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Page 1: CISD Learning Framework DRAFT 8-15-12

CISD Learning

Framework

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The Learning Framework

The Learning Framework provides common language

regarding our beliefs for learning in Coppell ISD. This

dynamic document serves as an anchor for the essential

components of the why, how, and what of authentic

education.

Sections/Components

1. Learner/Educator

2. Environment

3. Curriculum Design

4. Learning Design

5. Assessment

Descriptor – Defines the “why” of the section/component

Strategies – Provides the “how” to realize the descriptor

Supporting Tools – Provide the “what” to support the strategies of that

particular component

Resources – Provides bibliography of print and other media resources that

were used in the crafting of the Learning Framework

Note: The following notation will be used to reference the Article and

Premise that are described in Creating a New Vision for Public Education.

(Article III a-m)

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1. Learner / Educator

Descriptor:

Every learner is an educator. Every educator is a learner. Learner

Learners are diverse individuals bringing with them prior experiences,

skills and mental models that influence beliefs, emotions and prejudices

as they continuously construct meaning. Desiring to grow in knowledge

and skill, learners question, reflect and use the language of thinking. With

an innate sense of curiosity, learners wonder, dream, imagine and create.

Learners advocate for their own understanding.

Educator

Educators facilitate learning. Through the language of thinking and the use

of questioning, educators design learner-centered experiences based on

the constructivist theory. Educators monitor learner progress and provide

specific feedback. Educators model the construction of knowledge, skills,

practices and dispositions as they actively engage in learning. Educators

communicate clearly and hold high expectations for every learner.

Educator Strategies 1. Assessing and Providing Feedback (Article III a-m)

Effective feedback is essential for learner success. Effective feedback is accurate, fair, specific and timely. Feedback must:

be an accurate representation of what learners have and have not learned

be free of bias or judgment

specify how the work compares with the targeted standard or model

be given with sufficient timeliness to influence performance.

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2. Using Brain-Based Strategies (Article I a, c; Article II d, e, f)

Brain-based research for teaching supports mechanisms of human learning based on the following premises:

Learning changes the physical structure of the brain.

Structural changes alter the functional organization of the brain; learning organizes and reorganizes the brain.

Different parts of the brain may be ready to learn at different times.

Brain development and psychological development involve continuous

interactions between a learner and the external environment.

Educators embrace the belief that there is no limit to the skills any learner can

acquire with practice (constructivism).

3. Planning for Cognitive Rigor (Article ____)

Rigor is the expectation that students will be able to perform at levels of

cognitive complexity necessary for proficiency at each grade level, and

readiness for college and the workplace. Alignment of instruction and

assessment with standards/objectives that are at those levels of cognitive

complexity is a critical part of increasing rigor in schools.

4. Embracing Diversity through Culturally Relevant Teaching (Article Id, h;

Article II d, e)

Educators reach and teach all learners well regardless of cultural factors. Our

past experiences, prejudices and preferences influence the lens through

which we view the world. Educators create environments and design learning

experiences which capitalize on diversity (race, ethnicity, socio-economic

status, gender) and use it as an asset to the learning community.

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5. Operating within a Growth Mindset (Article II d)

A growth mindset is based on the belief that one’s qualities, including

intelligence, are things that can be cultivated through effort. It is the belief that

a person’s true potential is unknowable and his future accomplishments

cannot predicted. Great educators

set high standards for all learners

equip learners with the skills and understandings needed in order to reach these standards

provide a safe nurturing learning environment in which learners can construct their own meaning

6. Leading

Leaders mobilize and energize others. Leaders, both formal and informal,

possess skills and dispositions that influence others to improve individual and

group performance.

Leadership skills include the ability to:

use evidence and data in decision making

recognize an opportunity and take initiative

mobilize people around a common purpose

marshal resources to take action

monitor progress and adjust the approach as conditions change

sustain the commitment of others and anticipate negativity

contribute to the learning organization

Leaders possess the following dispositions:

deep commit to learning

optimism and enthusiasm

open-minded and humble

courage and willingness to take risks

confidence and decisiveness

tolerance of ambiguity

creativity and flexibility

perseverance

willingness to work hard

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7. Teaching Responsively (Article II k)

The goal of teaching is successful learning. Responsive teaching means that

an educator establishes a positive relationship with each learner in order to

understand the background experiences, learning preferences, interests,

culture and supports needed to ensure successful learning. Just as all

learners are not the same; a one-size-fits-all approach does not meet the

needs of all learners. Responsive educators

teach in multiple ways

incorporate content literacy strategies

design engaging lessons

facilitate inquiry

differentiate

make the content relevant

provide specific corrective feedback

incorporate high level questioning strategies

maintain high expectations for all learners and

provide the support needed to help all achieve

8. Teaching for Understanding and Mastery (Article II l)

Unlike facts which can be memorized and skills which can be improved

through drill and practice, coming to an understanding of the “big ideas” within

a course requires students to construct meaning for themselves. To support

this meaning-making, educators are expected to:

stimulate thought

show examples and non-examples

ask probing questions

require explanations and justification

use essential questions to connect the content to broader disciplinary and interdisciplinary concepts and ideas

Methods such as project-based learning, scientific experimentation, historical

investigation, Socratic seminars, research projects, concept attainment,

simulations, debates, problem solving, and producing authentic products and

performances are effective in helping learners to make meaning.

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Learner Strategies

1. Operating within a Growth Mindset (Article II d)

A growth mindset is based on the belief that one’s qualities, including

intelligence, are things that can be cultivated through effort. It is the belief

that a person’s true potential is unknowable and his future accomplishments

cannot be foreseen or predicted. This belief creates a passion for learning

and drives the learner to persist through challenges. Learners with a growth

mindset seek new opportunities for learning and growth daily.

2. Employing Habits of Mind (Article II l)

Professor Art Costa defined 16 thinking dispositions that are displayed by

intelligent people when confronted with problems for which the solutions are

not immediately apparent.

