr. Castro’s Seventh-Grade Math Learner-Active, Technology-Infused Classroom ™ Students enter Mr. Castro’s classroom, which is decorated with their models of stacked polyhedra hanging from the ceiling. They are working on a PBL, “ Custom Lighting Prototypes," in which they combine various types of polyhedra to create a lighting fixture. Students pick up their folders from the resource table and get started by reviewing and, if needed, revising the schedules they created earlier in the week. Within the first 10 minutes of class, students must self-check homework and determine whether or not they need to attend Mr. Castro’s small-group mini-lesson related to the skill or concept practiced the p
ToolA "Look Into" Mrs. Milan's Sixth-Grade English Language Arts Classroom
One powerful tool for conveying the LATIC vision is through our "Look Into" narratives. Each one describes a glimpse into a Learner-Active, Technology-Infused Classroom ™, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mrs. Milan’s Sixth-Grade Language Arts Learner Active, Technology-Infused Classroom ™ As students arrive in Mrs. Milan’s classroom, some sit at tables while others select the soft seating area. Some students go to the resource table and retrieve a group of two-pocket folders . Each student belongs to a home group of three to four students. The first member of the group to arrive retrieves all of the folders for the home group members. The groups start by revisiting and adjusting their schedules, which they created on Monday, for the class period. They check to see if Mrs. Milan added or changed any small-group mini-lesson times or follow-ups to the recorded benchmark lessons all students are required to complete.
ToolA "Look Into" Ms. Houston's Second-Grade Class
One powerful tool for conveying the Learner-Active, Technology-Infused Classroom ™ vision is through our "Look Into" narratives. Each one describes a glimpse into LATIC, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Ms. Houston’s Second-Grade Learner-Active, Technology-Infused Classroom ™ It’s Wednesday, and students file into Ms. Houston’s classroom, put their things away, and head to their tables. One student from each table heads to the resource table to retrieve the folders, Efficacy Notebooks , and table journal for their home group. Another student takes the table journal and looks for Ms. Houston’s comments on how well they worked together yesterday. In one group, Gabriella reads the comments from the table journal, which were mostly good, except for them needing to return materials to the resource table so others can use them. The group members all nod or give a thumbs-up to signify they’ll work on that today. Then the
ToolA “Look Into” Ms. Jackson's and Mr. Bloomfield's High School Math Classroom
Our "Look Into" narratives provide a glimpse of a student-driven classroom, painting a picture that allows teachers to envision similar moments in their own classroom. A “Look Into” Ms. Jackson’s and Mr. Bloomfield’s High School Math Classroom *This Look Into contains student use of AI. Always follow and use district-approved AI tools and regulations.* As students enter the classroom, they access their devices to review the schedules they’ve created for their learning goals. They check small-group mini-lessons , adjust their plans, and begin working. Some gather materials from the resource area, while others move into different learning spaces: individual work areas, collaborative tables, and discussion zones. Two weeks earlier, Ms. Jackson introduced the PBL March Madness Selection: Calculation or Conjecture? Students analyze the NCAA tournament selection process using historical data. Each group selected learning experiences from an activity list housed in their learning platform. As
ToolBuilding Durable Skills Through Classroom Structures and Strategies
This reflective tool will help you consider structures and strategies that can be used to build 13 durable skills for students by focusing on "how" you teach in addition to "what" you teach. Use the Downloadable Items at the right side of the page to access the complete tool. Return to Browse Downloadable Items Unit Materials More Structures and Strategies of the Learner-Active... Structures and Strategies for Building Executive... The Resource Area Analyzing Your Activity Lists for Active...
ToolBuilding Executive Function Through Hour of Code
Coding is exciting to students: You write the commands to make something happen. What control! Coding also requires a high level of executive function skills. What a great way to build these critical skills! " Hour of Code " is an annual event to let students experience what it is like to create a computer program that accomplishes something. Students might program a motorized object to move, create a video game, create an animated card, and more. Coding helps build executive function skills, which are critical to academic achievement. This resource offers a list of executive function skills for you to consider when having students engage in coding, whether it's for "Hour of Code" or any other time. Use the rightmost column to check off those skills that will be addressed in the activity. For those not specifically addressed, consider how you might modify the activity to include them. For example, if students are designing a video game, rather than a "trial and error," have them attemp
ToolBuilding the Concepts of Cause-and-Effect Relationships
True engagement requires teachers to shift paradigms and create the conditions for students to actively engage in the learning process. This tool is meant to support students in identifying cause-and-effect relationships within academic content, while also building their executive function skills. Engagement, rather than compliance, leads to lasting learning. However, true engagement requires teachers to shift paradigms and create the conditions for students to actively engage in the learning process. Teachers can implement certain structures and activities in which students not only engage in learning, but also build executive function skills. For some existing activities, a few modifications will enable students to engage with the content more actively. Alternatively, teachers may need to design new activities addressing targeted skills and/or content. “Everyday life is filled with cause-and-effect relationships. Mastering this concept and using it strategically can lead to great suc
ToolCategories of Technology Infusion
The scaffold for learning was designed to support teachers in providing students with various resources to tackle the different aspects of the problem-based task at the center of a PBL. Because technology can be used in the classroom beyond the ways explicitly stated on the scaffold, this activity will guide you through some uses that you may not have considered before. One challenge of technology is that it rapidly changes so that by the time you learn a particular application, it has been replaced by another. Although certain applications may be named on MyQPortal, it is more important to focus on the capability and category rather than a specific application. Information Management is one of the earliest applications of technology in the classroom. The internet was first referred to in classrooms as "information at your fingertips." Calendars, spreadsheets, databases, address books, and word-processing documents fall into this category. Students can use techn
