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Learning Focused Instruction – Making Connections

Learning Focused Instruction – Making Connections. Asheboro City Schools - January 23, 2006. So Why Learning Focused Instruction?. Student focused – what will the students learn? Based on student mastery learning

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Learning Focused Instruction – Making Connections

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  1. Learning Focused Instruction – Making Connections Asheboro City Schools - January 23, 2006

  2. So Why Learning Focused Instruction? • Student focused – what will the students learn? • Based on student mastery learning • Fits in with what we have been doing with reading across the curriculum (different terms, same concepts) • Framework, not a “program” • Research-based: green tab pages 14-19

  3. What is the Learning-Focused Model? • Framework for thinking about, planning, and delivering instruction using exemplary practices with a focus on learning. • A Planning Model that provides frameworks and tools for organizing, planning, assessing, and designing for: • Organization • Planning • Curriculum • Instruction • Assessment

  4. GOALS: Continuous Improvement Consistent and Pervasive Instruction What is the Learning-Focused Model?

  5. LFI Based on Exemplary Practice • Exemplary School: a school with 90% or more of its students on or above grade level. (ACS middle schools = 87% & 88%) • Exemplary Practice: Practices/activities that exist on a consistent and pervasive basis in exemplary schools. • Practices/activities interact with and support one another.

  6. Exemplary Practices in High Achievement Schools (p.9) Organization Assessment Instruction Curriculum Planning

  7. How do I think about, plan, and deliver instruction so that students can learn it faster and keep it longer? (p.4) • Acceleration/ • Previewing • How can I use • Previewing to • Accelerate student • Learning? • Content Maps • Vocabulary • Extending/ Thinking • How do I plan for the • Extending Thinking Level • of learning? • Essential Questions • Mini Lesson • Thinking Skills Activities • Compare/Contrast, Classifying, Constructing Support, Analyzing Perspectives, Induction, Deduction, Error Analysis, Abstracting • Reviewing for Mastery • Sharing • Reviewing for Mastery • Planning • Learning • Units • How do I “put it all together” to plan a unit? • Unit Design • Prioritizing • Curriculum • Authentic • Assessment • Rubrics • Acquisition Lessons • How do I plan • an acquisition • lesson? • Essential Questions • Activating Prior Knowledge • And motivational Launch • Teaching Strategies • *Collaborative Pairs • *Distributed Guided • Practice • *Graphic Organizers • *Mnemonic Devices • Summarizing

  8. Content Map • Key Learning of This Unit • Unit Essential Question • Concepts • Lesson Essential Questions • Vocabulary

  9. Acquisition Lesson Plan Plan forthe concept, topic, or skill; not a daily lesson plan • Essential Question • Activating Strategies (Hook) • Acceleration / Previewing (vocabulary) • Teaching Strategies • Distributed Guided Practice / Summarizing Prompts • Summarizing Strategies

  10. Extending/Refining Lesson • Essential Question • Mini-lesson • Task • Summarize / Share

  11. Acquisition Lesson • Essential Question • Activating Strategy • Teaching Strategies • Extending / Refining Activity • Summarizing Strategy

  12. Learning Unit Planning Guide Decisions • Decision One: Content Map of the Unit • Decision Two: Culminating Performance/ Product/ Project • Decision Three: Rubric for Culminating Activity • Decision Four: Student Assessments • Decision Five: Launch Activity

  13. Unit Plan Decisions (cont.) • Decision Six: Acquisition Lesson Planning • Decision Seven: Extending Thinking Activities • Decision Eight: Differentiating the Unit • Decision Nine: Lesson/Activity Sequence and Timeline • Decision Ten: Review and Revise • Decision Eleven: Resources and Timeline

  14. Middle School Professional Development

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