These habits of mind incline learners to adopt thinking tools and strategies

.

Persisting - seeing a task through to completion and staying focused

Managing impulsivity - thinking before acting; remaining calm, thoughtful and deliberate

Listening with understanding and empathy - seeking to understand others

Thinking flexibly - changing perspectives, generating alternatives, considering options

Metacognition - being aware of one’s own thoughts, strategies, feelings and actions

Striving for greater accuracy and precision - desiring exactness, fidelity and craftsmanship

Questioning and problem solving - considering what data are needed and choosing strategies for collecting those data; finding problems to solve

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Applying past knowledge to new situations - accessing prior knowledge, transferring that knowledge

Thinking and communicating with clarity and precision - striving for accurate communication in both written and oral form; avoiding overgeneralizations, distortions and deletions

Gathering data through all senses - using all sensory pathways to gather data

Creating, imagining, innovating - trying a different way, generating novel ideas, seeking originality

Responding with wonderment and awe - being intrigued by the world’s phenomena and beauty

Taking responsible risks - venturing out; living on the edge of one’s competence

Finding humor - looking at the whimsical, incongruous, and unexpected in life

Thinking interdependently - truly working with and learning from others in reciprocal situations

Remaining open to continuous learning - learning from experiences; admitting when one doesn’t know; resisting complacency

3. Self-Determination and Self-Advocacy (Article III j)

Learners, propelled by their creativity, drive their educational path and

pursuits. (self-determination) Internal knowledge of personal interests,

passions, and strengths are used by the learner to mobilize and energize

themselves as well as others. This knowledge and awareness produces the

ability to advocate for resources necessary to customize and personalize a

plan for success (self-advocacy). The learner, who self-determines, self-

advocates.

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Supporting Tools

Print Resources

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Elements of Grading X

Science Formative Assessment: 75 practical strategies

X

Multiple Intelligences in the Classroom

X

How People Learn X

Different Brains, Different Learners

X

Teaching with Poverty in Mind X X

Teaching with the Brain in Mind. X

Worksheets Don’t Grow Dendrites

X

A Whole New Mind: X X

Educating the Human Brain

X

Research-based Strategies to Ignite Student Learning

X

How to Teach Students Who Don’t Look Like You

X

What Is It About Me You Can’t Teach

X

Mindset: X

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Print Resources

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Teacher Leadership That Strengthens Professional Practice

X

Leading in a Culture of Change X

How to Thrive as a Teacher Leader. X

The Constructivist Leader X

Leading Through Quality Questioning X X X

Integrating Differentiated Instruction and Understanding By Design

X X

When Teaching Gets Tough When Teaching Gets Tough X

Triple SSS Curriculum X

Designing for Learning X

The Highly Engaged Classroom X

Understanding by Design X

Quality Questioning X

Thinking Through Quality Questioning X

Discovering and Exploring Habits of Mind X

Teaching Self-Determination to Students with Disabilities X

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Workshops

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Effective Feedback X

How Do You Know What They Know? Formative Assessment in the Science classroom

X

Digital Formative Assessment X

Cafe - Comprehension, Accuracy, Fluency, and Expanding Vocabulary

X

Teaching with Poverty in Mind - Eric Jensen X

Worksheets Don’t Grow Dendrites: 20 Instructional Strategies to Engage the Brain - Marcia Tate

X

How to Teach Students Who Don’t Look Like You - Bonnie Davis

X

Framework for Understanding Poverty - Ruby Payne X

Bridges out of Poverty - Ruby Payne X

What is it About Me You Can’t Teach - Eleanor Renee Rodriguez

X

The Constructivist Leader X

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Workshops

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Coppell Leadership Academy for Professional Educators X

Aspiring Administrators Academy X

Thinking Maps: A Language for Leadership X X

Content Area Cadres

X

Twitter as a Professional Learning Network

X

Differentiated Learning using Thinking Maps X

Differentiating Instruction - Bertie Kingore X

Digging Deeper into Differentiation

X

Gifted Education Training X

Creativity and Problem Solving - Joyce Juntune X

Practical Strategies for Dealing with Bullying

X

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Workshops

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Designing Learning: A Constructivist Approach X

Facilitating Learning in The Highly Engaged Classroom X

Kagan Cooperative Learning Strategies X

Quality Questioning X

Thinking Through Quality Questioning X

Leading Through Quality Questioning X

Shooting for the STAARs: Critical Thinking in Mathematics X

Engaging Through Inquiry and the 5 Es

X

Self-Determination & Transition Planning for Middle School X

Self-Determination & Transition Planning the Elementary Years X

Putting the Pieces Together: Student interests/talents + student goals + student led conferences =

student ownership and success!

X

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2. Environment

Descriptor:

For learning to occur, the learning environment must be safe—environmentally, psychologically, sociologically and emotionally. A learner-centered environment is safe and cultivates a growth mindset and habits of work, mind and learning within academic, physical, virtual and social constructs.

Every educator has a responsibility to provide a safe and healthy learning environment for his or her learners. The following five strategies provide a framework for establishing such an environment.

