Module 1: Accelerating Learning
This module assumes you know and can do the following: (click to open drop-down)
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
Click here to receive additional resources related to this module to put in your educator toolbox.
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 as a guide in identifying prerequisite skills needed for students to reach grade-level proficiency.
Teachers will prepare the assessment tools needed to provide the necessary data in order to plan for 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
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway.
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
Module 1 Pre-Assessment Maximizing Opportunities.pdfLAUNCH
THINK ABOUT
Why must access to grade level instruction be a priority?
DO
Choose a unit to plan for instruction
LEARN
THINK ABOUT & DISCUSS
What key characteristics of accelerated learning and unfinished learning have you found important to consider?
FIGURE OUT
Which grade-level standards within the unit will be a priority?
TALK ABOUT &
FIGURE OUT
FIGURE OUT
Using the priority grade-level standards as a guide, talk about and figure out which prerequisite standards are necessary for students to access these standards
COLLABORATE
Collaborate with your team and other teacher teams to make decisions on how the prerequisite standards that have been identified will be assessed
REFLECT
TALK ABOUT
Talk about your unit plan: does it include the characteristics that you discussed as being important to consider for a successful plan?
MODULE RESOURCES
Progression of Learning Resources
CHECKPOINT
Checkpoints include self-assessments, quick checks, peer feedback opportunities, 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.
Self Check
Before moving forward, check to ensure the unit plan contains the following:
Grade-level priority standards are identified for the unit
Prerequisite standards that are necessary for students to access grade level standards have been identified
Collaborative conversations have taken place to decide which of the identified prerequisite standards are unfinished teaching and which are unfinished learning
A plan has been made for assessing each of the prerequisite standards through collaborative conversations with vertical teams
CELEBRATION OF LEARNING
MAY DO
Share your unit with other buildings within your district that may benefit from the work you have created
Post your work on a Google Classroom that is used to share Accelerated Learning Unit Plans