ToolChange the World with “Hour of AI”
Hour of AI (formerly Hour of Code: www.hourofcode.com) presents students with opportunities to program computing devices and develop an appreciation for the potential of technology. Explore how AI can support achievement and offer opportunities to build the necessary career and life skills. We need to design classrooms that are empowering the digital generation. To explore the full resource, use the Downloadable Items at the right side of the page. Teacher Evaluation Models: 2013 Danielson 1b , 1f , 2a , 2b , 3a , 3c , 3d , 3e , 4a , 4b , 4c 2014 Marshall A.c , A.d , A.e , A.i , C.h , C.i , D.a , D.b , D.c , D.d , D.e , D.f , D.g , D.h , D.i , D.j , E.h , F.j 2016 Stronge 2.1 , 2.4 , 4.1 , 4.2 , 4.3 , 4.4 , 4.5 , 4.6 , 4.7 , 6.3 , 6.4 2013 Marzano 1.1.DQ1.1 , 1.1.DQ1.2 , 1.1.DQ1.3 Observational Evidence: Teacher can articulate the best strategies/uses for her/his grade book. Students are consistently engaged in data collection/self-evaluative activities and data from these activities c
ToolConnective Thinking
There are five different strategies we can use to support students in connective thinking. Use the resource below to engage your brain in thinking in connective ways. Use the Downloadable Items at the right side of the page to access the full document. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More In Reinventing the Classroom Experience , learn how to design versatile learning environments in which instruction is as effective virtually as it is in person. Bestselling author and consultant Dr. Nancy Sulla shows how you can provide high-quality instruction that works as well at home as it does in school. Learn how to create innovative, student-driven learning environments in your school in Students Taking Charge Implementation Guide for Leaders
ToolConsiderations for Co-Teaching in a Student-Driven Classroom
The student-driven classroom is well-suited for a co-teaching model. With very little whole-group presentation of information, student-driven classrooms in general, and Learner-Active, Technology-Infused Classrooms specifically, allow for teachers to interact with students in one-to-one and small-group settings. For co-teachers in a student-driven classroom, having a plan of action is essential to ensure that both teachers understand and agree upon procedures and expectations, thus creating a more cohesive environment for everyone. With your co-teacher, reflect upon the following items and questions to leverage your relationship and maximize student learning. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadable Items Considerations for Co-teaching More Co-Teaching in the LATI Classroom Facilitation Roadmap
How-toCreate a Learning Activity
In student-driven classrooms like the Learner-Active, Technology-Infused Classroom, the teacher moves away from presenting the content to designing a more differentiated learning environment. Students then engage in instructional activities aimed at a targeted concept or skill. Use this tool to design a learning activity to teach, re-teach, or move beyond a certain skill. As you create your PBL, you will begin by considering the “what,” also known as the ways in which the students will engage with the content. This will consist of brainstorming a scaffold for learning and a set of learning activities through which students will achieve the level of demonstration of knowledge outlined in the analytic rubric. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing
How-toCreate a Transfer Task
In the Learner-Active, Technology-Infused Classroom, a transfer task refers to a summative assessment in which students must transfer the knowledge gained throughout the PBL to a new situation through a performance-based task. A transfer task should: be authentic and set in a novel context require one or two class periods for students to complete require students to apply their learning and demonstrate understanding of the content include a short rubric or scaled checklist for grading/evaluation purposes Follow the steps below to create a transfer task for a PBL. To begin creating your own transfer task, use the Downloadable Items to the right. Teacher Evaluation Models: 2013 Danielson 1a, 1c, 1d, 1f, 3d 2014 Marshall A.a, A.d, A.f, D.a 2016 Stronge 1.1, 2.1, 2.2, 4.3, 4.5, 4.7 2013 Marzano 1.1.DQ1.1, 1.1.DQ1.2 Return to Browse Downloadable Items How-To Sheet How-To Sheet (Google Chrome Users: If you have the Office Editing exten
ToolCreating a Culture of #STEAMLATIC
STEAM and the Learner-Active, Technology-Infused Classroom ™ Use the Downloadable Items at the right side of the page to access the resource. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1c , 1d , 1e , 2b , 2c , 3a , 3c , 3e , 4a , 4e 2014 Marshall A.a , A.b , A.c , A.f , A.g , A.h , A.i , B.e , B.f , B.h , C.d , C.e , C.f , D.a , D.c , D.d 2016 Stronge 1.1 , 1.2 , 1.3 , 1.4 , 1.5 , 1.6 , 1.7 , 1.8 , 1.9 , 2.1 , 2.3 , 2.4 , 2.5 , 3.1 , 3.2 , 3.5 , 3.6 , 3.7 , 4.2 , 5.3 , 5.4 , 5.5 2013 Marzano 1.1.DQ1.1 , 1.2DQ2.10 , 1.2DQ2.6 , 1.2DQ2.9 , 1.2.DQ3.14 , 1.2.DQ3.15 , 1.2.DQ3.17 , 1.2.DQ3.18 , 1.2.DQ3.19 , 1.2.DQ3.20 , 1.2.DQ4.23 , 1.3.DQ5.24 , 1.3.DQ5.30 , 1.3.DQ7.33 , 1.3.DQ8.36 , 1.3.DQ8.37 , 1.3.DQ8.38 , 2.1.42 , 2.1.43 , 2.1.44 , 2.2.45 , 2.2.46 , 2.3.47 , 2.4.48 , 2.5.49 Return to Browse Downloadable Items Creating a Culture of #STEAMLATIC Creating a Culture of #STEAMLATIC (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and e
ToolCreating a Culture of #STEMLATIC
STEM and the Learner-Active, Technology-Infused Classroom ™ Use the Downloadable Items on the right side of this page to access the resource. Teacher Evaluation Models: 2013 Danielson 1a, 1b, 1c, 1d, 1e, 2b, 2c, 3a, 3c, 3e, 4a, 4e 2014 Marshall A.a, A.b, A.c, A.f, A.g, A.h, A.i, B.e, B.f, B.h, C.d, C.e, C.f, D.a, D.c, D.d 2016 Stronge 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.5, 3.6, 3.7, 4.2, 5.3, 5.4, 5.5 2013 Marzano 1.1.DQ1.1, 1.2DQ2.10, 1.2DQ2.6, 1.2DQ2.9, 1.2.DQ3.14, 1.2.DQ3.15, 1.2.DQ3.17, 1.2.DQ3.18, 1.2.DQ3.19, 1.2.DQ3.20, 1.2.DQ4.23, 1.3.DQ5.24, 1.3.DQ5.30, 1.3.DQ7.33, 1.3.DQ8.36, 1.3.DQ8.37, 1.3.DQ8.38, 2.1.42, 2.1.43, 2.1.44, 2.2.45, 2.2.46, 2.3.47, 2.4.48, 2.5.49 Return to Browse Downloadable Items Creating a Culture of #STEMLATIC More Rubric to Assess a STEM-Focused PBL The Learner-Active, Technology-Infused Classroom ™ and 21st Century Skills Deve
ToolCreating a Culture of Creativity: A Sense of Touch