Strategies:

1. Academic/Learning (Article I a, h; Article V h)

Create a constructivist learning environment

Learners gradually construct their own meaning

Educators facilitate rigorous learning

Educators build in reflection time to make meaning

Educators design experiences and investigations in which learners can develop understandings of concepts through their own experiences

Educators encourage differences of opinion and use them as potential solutions to problems

Learners and educators collaborate to determine how learning is demonstrated and assessed

Educators capitalize on learners interest to make learning relevant

PLCs

Curriculum Model

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2. Physical/Virtual (Article I b, c, e, f, g) Design Flexible Classroom/Virtual Spaces

Educators ensure the academic physical, emotional/social safety of all learners

Educators and learners ensure that classrooms and common spaces are clean, attractive and maintained with pride

Physical/virtual “classrooms” include flexible use of space, technology, materials and time

Educators purposefully display learner work in classrooms, common spaces and/or virtual environment rather than just commercial posters and signs

Educators provide equitable access to quality learning tools and resources for all

Educators ensure classroom procedures and routines are clear to learners

3. Social/Emotional (Article I g, h)

Build appropriate and positive relationships

Educators create a non-threatening environment, conducive to risk taking, which is absent of threat, real or perceived

Educators communicate high expectations for all Educators make a strong effort to interact in a positive way with each

learner each day Educators treat others with respect and dignity Educators and learners celebrate the successes of others Educators provide frequent positive feedback for effective effort,

individualized achievement, and improvement of learning and/or social behavior

Educators design natural and logical consequences that are not academically punitive

Learner misbehavior is treated as a learning opportunity for both students and teachers

Educators probe for causes of misbehavior or conflict, and consequences are logical, consistent and clearly communicated.

Educators allow learners to collaborate with others before sharing with whole group

Educators collaboratively set classroom norms with learners that foster character development and academic success

Educators give each individual equal time to express an opinion or share an idea

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4. Community (Article I d, g, i)

Engage families and the community in the life of the school

Educators establish a pattern of positive, regular communication with families and community members

Educators embrace and respect the cultures, backgrounds, and values of their learners’ families

Educators provide a variety of ways for families and community members to participate in the school community

Educators help families gain cultural capital - the skills to negotiate the education system and knowledge of the norms of behavior that govern schools

5. Support Structures (Article V e, l)

Provide social systems that support teachers within the district

District provides systems of support for teacher efficacy District responds to the unique needs of novice, experienced, master

and struggling teachers District creates a system-wide culture of collaboration and engagement District provides professional development system that provides

teachers with capacity building related to facilitating and mediating meaningful learning for all

District is committed to supporting the design of flexible learning spaces

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Supporting Tools

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Great Expectations X X X X X

PBIS X X X

X

CHAMPS X X X

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Quantum Learning X X X

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R-Time

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Negotiate

X

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Love and Logic X

X X X

iLEAD

X X

PTSO

X X

Parent Plug In - Intervention Services

X X

DEIC X

X X

Parent/Community Outreach

X X X X X

CISD Cable channel

X

CARE Program

X X

SHAC X

X X

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Program/Event

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Constructivist Book Study

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SIOP X

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Daily 5 X X

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Student Satisfaction Survey

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Daggett Gold Seal Lessons

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Student Led Conferences/ARDS

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Managing Collaboration in the PBL Environment

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Practical Strategies for Dealing with Bullying

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Cyber-Bullying

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Kagan Cooperative Learning Strategies

X X X

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3. Curriculum Design

Descriptor:

Curriculum is “the what” and “the why” that inform instructional design and

assessment. It is comprised of standards and learning outcomes along with

interdisciplinary and disciplinary concepts and skills that define what learners should

know, understand, and be able to do. Curriculum provides essential guidance as

educators design paths of learning experiences grounded in a Pre-K-12 vision.

Curriculum should inspire creative problem-solving that supports intervention as well as enrichment opportunities for all diverse learners.

Curriculum is spiraling and should constantly be readjusted and revisited to meet the needs of all learners at different levels of development.

Curriculum is inherently linked to assessment and instruction. Well-designed curriculum begins with the end in mind and is responsive to the learner’s needs toward common standards and learning outcomes.

Standards & Learning Outcomes

Standards are identified student expectations of learning which state what learners should know and be able to do. They are often presented in a grade level and content area format. Learning outcomes are identified targets that are not included in the standards for the required curriculum, yet they are crucial for preparing learners for success and should be embedded in every content area. These outcomes include the thinking, interaction, and other “soft” skills learners need to develop.

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Standards:

Texas Essential Knowledge and Skills (TEKS) are the state standards for students should know and be able to do. The TEKS are required curriculum in PreK-12. http://www.tea.state.tx.us/index2.aspx?id=6148

College and Career Readiness Standards (CCRS) are core content and

cross-disciplinary standards focusing on strong foundational knowledge and intellectual skills necessary for success in postsecondary education and the workforce. The CCRS are required curriculum in grades 9-12. http://www.thecb.state.tx.us/collegereadiness/crs.pdf

English Language Proficiency Standards (ELPS) provide English

language proficiency level descriptors and student expectations for English language learners. The ELPS are required curriculum in K-12. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

CISD Technology Proficiency Standards (TPS) are a developmentally

appropriate, vertically aligned blend of TEKS and CISD standards for technology proficiency. (Link added summer 2012)

New Elem TEKS K-2: http://bit.ly/tTEKSK2

New Elem TEKS 3-5: http://bit.ly/tTEKS3-5

Middle School TEKS: http://bit.ly/tTEKS6-8

Middle School TEKS for TPA: http://bit.ly/msTEKStpa

Advanced Placement (AP) Standards are standards identified by the

College Board for all AP courses. http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html

International Baccalaureate (IB) Standards are internationally accepted standards used for students enrolled in the IB Diploma Programme. http://www.ibo.org/diploma/curriculum/

District Work to Support Campuses: The district supplies a curriculum management system that provides:

and communicates access to the entire set of expected learning standards for

learners, educators, district staff, parents, and the community (Article II e)

access to the learning standards and curricular/instructional guidance for all

educators and instructional leaders (Article II k)

support documents that give clear guidance regarding flexibility in the pacing, access, and entry points to curriculum mastery (Article V k)

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policies that clearly outline curricular requirements, clarifying the “what” of learning (required learning standards) (Article V k)

Supporting Tools

Support Purpose Status

CISD Curriculum Design template

A year-long sequence of curricular non-negotiables:

Enduring Understanding or Framing Question

Essential Questions

Standards

What students should Know, Understand, & be able to Do (KUD)

Learning Outcomes

Projected for Fall 2012: K-12 Science 9-12 ELAR 9-12 Math K-12 Social Studies 9-12 Spanish & French

CISD

Learning

Outcomes

(Article II c, f)

While identifying learning

outcomes is a campus-

based practice, CISD has

provided access to learning

outcomes & rubrics already

identified at campuses

within the district as an

initial resource to provide

campuses a starting point.

