The workshop approaches ‘learning’ through a practical lens. It aims to consolidate a range of research around learning and present it in a manner that makes practical sense to educators. The workshop first establishes a common “understanding” of learning and then applies this understanding to rethink instruction and assessment within a UbD framework. Participants will reflect on their own practice and receive feedback that helps them further refine their practices and shape their identity as educators.

The workshop uses the ‘learning lens’ to address several core questions, such as:

• How do we know when learning is happening with our students? What do we look for?
• How do we act when our intended learning isn’t accessible, or is too easy for our students?
• What is worth learning and how do we know?
• How do we design units and learning experiences that address the ‘non-negotiable’ curriculum and allow for whitespace and student autonomy?
• What are the ‘look fors’ when it comes to further improving instructional practices?
• What type of feedback is most meaningful for students?
• How best do we observe learning when visiting other classrooms? How can we have meaningful conversation about what we observed?

• Develop the ability to define learning and to know when and how it is happening. This skill helps teachers and administrators develop confidence in knowing, in real time, when learning is happening. It also enables them to respond when learning isn’t at the ‘right’ level for the students.
• Develop understanding of what is worth learning and how that might fit in the ‘non-negotiable’ curriculum. Several leading organizations and educational experts have studied this area at length. This workshop will share a summary of this research and provide participants with tools to use in their lessons.
• Be able to plan learning experiences, within the UbD framework, that are most appropriate to the type of desired learning.
• Reflect on their instructional and assessment practices and consider possible enhancements to make these more learning-focused.
• Refine what teacher and student autonomy within the ‘non-negotiable’ curriculum might mean. This aspect of learning is key to the development of life-worthy skills.
• Develop the ability to give meaningful feedback on learning.