Creativity is important for solving problems. Creative people are able to make connections. This tool is intended to promote creativity by directing students to use their sense of touch to tune into the environment, drawing connections between and among ideas. In her book Building Executive Function: The Missing Link to Student Achievement , Dr. Nancy Sulla defines creativity as “the generation of new ideas and processes, imagining what does not exist in your worldview.” One’s creativity is enhanced by the ability to make connections, and connections are created through experiences. Thus, exposing students to varied experiences helps build a culture of creativity. Dr. Sulla enlightens us, helping us understand that creativity is an executive function, and can be developed. With heightened sensitivity to the environment, this tool encourages students to use bisociation, the process of connecting two ideas that seemingly do not connect, in order to create something new, as a creative pro
ToolCreating a Priming Plan for Your Learner-Active, Technology-Infused Classroom ™
There are three overarching goals of the Priming Plan: to introduce students to the structures of the Learner-Active, Technology-Infused Classroom ™ prime students for academic success through hope, confidence, and optimism; and gather assessment data related to academics and social interaction to make decisions for the first PBL. Use this planning tool to develop a Priming Plan for your students. What would get the school year off to a powerful start? Students who are inspired, motivated, and feeling good about their capabilities Students who know how to use the structures of a Learner-Active, Technology-Infused Classroom ™ Teachers who have an understanding of each student's background knowledge, personality, interests, and dispositions toward learning Teachers who have an understanding of their class as a social entity; that is, which students work well together and who might have conflicts That’s the purpose of a Priming Plan: to prime your students for succe
ToolCreating a Purposeful Activity List
The activity list is an important and valuable structure within the Learner-Active, Technology-Infused Classroom ™. Using activity lists promotes student responsibility for learning by providing students with the opportunity to select the learning and practice activities that meet their individual needs and goals. This resource outlines the characteristics of a purposeful activity list. To access the complete activity, please use the Downloadable Items on the right side of this page. Now that you have designed your scaffold for learning, your next step is to create a series of activity lists for your students to use as they progress through the PBL. The activity list is a structure that will allow students to meet the expectations outlined in the analytic rubric, while taking responsibility for their own learning. An activity list will enable your students to access the activities from your scaffold for learning in an organized format. The use of activity lists
ToolCreating a Student Learning Dashboard
Students can use learning dashboards with standards and curricular objectives to track their progress across the year, using the data to select learning activities. The tool uses 3rd-grade ELA and Math standards as an example. Like a car dashboard, a learning dashboard offers students and teachers an up-to-date snapshot of progress. This sample dashboard lists discrete skills from curricular standards and allows the teacher or student to designate if a student is "Just Learning," "Practicing," or at the "I Got This!" stage. This resource provides a spreadsheet template that has conditional formatting. Try it: Next to a standard, under one of the columns, type in an x and hit the enter/return key. Notice how the box turns the column color? Imagine a student looking at his or her dashboard and seeing the green boxes stack up! Even if the teacher is the one entering the data, the dashboard should be shared with students so they can follow their progress. The first step to implementation i
ToolCulture of Creativity
In her book Building Executive Function: The Missing Link to Student Achievement , Dr. Nancy Sulla describes a culture as “a set of shared beliefs, values, assumptions, symbols and traditions” that fosters student growth in all aspects of their lives. In order to create a culture of creativity, Dr. Sulla leans on the work of Kaufman and Gregoire (2015) to identify nine behaviors shared by creative people. The tool can be used to teach students the skills necessary to be creative and effective problem-solvers. To access the document, use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Resource Resource (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More Creating a Culture of Creativity: A Sense of Touch
ToolCurriculum Planning with Cognitive Strategies in Mind
This planning tool will help administrators and teachers identify which strategies should be taught in order to develop those cognitive processes associated with specific standards. State standards emphasize cognitive processes over information acquisition. The first planning tool is for teachers and curriculum developers to delve more deeply into a single standard. Although you would not engage in this exercise for every standard, the process will help focus educators on the importance of supporting the development of cognitive processes. For example, making associations will help students build their discrimination skills, memory aids will help build their memory, etc. For each cognitive process, check off the cognitive strategies that should be directly taught or reinforced related to the standard. Then design activities that focus on building those strategies. The second tool can be used as a facilitation grid to note which strategies students are utilizing effectively in their stu
How-toDesign a Learning Center
Use this tool to design a learning center to teach, re-teach, or move beyond a certain skill. In the Learner-Active, Technology-Infused Classroom ™, learning centers guide students to grapple with core concepts and skills. Learning centers could be activities that revolve around limited resources, activities that involve an independent hands-on experience, or activities that involve materials that are best kept together (such as tactile pieces). Learning centers involve multiple materials that would be best kept together in a folder. Directions are clear and require the students to take action, which will decrease their need to ask for assistance from the teacher. Students can sign up for a period of time to complete a learning center and add it to their schedule. Signing up in advance for a learning center will help the students coordinate the use of the resources with others. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadab
ToolDesigning an Equitable #LATIC Learning Environment