Other Sources for

Learning Outcomes:

21st Century Fluency Project:

http://www.fluency21.com/

Partnership for 21st Century

Skills: www.p21.org

Seven Survival Skills:

http://www.tonywagner.com/7-

survival-skills

Available as of August 1, 2012

https://sites.google.com/a/g.coppellisd.com/level1pbl/student-

learning-outcomes

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Macro & Micro Concept Chart

Macro: concepts that are interdisciplinary; therefore, they are used to link & develop BIG IDEA understanding across contents.

Micro: concepts that are subject-specific--the BIG IDEAS of an area of study; therefore, they are used to develop deeper understanding of that particular content.

Projected completion Summer 2013

Vertical Support Documents

Subject-specific vertical alignment of concepts, strands, and/or skills available to support scaffolded and enriched instruction.

In progress or under revision during 2012-2013

Year-at-a-Glance

A one-page overview of each course.

In progress or under revision during 2012-2013

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4. Learning Design

Descriptor

Educators design learner-centered experiences and facilitate the learners’ conceptual development and deep understandings, as they construct meaning of their world.

Inquiry-based instruction is a learner-centered and educator-guided instructional approach that engages learners in investigating authentic questions that they choose within a broad thematic framework. Both unit design and interdisciplinary strategies are driven by inquiry. 1. Unit Design

The following three design models support inquiry based instruction, which is aligned with the CISD vision for learners and learning. In order to support educators in their shift in pedagogy, a general understanding about inquiry instruction is necessary. Inquiry based instruction correlates with Article II a-l, with the exception of d

Understanding by Design Project-Based Learning

2. Interdisciplinary Strategies for the CISD Instructional Design Framework

Educators employ a variety of instructional strategies to meet the needs of their diverse learners. Many considerations should be made through the design process including, but not limited to, instructional objective, learner preferences, environment, etc.

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3. Inquiry Inquiry-based instruction is a learner-centered and educator-guided instructional approach that engages learners in investigating authentic questions that they choose within a broad thematic framework. Inquiry-based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of learners in a way that connects with their interests. Learners acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible. Inquiry-based learning places learners at the helm of the learning process and educators in the role of learning facilitator or coach. Learners become actively involved in the learning process as they:

act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems

analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions

Questioning is the heart of inquiry learning. Learners must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the PROCESS OF THINKING as this applies to learner interaction with issues, data, topics, concepts, materials, and problems.

Divergent thinking is encouraged and nurtured as learners recognize that questions often have more than one “good” or “correct” answer. Such thinking leads in many instances to elaboration of further questions. In this way learners come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses.

Deductive Inquiry

The focus in deductive inquiry is in moving learners from a generalized principle to specific instances that may be subsumed logically within generalizations. The process of testing generalized assumptions, applying them, and exploring the relationships between specific elements is stressed. The educator/facilitator coordinates the information and presents important principles, themes, or hypotheses. Learners are actively engaged in testing generalizations, gathering information, and applying it to specific examples. Deductive inquiry is based upon the logical assimilation and processing of information.

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Inductive Inquiry

The information-seeking process of the inductive inquiry method helps learners to establish facts, determine relevant questions, develop ways to pursue these questions, and build explanations. Learners are invited to develop and support their own hypotheses. Through inductive inquiry, learners experience the thought processes which require them to move from specific facts and observations to inferences. To help learners accomplish this, the educator/facilitator selects a set of events or materials for the lesson. The learner reacts and attempts to construct a meaningful pattern based on personal observations and the observations of others. Learners generally have some kind of theoretical frame when they begin inductive inquiry. The educator/facilitator encourages students to share their thoughts so the entire class can benefit from individual insights.

The Benefits of Inquiry-Based Instruction

1. teaches problem-solving, critical thinking, and disciplinary content 2. promotes the transfer of concepts to new problem questions

3. teaches learners how to learn and builds self-directed learning skills

4. develops learner ownership of their inquiry and enhances student interest in the subject matter

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Supporting Tools 1. Understanding by Design

The UbD Model of instruction is a tool used for educational planning focused on “teaching for understanding”. The emphasis is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. This model promotes students’ deep understanding of concepts. UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic.

Explain Sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and ideas. When assessing, we look for good explanations from students, calling upon them to reveal their understanding by using such verbs as support, justify, generalize, predict, verify, prove, and substantiate. Use assessments such as performance tasks, projects, prompts, and tests, that ask learners to provide an explanation on their own, not simply recall; to link specific facts with larger ideas and justify the connections; to show their work, not just give an answer; and to support their conclusions.

Interpret The object of interpretation is meaning, not merely a plausible account. The meanings and patterns we ascribe to all events, data, or experiences transform our understanding and perception of particular facts. Learners must make their own meaning as interpretations are contextual and specific to the individual, as individuals apply their own experiences within their interpretation. Therefore, their understandings are built from the inside. Learners should receive feedback necessary to force continual testing and revision of those accounts, with the educator facilitating deeper understandings.

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Apply Application is about using knowledge effectively in new situations and diverse, realistic contexts; therefore, it is about understanding. Understanding involves matching our ideas, knowledge, and actions to context. Application of understanding is thus a context-dependent skill, requiring the use of new problems and diverse situations in assessment. The problems we develop for learners should be as close as possible to the situation in which a scholar, artist, engineer, or other professionals attacks such problems.

Perspective Critical and insightful points of view. Involves making tacit assumptions and implications explicit. Learners with perspective expose questionable and unexamined assumptions, conclusions, and implications. Learner perspective may be revealed through an ability to ask, “What of it?” and to see an answer. With mature perspective as an aspect of understanding, learners grasp how ideas look from multiple points of view. We see perspective from a critical distance, to detach ourselves in order to see more objectively.

