CHECK OUT NEW MODULES FOR THE SECONDARY LITERACY PLAYLIST!

Maximize Opportunities for Grade Level Learning & Address Unfinished Instruction

PLAYLIST NAVIGATION PANEL

Module 1: Accelerating Learning

This module assumes you know and can do the following:

Use grade-level prioritized standards in instruction
Backmap standards to identify prerequisites skills
Develop and use standards-based proficiency criteria
Use assessment data to identify unfinished learning that is tied to the learning goals and standards-based proficiency criteria

Competency

Continuously take note of what is or is not working (via student-level data, technology, applications, pedagogical strategies, supervisor feedback, etc) and identify a plan of action. (Aurora Institute)

Learning Outcomes

Teachers will use district prioritized grade-level standards to identify prerequisite skills needed for unfinished learning.
Teachers will use a protocol to be able to understand the demand of the grade-level standards in order to assist in identifying unfinished learning.

What I will DO in this module:

Gain an understanding of accelerating learning and unfinished instruction.
Use the Accelerating Learning Unit Template to:
- Identify grade-level priority standards for a unit
- Identify prerequisite standards that are necessary for students to access grade-level standards
- Make a plan for assessment of the prerequisite standards

Module 1: Accelerating Learning

Module 2: "Just in Time Learning"- Supports vs Modifications vs Scaffolding

This module assumes you know and/or can do the following:

Use district prioritized grade-level standards to identify prerequisite skills needed for unfinished learning
Identify the demand of the grade-level standards in order to assist in identifying unfinished learning.
Create a standards-based lesson with clearly defined outcomes with criteria for measurement
Use assessment data to identify unfinished learning that is tied to the learning goals and standards-based proficiency criteria

Competency

Engage in problem solving through continuous planning, designing, testing, evaluation, and re-calibration of teaching methods. (Aurora Institute)

Learning Outcomes

Teachers will be able to intertwine “just in time” learning into their lessons.
Teachers will differentiate between supports, modifications, and scaffolding.
Teachers will analyze their own lessons to determine potential supports needed within lessons.

What I will DO in this module:

Engage in watching a video(s) and reflect on the information provided to prepare for embedding scaffolding into daily lessons.
Analyze examples of instructional changes and conclude whether the example is a support or a modification.
Modify a lesson within an existing unit, considering just-in-time supports to scaffold for unfinished teaching and learning.

Module 2: "Just in Time Learning"-Supports vs Modifications vs Scaffolding

Module 3: Bundling of Standards

This module assumes you know and/or can do the following:

The concept of accelerated learning
Diagnose unfinished learning
How to use just-in-time learning to accelerate grade-level instruction
Identify and use supports/modifications/scaffolds that are aligned to student need

Competency

Provide resources for students to learn content and enable them to work independently and/or in cooperative groups. (Aurora Institute)

Learning Outcomes

Teachers will learn how to bundle standards to accelerate learning.
Teachers will make cross-curricular connections with standards to accelerate learning.

What I will DO in this module:

Determine how to prioritize key learning in an existing unit to account for:
- unfinished learning
- the potential of lost learning time in the fall of 2020
- immediate social-emotional needs
Modify an existing unit to prioritize key learning and bundle standards in order to accelerate learning during Return-to-Learn.

Module 3: Bundling of Standards

Module 4: Maximizing Learning by Reducing Cognitive Load

This module assumes you know and can do the following:

Use scaffolding to identify individual student learning gaps
Identify and bundle appropriate standards to maximize learning
Identify and use strategies of accelerated learning

Competency

Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)

Learning Outcomes

Teachers will gain conceptual understanding of interleaving.
Teachers will gain conceptual understanding of cognitive load and how to identify cognitive load for students.
Teachers will gain knowledge of strategies such as chunking, familiarity, intricacy, simplification, and focus to reduce cognitive load.
Teachers will describe how to adjust elements of cognitive load to support student access to grade-level learning.
Teachers will identify sources in their own lessons to apply strategies to reduce cognitive load.
Teachers will identify routines and protocols that students are familiar with to decrease cognitive load.

What I will DO in this module:

Identify ways to lessen cognitive load.
Identify examples of the intricacy of text or task.
Identify levels of focus in teaching.
Identify sources of students’ familiarity and funds of knowledge.
Identify examples of language familiarity.
Analyze lessons to identify sources of cognitive load.
Define equity and apply an equity lens to instruction and learning.

Module 4: Maximizing Learning by Reducing Cognitive Load

CHECKPOINT

Checkpoints include self-assessments, quick checks, peer feedback opportunities, reflection questions, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.

Page updated

Report abuse