Students spend the majority of their day in school and should be immersed in educational experiences that acknowledge all individuals. The Learner-Active, Technology-Infused Classroom strives to provide an equitable learning environment for all learners by creating a culture that accepts and appreciates differences. Use the Downloadable Items on the right side of this page to access the resource. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1d , 2a , 2b , 3c , 3e , 4e 2014 Marshall A.a , A.g , A.h , B.d , F.g , F.h , F.j 2016 Stronge 1.2 , 1.3 , 1.7 , 3.1 , 5.4 , 5.6 , 6.3 2013 Marzano 1.3.DQ5.31 , 1.3.DQ8.36 , 1.3.DQ8.38 , 2.3.47 , 2.4.48 , 2.5.49 , 4.1.56 Return to Browse Downloadable Items Resource Resource (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More Check out more equity resources: Mirrors, Win
ToolDesigning an Equitable #LATIC Learning Environment Through Empowerment
Creating an environment that meets the needs of all your students can have lasting effects on their success. Providing all students with access and opportunity is key to maximizing potential. The Learner-Active, Technology-Infused Classroom empowers all students to make decisions about how, when, and with whom they work (Sulla, 2018). Empowerment is something that is built over time through deliberate planning and structuring of the classroom environment. Use this tool to create opportunities for your students to take responsibility over their actions. First, reflect on the current practices that exist in your classroom to empower your students. Then, develop structures and strategies to empower your students to make a change in their community. To access the activity, use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Users: If you have the Office Editing extension installed, for the best Word vie
ToolDesigning Equitable Learning Environments: Getting to Know Your Class
Gathering information regarding students' social and emotional needs is just as important as assessing existing knowledge of academic content. This tool will support you in your effort to get to know your students at the beginning of the year. “Not all students come to school with the same background, skills, learning styles, or prerequisite knowledge. Educational equity involves providing students with the supports that they individually need to succeed.” - Dr. Nancy Sulla, Students Taking Charge (2 nd Edition) At the start of the school year, students are often engaged in activities in which they get to know one another as well as classroom rules and procedures. At this time, many teachers gather data through foundational assessments. At the start of the year, it is equally important to understand the background, interests, culture, and social interactions of each of your students. As stated above, educational equity means looking at each of your students individually and knowing wha
ToolDesigning Equitable Learning Environments: The Technology Lens
In a student-driven learning environment, teachers are tasked with designing differentiated opportunities for students to learn and practice content. Within that design comes the integration of technology use. When we think about equitable access to learning, we should consider how the use of technology can enhance this for all of our students. The scaffold for learning is an important component of the PBL. The teacher uses the scaffold for learning as a tool for planning differentiated opportunities for students to learn and practice content. For this reflection, we will zoom into the ‘Interactive Websites’ and ‘Technology Uses’ boxes within the scaffold for learning. Use this tool to reflect on how you can integrate technology to promote an equitable learning environment. Click on the image below to access the resource or use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Us
ToolDeveloping "If, Then" Implementation Plans to Build Executive Function
Have students use this tool to create "If, Then" plans to stay on track for achieving short-term behavior goals. In his book The Marshmallow Test: Why Self-Control is the Engine of Success , Walter Mischel offers strategies for building self-control, one of the skill areas of executive function. The Marshmallow Test itself was part of a series of studies out of Stanford University in the 1960s and 1970s on delayed gratification. Preschool-age children were given the option of one treat (e.g., a marshmallow) now or two treats if they waited 15 minutes. Those children who could delay gratification for the bigger prize were found to experience more school and life success in later years. The good news is that you can build executive function skills, including the skill of delayed gratification. Some students are easily distracted from their goals for immediate gratification. For example, I could get my work done or pass notes to my friend; I could focus on homework or watch that televisio
ToolEl Alumno Como Constructor de Su Propio Aprendizaje: Translated "If,Then" Implementation Plans
Have students use this tool to create "If, Then" plans to stay on track for achieving short-term behavior goals. In his book The Marshmallow Test: Why Self-Control is the Engine of Success , Walter Mischel offers strategies for building self-control, one of the skill areas of executive function. The Marshmallow Test itself was part of a series of studies out of Stanford University in the 1960s and 1970s on delayed gratification. Preschool-age children were given the option of one treat (e.g., a marshmallow) now or two treats if they waited 15 minutes. Those children who could delay gratification for the bigger prize were found to experience more school and life success in later years. The good news is that you can build executive function skills, including the skill of delayed gratification. Some students are easily distracted from their goals for immediate gratification. For example, I could get my work done or pass notes to my friend; I could focus on homework or watch that televisio
ToolEnds-Based Teaching
This graphic organizer will help deconstruct standards into the actual end goal and the concepts and skills that are the means to achieve it. It is useful for curriculum design as well as instructional planning. New standards are raising the bar to higher levels of understanding and application. Most standards have two components: the end goal itself and the means of getting there through concepts and skills. Consider the
ToolExecutive Function Assessment
Executive function can be built through deliberate practice in the classroom. This Executive Function Assessment outlines the conditions under which one can learn. Teachers and students may utilize this assessment as a self-reflection tool for their own skill development. Teachers may also use it as an assessment instrument to determine their students' level of executive function. The four columns at the top are meant to categorize current skill development and set goals for future growth. Use the Downloadable Items on the right side of this page to access the document. Observational Evidence: NA Return to Browse Downloadable Items Executive Function Assessment Executive Function Assessment (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More How the Learner-Active, Technology-Infused Classroom ™ Builds Executive
ToolExecutive Function Skills Mapped to Increasing Levels of Complex Thinking