Empathize To understand by having the ability to get inside another person’s feelings and worldview; to “walk in another person’s shoes”, to escape one’s own responses and reactions so as to grasp another person’s feelings and worldview. With empathy, we see from inside the person’s worldview; walk in their shoes; and fully embrace the insights that come with engagement.

Self-knowledge

The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding. Our ability to self-assess and self-regulate reflects understanding. Metacognition refers to self-knowledge about how we think and why, and the relation between our preferred methods of learning and our understanding (or lack of it). Self-knowledge is a key facet of understanding because it demands that we self-consciously question our ways of seeing the world if we are to become more understanding and better able to see beyond our selves.

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2. Project Based Learning Project Based Learning is a systematic method of instruction that engages learners in learning important knowledge and 21st century skills through an extended, learner-influenced inquiry process structured around complex, authentic questions and carefully design products and learning tasks. The PBL protocol includes an entry event or launch, know-need to knows, social contract, scaffolding/workshops, product/skill rubric. These processes are not in a hierarchical order but should be included in ALL projects to ensure fidelity to the model.

Driving Question

A project without a Driving Question is like an essay without a thesis. A Driving Question organizes all the various activities in a project by stating its purpose. It captures the heart of the project in clear and compelling language, giving them a springboard and direction. As the facilitator of PBL, it helps you maintain consistency, guiding you in planning the lessons, resources, and activities that will help your learners answer it. The following 3 questions will assist you in developing a quality Driving Question.

1. Will my learners understand it? Will they find it interesting?

2. Does it require in-depth inquiry and higher-level thinking to answer it? Is it open-ended-are there several possible “right answers” or ways to do the task?

3. To answer it, will my learners need to learn the important content and skills I’ve targeted?

Entry Event The entry event, or project launch, should be designed to grab the hearts and minds of your learners. This experience should get your learners attention, lead them to ask question, or charge them to want to take further steps. An Entry Event has two basic purposes: to spark learner interest and curiosity, and to begin the inquiry process by leading learners to ask questions.

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Know and Need to Know

The Know-Need to Know (K-NTK) list is a process used to facilitate inquiry throughout the PBL experience. The K-NTK process should begin after the Entry Event and be used to capture the knowledge and experiences learners bring to the project as well as record what the learners feel they need to know in order to answer the Driving Question and produce the product, etc. The K-NTK process should be just that-A PROCESS. The list should be referred to often throughout the project allowing the learners to see how they are NTK become Knows as the project unfolds. The K-NTK list can be completed individually, by group, or as a whole class. It can be stored electronically, on sticky notes or posted on chart paper. This process is also a formative assessment used by the educator to determine what the learners know and what will need to be addressed throughout the project.

Social Contract

The Social Contract is a tool used by the learners to support collaboration as well as task management. There are various templates used for the Social Contract dependent on the design of the project, age of the learners, or specific collaboration objective by the educator. The Social Contract may address learner’s strengths and weakness, identify group norms and clearly state the process by which the learners will be warned for not following through with commitments identified in the social contract.

Scaffolding and Workshops

Scaffolding and Workshops are designed by the educator to address the Need to Knows identified by the learners throughout the project. These events can be requested by the learner, identified as optional by the facilitator or whole-group. These experiences should be designed leveraging the Universal Strategies as mentioned below.

Rubric In PBL, assess products and presentations with a set of clearly articulated, specific criteria. The rubric should include an assessment of the learning objectives (TEKS) as well as the 21st Century Skills as identified by the campus. A rubric should not just be a tool used summatively by the learners and educators but also formatively. A rubric is an essential tool for giving learners meaningful feedback and critique, so they can improve the quality of their work.

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Strategies

Educators employ a variety of instructional strategies to meet the needs of their diverse learners. Many considerations should be made through the design process including, but not limited to, instructional objective, learner preferences, environment, etc.

Digital Format Options Correlates with Article I a,b c, e, f

Blended Learning -Blended learning refers to any time a student learns, at least in part, at a brick -and -mortar facility and through online delivery with student control over time, place, path or pace. http://www.knewton.com/blended-learning/ Flipped Learning -The Flipped classroom inverts traditional teaching methods, delivering instruction online outside of class and moving “homework” into the classroom. http://www.knewton.com/flipped-classroom/

Questioning Correlates with Article II b, e Article III b, c, d, g, h, j, k, m

Questions help learners develop thought, insight, and deeper understandings of concepts. Questioning supports the all models of instructional design and is at the heart of good teaching. Questions are a powerful way of learning, relationship building, managing and coaching, avoiding misunderstandings, and persuading people.

Facilitation of Learning Strategies Correlates with Article II c, d, e Article III b, c, d

When designing learning experiences, educators should consider 4 Hats of Shared Leadership. Presenting, Facilitating, Consulting and Coaching are quadrants that should be considered in the facilitation of learning. Specific instructional strategies for the 4 Hats of Shared Leadership can be found at www.adaptiveschools.com.

Visual Tools for Constructing Knowledge Correlates to Article II b, d, e Article III b, e

Thinking Maps -a visual language for thinking; increases the capacity of the members to meaningfully engage in dialogues about purpose. Learners construct meaning and understanding by connecting new ideas and experiences to existing ones. Thinking Maps facilitate instinctual “patterning” of information by providing visual representations of the thinking processes we use to transform information into knowledge. Includes a series of eight visual-verbal learning tools, each based on a fundamental thinking process.

