Welcome to Framing the Lesson: Implementing Instructional Fundamentals 1 (IIF1).

Register for IIF1 here

This micro-credential awards a graduate half-credit for demonstrating proficiency in the instructional practice of framing lessons with effective learning objectives and closings. Evidence of proficiency must be demonstrated in three areas: Knowledge, Implementation, and Reflection.

Participants may engage with resources and activities described below at their own pace throughout the course term. All are advised to refer to key dates and deadlines for submission and to plan their learning activities within these constraints.

To submit evidence*, link to this Google Form.

Objective: After engaging with at least two curated resources on learning objectives, and two on closing lessons, demonstrate your proficiency in knowledge about "framing the lesson" by submitting evidence of your critical engagement with at least two curated resources on the webpages linked above.

Proficient knowledge in framing the lesson includes:

• Identifying why framing the lesson is a high yield instructional practice
• Understanding how to write effective objectives and closings
• Identifying how specific verbs determine the rigor and relevance of learning objectives and closing tasks
• Understanding how lesson and unit plans relate to lesson frames
• Recognizing that lesson objectives and closings may need to be adapted for diverse learners

Recommended Evidence Types (choose one or more):

• Critical writing response(s) with specific references to text or video
• Notes from face-to-face workshops on lesson framing
  • incl. from "Always Be Closing," w/ Sean Cain
• Resource Annotation (e.g., insightful comments on digital stickies)
• Video Annotation ( through time coded notes, or use VideoAnt)

Scoring Rubric (link)

Objective: Demonstrate your proficiency in implementing lesson framing as an instructional practice by submitting evidence of the following:

1. a series of objectives and closing tasks posted in your classroom, along with description or demonstration of how they were used to achieve best practice,
2. an instructional coaching, mentoring, or peer observation cycle on lesson framing in your classroom (pre-obs, observation & debrief).

Proficient implementation of framing the lesson includes:

• Applying best practices in writing effective objectives and closings, such as,
  • student-friendly language
  • measurable or observable target/outcome
  • lesson-specific objective and close (not too broad or narrow)
  • apt language for rigor and relevance
• Applying specific verbs to determine the rigor and relevance of learning objectives and closing tasks
• Analyzing how lesson and unit plans relate to lesson frames
• Creating adaptations of objectives/closings for diverse learners (accommodation, modification, differentiation)

Recommended Evidence Types:

1. For series of objectives & closing tasks; demo of best practice...
   • Pictures (jpg); gathered into sequence on Google Slides
     • annotation on images or on Google slides pointing out key components of best practice (keys for writing objectives, keys for effective closing, rigor and relevance explanation, etc.)
       • bonus: refer to resources in your annotation
   • Video of you framing the lesson (3 examples)
     • bonus: include clips of referring back to objective during lesson
   • Lesson/Unit Plans to show how learning objective and close fit with other instructional practices and larger learning goals
     • be sure lesson/unit plans include explanation of what they demonstrate
   • Description or artifacts detailing how closing informed subsequent lessons as a formative assessment of learning
   • Description or artifacts detailing how objectives and closings were adapted for diverse learners
2. For coach/mentor/peer observation cycle
   • [link to observation guidelines/templates]
   • pre-observation email or meeting agenda
   • observation notes (dated, signed)
   • post-observation meeting notes (dated, signed)

Scoring Rubric (link)

Objective: Demonstrate your proficiency in reflective practice by sharing a reflection on your growth and/or mastery of "framing the lesson," and evaluate the practice for impacting student learning using student reflections.

Proficient reflective practice in framing the lesson includes:

• Evaluating the quality and effectiveness of teaching with learning objectives
• Evaluating the quality and effectiveness of closing the lesson
• Analyzing student reflections for evidence of how lesson frames impact learning

Recommended Evidence Types:

• Teacher's Written or Video Reflection discussing the strengths and challenges of creating, and teaching with, learning objectives and lesson closure
  • refer to specific examples of your practice
  • discuss your growth in implementing lesson framing
• Student Written, Video or Audio Reflections describing how learning objectives and lesson closing relate to their learning in your classroom
  • refer to specific examples
  • compare to lessons without frames

Scoring Rubric (link)