Executive function is a skill that can be built. The more teachers think through deliberate activation of executive function skills, the more it will become a part of the classroom culture. Use this tool to analyze how executive function skills are also powerful partners in academic achievement. In her book Building Executive Function: The Missing Link to Achievement , Dr. Nancy Sulla maps the 40 key executive function skills to the important life skills of conscious control, engagement, collaboration, empowerment, efficacy, and leadership. She believes schools should focus on building the bigger life skills in students, supporting the foundational executive function skills at each level. The tool below maps which of the essential executive skills foster the various levels of increased complex thinking. To access the document, use the Downloadable Tools at the right side of the page. Return to Browse Downloadable Items Executive Function Skills Mapped To Increasing Levels of Complex Th
ToolExecutive Function: Small-Group Facilitation Grid
This tool is intended for students identified as needing support in one or more executive function skills (via Executive Function Assessment or otherwise). Use the grid to identify focus skills to be developed. Similar to the Executive Function Assessment (EFA), which is per student, this allows you to take a snapshot of a small group or cluster of students. Use the Downloadable Items on the right side of this page to access the resource. Teacher Evaluation Models: 2013 Danielson 1b , 2a , 2b , 4b 2014 Marshall B.b , B.d , B.f 2016 Stronge 1.2 , 1.7 , 4.1 , 4.5 , 4.8 , 5.4 , 7.2 2013 Marzano 1.1.DQ1.2 , 1.3.DQ8.36 , 2.4.48 , 2.5.49 , 4.1.56 Return to Browse Downloadable Items Facilitation Grid Facilitation Grid (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More For more resources on executive function: Explore H
ToolFacets Are Assets: A Reflection for Teachers
This resource prompts teachers to reflect on students' experiences as assets to the learning community. Any given classroom will have a range of learners. There could be a student who excels at math sitting right next to someone who can finish a chunky book over a weekend. Some will come from single-parent households, while others will live in a joint family with up to four generations under one roof. What is critical to the success of our students is that they are not made to feel ashamed or pitied for their unique experiences. In fact, their facets are assets! Check out the scenarios below to see how Linda brings students’ life experiences into the classroom. Scenario 1 Amanda is a 14-year-old 8th-grade student. She has been held back twice because of poor grades and perpetual absences from school. Her teacher, Linda, notices a cycle with Amanda. She misses a couple of days of instruction in a row and then comes back and is well behind the rest of her peers. Add in the fact that she
ToolFacilitation Roadmap
The teacher becomes an architect of the learning environment, designing for retention. As students engage in the learning process, the teacher shifts to a masterful facilitator of learning. Use this "roadmap" to help you provide the right facilitation at the right time. Note : It’s easiest to facilitate when students are grappling with a problem to solve or with a new skill or concept. To access the document, use the Downloadable Items on the right side of this page. Teacher Evaluation Models: 2013 Danielson 3a , 3b , 3c , 3d , 3e 2014 Marshall C.a , C.b , C.c , C.d , C.e , C.f , C.g , C.h , C.i , C.j 2016 Stronge 3.1 , 3.2 , 3.3 , 3.4 , 3.5 , 3.6 , 3.7 , 4.2 , 4.3 , 4.6 , 4.7 2013 Marzano 1.2.DQ3.5, 1.2.DQ4.3 Return to Browse Downloadable Items Facilitation Roadmap Flowchart More Powerful Facilitation A "Look Into" Mr. Reid's Second-Grade Class Four Types of Formative Assessment The Continuum of Control BYOD Priming Plan Learning vs. Practice Activities Teacher Evaluation Models 2013
ToolFive Levels of Content Facilitation Questions
When you are a masterful facilitator, you spend a majority of your time working with students one-on-one, in pairs, or in small groups as students are working on differentiated activities. As students are working on their activities, you'll want to have thought through a set of leveled questions to ensure that each of your learners is progressing toward and beyond content mastery. Content facilitation questions can be designed to accompany a PBL. Brainstorming these questions in advance can help the teacher think through how they plan to differentiate instruction, challenge students' thinking, and keep them in flow. Use the Downloadable Items on the right side of this page to review the following descriptions and examples. Teacher Evaluation Models: 2013 Danielson 3a, 3b, 3c, 3d, 3e 2014 Marshall C.e, C.f, C.g, C.h, C.i 2016 Stronge 3.1, 3.2, 3.3, 3.4, 3.5, 3.7 2013 Marzano 1.2.DQ2.1, 1.2.DQ2.3, 1.2.DQ2.5, 1.2.DQ2.6, 1.2.DQ2.8, 1.2.DQ3.4, 1.2.DQ3.5,
ToolFive Types of Videos Planning Template
Whether teaching in person or remotely, it just isn't possible for teachers to be everywhere at once. Creating videos is a way for teachers to "clone" themselves and provide students with inspiration, instruction, and direction. This resource will support teachers in planning for the five types of videos as described by Dr. Sulla. Use the Downloadable Items on the right side of this page to access the planning template. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1c , 1d , 1e , 2a , 2b , 2c , 2e , 3a , 3b , 3c , 3e , 4c 2014 Marshall A.a , A.b , A.c , A.e , A.f , A.g , A.h , A.i , A.j , B.a , B.b , B.c , B.d , B.e , B.f , B.g , B.h , B.j , C.a , C.b , C.c , C.d , C.e , C.f , C.g , C.h , C.i , C.j , E.a , E.c , E.d , E.j , F.b , F.j 2016 Stronge 1.2 , 1.3 , 1.4 , 1.5 , 1.6 , 1.7 , 1.8 , 1.9 , 2.1 , 2.2 , 2.3 , 2.4 , 2.5 , 3.1 , 3.2 , 3.3 , 3.4 , 3.5 , 3.6 , 3.7 , 3.8 , 5.3 , 5.5 , 5.8 , 6.3 , 6.9 2013 Marzano 1.1DQ6.4 , 1.2DQ2.10 , 1.2DQ2.11 , 1.2.DQ2.12 , 1.2.DQ2.13 , 1.2DQ2.6
ToolFour Types of Formative Assessment
Formative assessment, structured throughout a unit of study, allows teachers to adapt instruction to address immediate, individual needs. Review four categories of formative assessment, applications to lesson planning, and specific examples. Given students' varied learning styles and readiness levels, it is necessary to plan instruction to reach every student. Only then can we ensure that content/instruction for a student is individualized. In order to appropriately differentiate learning experiences, educators must engage in consistent assessment. Data collected from assessment, particularly during unit implementation (formative assessment), will inform instructional choices and support student progress. While summative assessment occurs at the end of a unit to evaluate student mastery, formative assessment occurs throughout the unit to drive instruction. Formative assessments allow the teacher to gather a constant flow of information about what students are learning. This information