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Maps included are: Circle map for defining in context and brainstorming; Bubble Map for describing; Double Bubble Map for comparing and contrasting; Tree map for classifying; Brace Map for part to whole relationships; Flow Map for sequencing; Multi-Flow Map for cause and effect; and a Bridge Map for seeing analogies. Graphic Organizers -a visual language for thinking and constructing knowledge. http://www.google.com/url?q=http%3A%2F%2Faim.cast.org%2Flearn%2Fhistoryarchive%2Fbackgroundpapers%2Fgraphic_organizers&sa=D&sntz=1&usg=AFQjCNFIOiuvcwYSFHG3_OYiUn19OduIQA suggested definition to distinguish Graphic Organizers from Thinking Map: visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams. (from National Center on Accessible Instructional Materials - http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers)

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5. Assessment

Descriptor: Assessments are a form of communication that provide effective feedback to ensure

that learners, parents, and educators have a clear understanding of the learner’s

progress. As learners master the knowledge, concepts and skills of the curriculum, a

feedback loop is necessary to effectively monitor progress. Feedback from quality

assessments informs multiple aspects of the learning process including

differentiation of curriculum and instruction, mild or intensive interventions, and

placement and matriculation decisions. To this end, assessment provides valid and

reliable qualitative and quantitative data which improves the learning of each

individual. The goal of the assessment program is to provide a balance between “of

learning assessments” (summative) and “for learning assessments” (formative).

Strategies:

Assessment Design:

Educators align and design assessments to standards, learning outcomes, and

cognitive rigor of instruction to ensure that learners are meeting the expectations of

the curriculum.

Educators adjust assignments and assessments to allow for additional opportunities to learn and reteach

Educators provide opportunities for learner choice to drive how students demonstrate mastery

Educators connect the way learners are assessed to the way they learn. Educators use learner goals, learning modalities, and learner choice when

considering the design of assessments. Educators design performance tasks to measure deep understandings resulting from

the curriculum and elements of cognitive rigor such as application of knowledge and skills to novel situations.

Educators use quantitative and qualitative data to determine where the learner is, where the learner should be and how to move the learner forward on the learning continuum.

Educators vary, evaluate and utilize assessments in meaningful ways. Educators and learners provide specific, accurate, fair and timely feedback regarding

learner performance. Educators design assessments prior to instructional design. Educators align the cognitive rigor of the curriculum objective to the learning

experience to the assessment of and for learning.

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Formative and Summative Assessment Design: The assessment process is ongoing. It is a spiraling, data driven practice that guides instruction. As such, formative and summative assessments need to have breadth, depth and cognitive rigor while promoting greater learning and growth through differentiated, yet respectful tasks. The assessment process is essential to achieve learner and educator accountability. In doing so, assessments are aligned and integrated with curriculum and include opportunities for learner self-reflection. Whether an assessment is formative or summative varies based on the perspective and purpose of the users of the data. Formative Use of Assessment: Educators use assessment formatively for the improvement of learning and effectiveness of instruction. The formative assessment process is validated through the educator’s use of the data derived from the assessment. Educators and learners use the formative assessment process to:

Design customized learning experiences. Check for understanding, identify learning gaps and design interventions for

individuals, small groups and whole group. Adjust, deepen and enrich learner understanding through specific, accurate,

fair and timely feedback. Set goals for learning, monitor progress, and reflect upon performance for

subsequent learning.

Summative Use of Assessments: Educators use assessment summatively for the measurement of learning and effectiveness of instruction. The summative assessment process evaluates and communicates performance at established times. Educators and learners use the summative assessment process to:

Validate mastery of standards Communicate learners’ strengths and weaknesses regarding mastery of the

curriculum Report learner outcomes to stakeholders for annual state and federal

accountability systems.

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Sample Assessments: Any of the following assessments could be formative or summative based on the purpose of the assessment:

Pre-Assessment Post-Assessment Observable data Teacher/Student conferences and/or conversations Question & Answers data State Assessment Portfolios Growth Model Assessments Progress Monitoring Performance Assessments Learner Inventories Learner Profiles Multiple Intelligences Student Choice Diagnostic Assessments Flexible Time Flexible Assessment Anecdotal records Journaling Parallel Assessments Rubrics Learner Designed Assessment

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Support Tools:

Assessment Purpose

Aware Aware is a tool that allows educators to: Analyze TAKS data in a rich, interactive grid

Create and share custom data views to focus on important issues for your district

Develop easy-to-administer benchmark tests

Print answer documents on plain paper and scan with inexpensive retail scanners

Create a district bank of benchmark questions

Build student personal graduation plans

Deploy secure student forms for almost any purpose

Create views of data for easy publishing to staff members

Generate graphs automatically as you are interacting with your data

Connect external data for analysis

DRA 2/EDL 2 DRA II is a reading assessment that measures the accuracy, fluency and comprehension of students. The development of the DRA2 was based on what educators and the extant research literature identified as being key characteristics and behaviors of good readers. The DRA2 is based upon a number of premises which were drawn from a variety of sources including the research literature concerning reading development and instruction.

Science Notebooking

Science notebooks is a tool that can be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communications.

Performance Series

Performance Series from Scantron is a computer-adaptive test that lets you quickly pinpoint the proficiency level of your students, across a range of subjects that correspond with the specific standards of your state. This provides for more accurate student placement; diagnosis of instructional needs, including instructional adjustments; and measurement of student gains across reporting periods.

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Assessment Purpose

Universal Screeners

Universal screening is a type of assessment that is characterized by the administration of quick, low-cost, repeatable testing of age-appropriate skills to all students.

To determine the effectiveness of curriculum, instruction, and school organization, and to determine students’ level of proficiency in essential academic areas, schools administer screenings to all students, usually three times a year. Screening data are organized in a format that allows for the inspection of both group performance and individual student performance on specific skills.

CogAT The Cognitive Abilities Test (CogAT) measures students‟ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal. Although its primary goal is to assess students‟ reasoning abilities, CogAT can also provide predicted achievement scores when administered with The Iowa Tests (ITBS).