ToolGuide to Facilitating Lasting Learning
The shift from a teacher-centered to a student-centered classroom allows the teacher to leave the front of the room and engage directly with students during the learning process. Use the Downloadable Items at the right side of the page to access the full tool. Stages of Learning Motivation First, inspire, hook, or get that "what?!" response by presenting a problem or challenge question. Acquisition Next, ensure understanding and get the “aha!” response by promoting “grappling,” i.e., concrete and abstract “musings” around application. Retention Then, solidify learning by ensuring it is stored in long-term memory, and get the “I know!” response by making connections to other learning, providing application, and offering challenge (Sousa). Facilitation Actions 1. Pull up a chair! Be a partner in the learning process, not a hovering overseer. 2. Observe to gain an understanding of the students’ thinking process in approaching the content. 3. Ask questions/b> to clarify your understanding
ToolGuidelines for Engaging in Group Discussion Protocols
In a Learner-Active,Technology-Infused Classroom™, protocols create a structure that allows students to take charge of their learning. In a discussion protocol, small groups of students pose or are given questions to discuss based on texts, research, and activities related to a PBL. They then follow given guidelines to collaborate and engage in the discussion. Discussion protocols are carefully constructed directions to help you develop ideas, share opinions, and provide constructive criticisms with your peers. This protocol is intended to help you strengthen your communication skills while promoting equity and responsibility. Follow the guidelines below when engaging in a discussion. Find a place to meet, ensuring that all members can sit comfortably and hear one another. If your discussion protocol does not include predetermined roles, you may choose to make your own. Here are a few common roles you may select: Timekeeper: Manages the discussion by ensuring tha
ToolHow Executive Function Skills Support Social and Emotional Learning
In Building Executive Function: The Missing Link to Student Achievement , Dr. Nancy Sulla presents 40 executive function skills based on the higher-level life skills they support. Executive function skills are also foundational for social and emotional learning. In this activity, you will identify and reflect on the social and emotional learning competencies that are supported by each executive function skill. To access the complete document, use the Downloadable Items at the right side of the page. For information on Building Executive Function: The Missing Link to Student Achievement, visit the Routledge website . Visit www.edquiddity.com/vlc for information about upcoming Virtual Learning Communities, including Social and Emotional Learning in the Student-Driven Classroom. Return to Browse Downloadable Items Activity More Social and Emotional Learning and the Executive Fu... How Building Executive Function Increases Academic... How the Learner-Active Technology-Infused Classro...
ToolHow the Learner-Active, Technology-Infused Classroom ™ Builds Executive Function
This tool highlights how the structures and strategies of the Learner-Active, Technology-Infused Classroom ™ build executive function. In a Learner-Active, Technology-Infused Classroom ™, students are presented with an authentic, open-ended problem to solve that launches a unit of study. Through activity lists that provide for differentiation, students schedule how they will use their time to accomplish the task of presenting a solution. The teacher becomes a facilitator of learning, guiding students academically and in developing executive function. There are many structures and strategies that build executive function in this classroom. To explore more ideas for how your LATIC classroom can build executive function, access the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Executive Function LATI Connections More Academic Rigor Student Responsibility for Learning Student Responsibility Planning Template The Great Student Rubric Creating a Self-
ToolHybrid Lesson Planning
How can you plan for learning anywhere, anytime? This hybrid lesson planning resource is a template that works for instruction in the classroom, at home, and the various combinations of the two. Begin with the recorded benchmark lesson, followed by differentiated learning activities. Plan questions and discussion starters for the benchmark discussion. Determine the need for small-group mini-lessons . Finally, plan for the practice, application, reflection, and assessment activities. To access the template, use the Downloadable Items on the right side of this page. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1c , 1d , 1e , 1f 2014 Marshall A.a , A.b , A.c , A.d , A.e , A.f , A.g , A.h , A.i 2016 Stronge 1.1 , 1.2 , 1.4 , 1.5 , 1.6 , 2.1 , 2.2 , 2.3 , 2.4 , 2.5 2013 Marzano 1.2DQ2.6 , 1.2.DQ3.14 , 2.1.42 , 2.1.43 , 2.1.44 , 2.2.45 , 2.2.46 Return to Browse Downloadable Items Planning Template Planning Template (Google Chrome Users: If you have the Office Editing extension install
ToolLATIC Structures and Strategies Reflection
The Learner-Active, Technology-Infused Classroom ™ is a systems-based model. The structures and strategies of the LATI Classroom interact to create the whole. Use this tool to review the structures and strategies and reflect on how you can begin or continue to incorporate them into your classroom. The system of structures and strategies work together to create the Learner-Active, Technology-Infused Classroom ™. If something is not working, there is most likely a structure or strategy missing. When all aspects of the LATI Classroom system are present and well implemented, it leads to a shift of the system as a whole. LATI Classroom teachers find that it is this aspect of the model that can seem overwhelming at times, but ultimately leads to transformative, lasting change. Use the Downloadable Tools on the right side of this page to review the Structures and Strategies of the LATIC and how they apply to your classroom. Return to Browse Downloadable Items Reflection Worksheet Reflection W
ToolLearning from a Felt Need
Harnessing your students' natural motivation may be as simple as "flipping the triangle." This document illustrates the benefit of beginning units of instruction with a problem versus ending units of instruction with a final project. Use the Downloadable Items on the right side of this page to access the document. Teacher Evaluation Models: 2013 Danielson 1a , 1c , 1e , 4a 2014 Marshall A.a , A.b , A.f , C.a , C.b , C.c , C.f , D.a 2016 Stronge 1.1 , 1.2 , 1.3 , 1.4 , 1.5 , 1.6 , 1.7 , 1.8 , 2.1 , 2.2 , 2.3 , 2.4 , 2.5 2013 Marzano 1.1.DQ1.1 Return to Browse Downloadable Items Learning from a Felt Need Diagram More Watch Dr. Nancy Sulla discuss a historical paradigm shift in educational technology in Shifting the Dominant Paradigm . See Chapter 2 of Students Taking Charge for more on creating a felt need . Learn to develop problems for students to solve instead of projects for students to complete using the Guiding Steps to Developing the Problem-Based Task Statement . Teacher Evaluati
ToolLearning Style and Readiness Brainstorm
Learners come to the classroom with varied learning styles and readiness levels. Therefore, it is necessary to create diverse learning experiences. This tool explains and provides examples of a differentiation strategy intended to reach all learners in your classroom. When you stand before your class to teach a skill, you can be sure that students are not in the same place cognitively or in terms of learning styles. Consequently, instruction will only be moderately effective. Differentiated instruction involves using varied learning activities to meet the needs of all learners. Directions : Select a skill you might teach. Consider the student who lacks the prerequisite knowledge to learn the skill, the student who is cognitively ready to learn the skill, and the student who already knows the skill you’re about to teach. Then, for each category of student, consider three possible levels of learning style. Brainstorm nine different ways a student could address the same skill, preferably
ToolLeveling Up Through Cognitive Progression
All students are not at the same cognitive stage, and they do not all have the same learning style. Thus, when you stand before your class to teach a skill, you are only reaching a portion of your class. This tool will explain a differentiation strategy intended to meet the needs of all students in your learning community, beginning with the end in mind. Video-game developers use a technique called "leveling up" to create momentum as players improve and excel from level to level (Mark Prensky, 2006). At every level, a new challenge is introduced that builds on prior knowledge and success, and that requires a specific strategy and higher-order thinking to overcome. Each level is a cognitive progression; it provides the player with a challenge that is just above their prior level of success. Meeting with small successes as the play gets harder keeps players motivated and engaged as they believe, with a little work, they have the ability to master the next level because they have mastered
ToolLeveraging Formative Assessment Data
The best way to meet the individual needs of your students is through an analysis of formative assessment data. After implementing and collecting data from a variety of formative assessments, plan your next steps based on the data. In her blog #LATICinsights: Using Data As Your Driver , Dr. Nancy Sulla describes the Learner-Active, Technology-Infused Classroom ™ as a data-driven learning environment. "With data as the driver, teachers can plan benchmark lessons , small-group mini-lessons , and activity lists to ensure that all students’ needs are being met." To access this resource, use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items ThinkSheet ThinkSheet (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More For more on Formative Assessment: Four Types of Formative Assessm
ToolMoving Students Toward the Expert Column
A well-crafted analytic rubric presents varied ways to move from the Practitioner column to the Expert column. This tool provides teachers with four options for designing Expert level criteria. Moving Students Toward the Expert Column in the Learner-Active, Technology-Infused Classroom ™ The Expert column is a powerful tool for differentiating instruction. Teachers must carefully craft the expectations for the Expert column so that they both inspire and challenge students to “move” to that level. Here are four strategies to level up from Practitioner to Expert. Ask for more! Of the four strategies presented, the simplest and least powerful is asking the students to produce more. This quantitative leap from Practitioner to Expert requires students to cite more sources, write additional sentences, provide extra calculations, etc. In the example below (from the PBL Designer Pizza), students must perform additional calculations to reach the Expert column. Extend the co
ToolParent/Guardian Executive Function Survey
This tool is intended to help parents/guardians identify their child's executive function skills to track progress over time and recognize individual growth. To help parents assess their child's level of executive function, they should complete the Parent/Guardian Executive Function Survey. After the initial completion of the survey, parents should revisit the survey with their child two to three times per year to help establish individual growth and areas where executive function skills need to be developed. Helping children identify their growth is a powerful way to increase their self-regulation skills. Please take a few moments to complete the following survey. For each statement, check the appropriate box to the right. Adult Directed means the child can accomplish the task if an adult is leading the experience. With Adult Support means the child can do it with help. Independently means the child can do it on her/his own. To access the document, use the Downloadable Items on the ri
How-toPlan for Screencasts and Podcasts
Videos, screencasts, and podcasts are audio and/or visual recordings in which teachers may provide direct instruction to students while also differentiating learning opportunities to meet individual student needs. Use the following activity to design a video, screencast, or podcast. Students may use videos, screencasts, and/or podcasts to learn or reinforce a skill or concept. These recordings are a powerful tool for presenting information to auditory and/or visual learners. Videos, screencasts, and podcasts allow teachers to capture lessons and demonstrations for students to use when they are ready to engage in the learning. This teacher “clone” permits the teacher to move about the classroom facilitating learning among students. Both teachers and students may create videos, screencasts, and podcasts. The teacher may call upon a student who has demonstrated mastery of a skill or concept to create a recording for his/her classmates. Videos can be used to capture a demonstration or less
ToolProgressions for Supporting ELLs Through Facilitation
At IDE Corp., we have developed the 7 Essential Elements for ELL Support to support educators working with ELLs. Though most language instruction will come from an English as a Second Language (ESL) teacher, it is still important that all teachers consider how they can support this element in their classroom. This document provides ideas on how educators can differentiate their Facilitation for ELLs at different proficiency levels. Use the Downloadable Items at the right side of the page to access the complete tool. Return to Browse Downloadable Items Unit Materials More In Reinventing the Classroom Experience , learn how to design versatile learning environments in which instruction is as effective virtually as it is in person. Bestselling author and consultant Dr. Nancy Sulla shows how you can provide high-quality instruction that works as well at home as it does in school. Learn how to create innovative, student-driven learning environments in your school in Students Taking Charge I