While CogAT is well-suited to help educators make important student placement decisions, such as selecting students for Gifted and Talented programs, exclusive features such as the Ability Profile Score can be used to expand the educational opportunities of all students. Reasoning abilities have substantial correlations with learning and problem solving, both in and out of school. CoGAT's measurement of three different content domains ensures that educators receive a balanced view of the child. Cognitive processing measure of ability that is fair to minority children, effective for differential diagnosis, and related to intervention

SAT The SAT is the most widely used standardized test for college admissions. The exam is created and administered by College Board. It covers three subject areas: critical reading, mathematics and writing. Students have 3 hours and 45 minutes to complete the exam. Each section is worth 800 points, so the highest possible score is 2400. The exam is offered seven times a year: January, March, May, June, October, November and December. The SAT is designed to measure critical thinking and problem solving skills that are essential for success in college.

PSAT The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a standardized test administered by the College Board and National Merit Scholarship Corporation (NMSC). This test is offered by the College Board. The scores from the PSAT/NMSQT are used (with the permission of the student) to determine eligibility and qualification for the National Merit Scholarship Program.

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ACT The ACT is a standardized test for high school achievement and college admissions. The Act has historically consisted of four tests: English, Mathematics, Reading and Science Reasoning.

Explore The EXPLORE test is administered to students as they enter high school. It identifies student aptitudes and helps high school administrators develop appropriate individual coursework and career planning programs. Also, it helps students identify their strengths and weaknesses as they enter a crucial period in their education. The EXPLORE test is administered during the course of the normal school day. It has four components: English, Mathematics, Reading, and Science.

Kinder Acceleration

This test allows students to demonstrate mastery of the kindergarten curriculum. Students who have demonstrated exceptional abilities may be considered for enrollment in the first grade.

Secondary Student Satisfaction Survey

This survey measures the level of student satisfaction in categories ranging from school climate to instructional engagement. The purpose of the survey is to garner student feedback on critical aspects of their secondary educational experiences.

Technology Proficiency Assessment

This test is designed to measure a student’s proficiency with technology. Students who demonstrate mastery of identified skills are exempt from the technology graduation requirement.

Credit By Exams (CBEs)

CISD students may earn credit by examination either with or without prior instruction in the subject or grade level being tested. (EHDB & EHDC Legal) This policy provides acceleration by grade level at the elementary level (k-5) or course credit at the secondary level (6-12). Exam content is based on the Texas Essential Knowledge and Skills (TEKS). To view a list of available exams, please visit University of Texas Education Center. To view Credit by Exam review sheets, please visit University of Texas Credit by Exam Review Sheets.

Spelling Inventories

This inventory is designed to assess the word knowledge students bring to their reading and spelling. Students are not to study these words since that would invalidate the purpose of this inventory which is to find out what they truly know.

Student Led Conference Protocol

In place of teacher/parent conferences, student led conferences are conferences conducted by students. Students are given an opportunity to share with their parents the learning their learning.

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Bibliography and Resource List

1. Learner/Educator Resources

Brooks, G. & Brooks, J. (1999). Becoming a Constructivist Teacher. Alexandria, VA: ASCD.

Bybee, Rodger W. 5E Model - The Biological Sciences Curriculum Study.

http://www7.nationalacademies.org/bose/Bybee_21st%20Century_Paper.pdf

The Adaptive School - A Sourcebook for Developing Collaborative Groups, 2nd Edition -

The Center for Adaptive Schools. www.adaptiveschools.com

Bransford, John. D. (2004). How People Learn; National Academy Press, Washington D. C.

Buck Institute for Education. (2003). Project-Based Learning Handbook: A guide to

standards-based project-based learning for middle and high school. Novato, CA: Buck

Institute for Education.

Expeditionary Learning and Outward Bound (2011). Expeditionary Learning Core Practices:

A Vision for Improving Schools. New York: Expeditionary Learning and Outward Bound.

Fullan, Michael. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.

Gabriel, John G. (2005). How to Thrive as a Teacher Leader. Alexandria, VA: ASCD

Hyerle, D. & Yeager, C. (2007). Thinking Maps: A Language for Learning - Cary, NC:

Thinking Maps, Inc. www.thinkingmaps.com

Jensen, Eric. (2003). Tools for Engagement: Managing emotional states for learner success.

Thousand Oaks, CA: Corwin.

Leahy, S., Lyon, C., Thompson, M. & Wiliam, D. (2005). Classroom Assessment: Minute by

Minute, Day by Day. Educational Leadership, 63, 18-24.

Morgan, N & Saxton, J. (2006). Asking Better Questions, 2nd edition. Ontario, Canada:

Pembroke.

Pink, Daniel. (2005). A Whole New Mind: Why right-brainers will rule the future. New York:

The Berkley Publishing Group.

Pink, Daniel. (2009). Drive: The surprising truth about what motivates you. New York:

Penguin Group.

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Posner, M. I. & Rothbart, M. K. (2007). Educating the Human Brain. American Psychological

Association.

Richart, R., Church, M. & Morrison, K. (2011). Making Thinking Visible: How to promote

engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-

Bass.

Rodriguez, Eleanor R. (2007) What Is It About Me You Can’t Teach: An instructional guide

for the urban educator, 2nd edition. Thousand Oaks, CA: Corwin Press.

Rutherford, Paula. (2009). Why Didn’t I Learn This in College?. Alexandria, VA: JustASK.

Stronge, James H. (2007). Qualities of an Effective Teacher, 2nd edition. Alexandria, VA:

ASCD.

Turner, Ruth. (2008). Triple SSS Curriculum: Effective skills for struggling secondary

students.

Wehman, Paul. (2001). Life Beyond the Classroom: Transition strategies for young people

with disabilities, 3rd edition. Baltimore, MA: Brookes Publishing

Walsh, J & Sattes, B. (2010). Leading Through Quality Questioning: Creating capacity,

commitment, and community. Thousand Oaks, California: Corwin Press.

Walsh, J & Sattes, B. (2005). Quality Questioning: Research-based practice to engage

every learner. Thousand Oaks, California: Corwin Press.