ToolRubric to Assess a Benchmark Lesson
This document will assist teachers and administrators in ensuring that faculty/students derive maximum benefit from recorded benchmark lessons that are concise, focused, and dynamic. To access the rubric, use the Downloadable Items on the right side of the page. Teacher Evaluation Models: 2013 Danielson 1a, 1b, 1d, 1e, 3a, 3b, 3c 2014 Marshall A.f, A.g, A.j, C.a, C.b, C.c, C.d, C.e, C.f, C.g, C.h, C.i, C.j 2016 Stronge 2.2, 2.3, 2.4, 3.1, 3.2, 3.7 2013 Marzano 1.2.DQ2.1, 1.2.DQ2.3, 1.2.DQ2.4, 1.2.DQ2.6, 1.2.DQ2.8, 1.3.DQ5.1, 1.3.DQ5.2, 1.3.DQ5.3, 1.3.DQ5.4, 1.3.DQ5.5, 1.3.DQ5.6, 1.3.DQ5.7, 1.3.DQ5.8, 1.3.DQ5.9 Return to Browse Downloadable Items Rubric to Assess a Benchmark Lesson More Mindfulness and Paradigm Shifts Rubric to Assess a PBL A "Look Into" Mr. Sharp’s High School English Class Planning for a Block Step by Step Great Classrooms Rubric Teacher Evaluation Models 2013 Danielson 1a, 1b, 1d, 1e, 3a, 3b, 3c 2014 Marshall A.f, A.g, A.j, C.a, C.b
ToolRubric to Assess a STEM PBL
This document will assist teachers and administrators in ensuring that faculty/students derive maximum benefit from STEM-focused PBLs that are authentic and open-ended, require higher-order thinking, are differentiated, cover all required curriculum, and infuse technology in a transformative way. Use this rubric to assess the various component of a PBL in a #STEMLATIC. Use the Downloadable Items on the right side of this page to access the complete document. Return to Browse Downloadable Items Rubric More Developing STEM Problem-Based Learning Tasks Step-by-Step Seeing Your Classroom Through the Student Lens
ToolSocial and Emotional Learning and the Executive Function That Supports It
The components of social and emotional learning are supported by the foundational skills of executive function. This resource maps the executive function skills, as defined by Dr. Nancy Sulla in Building Executive Function: The Missing Link to Student Achievement , with CASEL's framework for social and emotional learning. To access the complete document, use the Downloadable Items at the right side of the page. For information on Building Executive Function: The Missing Link to Student Achievement, visit the Routledge website . Visit www.edquiddity.com/vlc for information about upcoming Virtual Learning Communities, including Social and Emotional Learning in the Student-Driven Classroom. Return to Browse Downloadable Items Resource More How Executive Function Skills Support Social and E... How Building Executive Function Increases Academic... How Building Executive Function Increases Academic... The PBL-SEL Connection
ToolStructures and Strategies for Building Executive Function in Your Classroom
There are many structures and strategies that build executive function in the Learner-Active, Technology-Infused Classroom ™. This document will help you reflect on how you can support student learning through deliberate implementation of foundational skills for academic success. Use the Downloadable Items on the right side of the page to reflect on how you are planning to use and/or how you currently are implementing the structures and strategies to build executive function in the Learner-Active, Technology-Infused Classroom ™. Return to Browse Downloadable Items Structures and Strategies for Building Executive Function in Your Classroom Structures and Strategies for Building Executive Function in Your Classroom (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More Academic Rigor Student Responsibility for Learnin
ToolStructures and Strategies of the Learner-Active, Technology-Infused Classroom ™
This resource outlines the core structures and strategies of the Learner-Active, Technology-Infused Classroom ™ model. Each structure and strategy listed in this document is a component of the Learner-Active, Technology-Infused Classroom ™ model. Consider the potential impact each will have on student learning and reflect on specific applications in your classroom. Use the Downloadable Items on the right side of the page to access the document. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1c , 1d , 1e , 1f , 2a , 2b , 2c , 2d , 2e , 3a , 3b , 3c , 3d , 3e , 4a , 4b , 4c , 4d , 4e , 4f 2014 Marshall A.b , A.c , A.d , A.e , A.f , A.g , A.h , A.i , A.j , B.c , B.e , B.f , B.g , B.h , C.a , C.b , C.c , C.d , C.e , C.f , C.g , C.h , C.i , C.j , D.a , D.b , D.c , D.j , F.i , F.j 2016 Stronge 1.1 , 1.2 , 1.3 , 1.4 , 1.5 , 1.6 , 1.7 , 1.8 , 2.1 , 2.2 , 2.3 , 2.4 , 2.5 , 3.1 , 3.2 , 3.3 , 3.4 , 3.5 , 3.6 , 3.7 , 4.1 , 4.2 , 4.3 , 4.4 , 4.5 , 5.1 , 5.2 , 5.3 , 5.8 , 7.1 , 7.2 , 7.3 , 7.4
ToolStudent Responsibility Planning Template
Giving students responsibility can be challenging for even the most experienced teacher. Guiding students in successfully managing that responsibility can be even harder. Use this planning template to walk through an assessment of your current classroom strategies for managing time, resources, assignments, and assessments, and then reflect upon the next steps for your classroom. A touchstone trait of successful college students and career employees is responsibility. Students cannot learn to be responsible in isolation. In order to facilitate long-term retention of such skills, they must be practiced - purposefully and meaningfully - within the context of daily procedures and in a carefully constructed learning environment. To build a foundation for student ownership in the classroom, use the template below to guide reflection and set actionable goals. Whether you are familiarizing yourself with the concept of student responsibility or are a veteran facilitator of the Learner-Active, T
ToolSupporting Struggling Learners Through Universal Design for Learning
Universal Design for Learning describes an educational philosophy that provides all individuals with equal opportunities to learn. This tool fosters teacher/administration reflection, planning, and resource collection to ensure that a curriculum is designed with the needs of all students in mind. Because individual learners bring a variety of learning styles, readiness levels, and interests to the classroom, it is necessary to design a flexible instructional plan that can be personalized to meet each student’s needs. A universally designed curriculum is the foundation upon which customized student learning objectives, student growth objects, assessments, and materials are built. Universal Design for Learning , developed by the nonprofit organization CAST , provides a proactive approach to meeting the needs of all learners in a classroom. As you consider an upcoming lesson or unit, consider the needs of students in your classroom, and incorporate a wide range of resources to provide opt
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