Walsh, J & Sattes, B. (2011). Thinking Through Quality Questioning: Deepening student

engagement. Thousand Oaks, CA: Corwin Press.

Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IA: Solution Tree Press

Wiggins G. & McTighe, J. (2005) Understanding by Design, Expanded 2nd edition.

Alexandria, VA: ASCD.

Wiggins G. & McTighe, J. (2011) Understanding by Design Guide to Creating High Quality

Units. Alexandria, VA: ASCD.

Zamuda, Allison. (2010). Breaking Free from the Myths about Teaching & Learning:

Innovation as an engine for student success. Alexandria, VA: ASCD.

Zemelman, S., Daniels, H. & Hyde, A. (2005). Best Practices: Today’s standards for

teaching and learning in America’s Schools. Portsmouth, NH: Heinemann.

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2. Environment Resources

Brooks, J. & Bonthron, S. (2011). Connecting service-learning to the curriculum. Claremont,

CA: Community Works Press.

Educase (1999-2012). Learning space design for the 21st century. Retrieved from:

http://net.educause.edu/ir/library/pdf/NLI0446.pdf

Expeditiary Learning (2011). Core practices: A vision for improving schools. Retrieved from:

http://elschools.org/best-practices/category/core-practices.

Fay, J. & Funk, D. (1995). Teaching with love & logic. Golden, CO: The Love and Logic

Press Inc.

Garrison, M.; Howard, L. & Sprick, R. (1998). CHAMPS: A proactive and positive approach

to classroom management. Eugene, OR: Safe and Civil Schools.

Hollar, C. (1991). Great expectations. Retrieved from: www.greatexpectations.org

Jenson, E. (2000). Different brains, different learners: How to reach the hard to reach. San

Diego, CA: The Brain Store.

Jenson, E. (2006). Enriching the brain: How to maximize every learner’s potential. San

Francisco, CA: John Wiley & Sons.

Public Education Visioning Institute (2008). Creating a new vision for public education in

Texas: A work in progress for conversation and further development. Austin, TX: Texas

Association of School Administrators/Texas Leadership Council.

Rutherford, Paula. (2009). Why Didn’t I Learn This in College?. Alexandria, VA: JustASK.

University of Queensland, Australia (2012). Next generation learning spaces. Retrieved

from: http://www.uq.edu.au/nextgenerationlearningspace/

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3. Curriculum Resources

Burke, J. (2010). What’s the big idea? Portsmouth, NH: Heinemann.

Drake, S. M. & Burns, R. C. (2004). Meeting standards through integrated curriculum.

Alexandria, VA: ASCD.

Erickson, H. L. (2007). Concept-based curriculum & instruction for the thinking classroom.

Thousand Oaks, CA: Corwin Press.

Jacob, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12.

Alexandria, VA: ASCD.

Littky, D. (2004). The big picture: Education is everyone’s business. Alexandria, VA: ASCD.

Public Education Visioning Institute. (2008). Creating a new vision for public education.

Austin, TX: Texas Association of School Administrators & Texas Leadership Center.

Wagner, T. (2008). The global achievement gap. New York, NY: Basic Books.

Wiggins G. & McTighe, J. (2005). Understanding by design, expanded 2nd edition.

Alexandria, VA: ASCD.

Zhao, Y. (2009). Catching up or leading the way: American education in the age of

globalization. Alexandria, VA: ASCD.

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4. Learning Design Resources Wiggins G. & McTighe, J. (2005) Understanding by Design, Expanded 2nd edition. Alexandria, VA: ASCD. Wiggins G. & McTighe, J. (2011) Understanding by Design Guide to Creating High Quality Units. Alexandria, VA: ASCD. Parker, Diane. 2007. Planning for Inquiry: It's Not an Oxymoron! Urbana, IL: NCTE. Thomas, Douglas, and Thomas Seeley. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Indiana: CreateSpace, 2011. Print. Hyerle, D. & Yeager, C. (2007). Thinking Maps: A Language for Learning - Cary, NC: Thinking Maps, Inc. www.thinkingmaps.com Hattie, John. Visible Learning for Teachers: Maximizing Impact on Learning. Taylor and Francis, 2011. Print. Richart, R., Church, M. & Morrison, K. (2011). Making Thinking Visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass. Walsh, J & Sattes, B. (2010). Leading Through Quality Questioning: Creating capacity, commitment, and community. Thousand Oaks, California: Corwin Press. Walsh, J & Sattes, B. (2005). Quality Questioning: Research-based practice to engage every learner. Thousand Oaks, California: Corwin Press. Walsh, J & Sattes, B. (2011). Thinking Through Quality Questioning: Deepening student engagement. Thousand Oaks, CA: Corwin Press. American Association of School Libraries, First. Standards for the 21st-century learner in action. Chicago: Amer Library Assn, 2009. American Association of School Libraries, First. Standards for the twenty-first century learner. Chicago, Il: Amer Library Assn, 2009. Larmer, J. Pbl. starter kit. 1st. Novato, CA: Buck Institute for Education, 2009. Print. American Association of School Libraries, First Empowering Learners, Guidelines For School Library Media Programs. Chicago: American Association of School Librarians, 2009. Print. (n.d).Retrieved from http://www.greatbooks.org/programs-for-all-ages/junior.html (n.d.). Retrieved from http://fluency21.com/index.cfm

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5. Assessment Resources:

Rick Wormeli: Redos, Retakes, and Do-Overs, Part One:

http://www.youtube.com/watch?v=TM-3PFfIfvI&feature=related:

Rick Wormeli: Redos, Retakes, and Do-Overs, Part Two:

http://www.youtube.com/watch?v=wgxvzEc0rvs&feature=related:

Rick Wormeli: How Much Should Homework Count?

http://www.youtube.com/watch?v=nMJ-vEl4WB8&feature=related:

Interview with Rick Stiggins Chappuis, Jan. (2009). Seven Strategies of Assessment for

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