Learning-Focused Strategies

Learning-Focused Strategieswww.LearningFocused.comBonnie AlbertsonAdapted from Chris Evans, DRWPand Aleta Thompson, DWP

What is the Learning-Focused Model? A model that provides a planningframework that focuses on learningAlbertson, 2011

Planning for InstructionWhat are the essential components of LearningFocused Solutions [LFS] unit/lesson planning? Begin with standards and EssentialQuestionsDeconstruct the standards (KUD charts)Develop meaningful ASSESSMENTSDevelop STUDENT LEARNING MAPSDevelop LESSONS and UNITSAlbertson, 2011

Develop The Student Learning MapThe Student Learning Map is a plan for theunit of instruction. It Works as part of a unit launchIdentifies the key vocabulary of the unitWorks as an advance organizerLinks to or builds prior knowledgeAlbertson, 2011

SLM - Literacy and Technology in Urban SchoolsUnit Essential Question: How can teachers integrate technology into culturally responsive literacy classroom?LiteracyClassroomManagementLesson EQ : Whatare the someclassroommanagementtechniques thatfacilitate learningKEYVOCABULARY-Premack Princl.-SR classroom-PBS-Ratio /IntervalreinforcementLesson EQ : Whatare the nonnegotiablecomponents of aresearch-basedliteracy classroom?KEY VOCABULARY- Skill/strategy-WGRD-Guided Release Mode-“Text”appropriateness-Diff. Inst.** LFSLesson EQHow can I usetechnology forBEFORE, DURING& AFTER readinglessons?KEY VOCABULARYTechnologyLesson EQ:How cantechnology toimprove studentwriting ?KEY VOCABULARYAlbertson, 2011CulturallyResponsivePedagogyLesson EQ :What are someonline resourcesI should knowabout and use?KEY VOCABULARYLesson EQ :Howcan incorporatingculturallyresponsivepedagogy improvestudent learning?KEYVOCABULARY

Clearly communicate what students should Know FactsVocabularyTermsPhrasesUnderstandDo Principles Generalizations “Big Ideas” Skills “Dos” start with averb!e.g. Persuasive writinge.g. The components of is used to influence thea persuasive essaythoughts and actions ofthe reader.Albertson, 2011e.g. Analyzeperspectives related toan issue

Partial KUD for Lit & Tech in Urban SchoolsKNOWUNDERSTANDDO-Premack Principle-SR classroom-PBS-Ratio & Interval reinforcement- Skill/strategy-WGRD-Guided Release of Responsibility Model- Principles of Learning Focus [LFS] lessondesign-“Text” appropriateness indicators andguidelines-Principles of Differentiated Instruction [DI]- Optimal learning occurs when classroombehavior management systems are databased and consistently implemented.- Research-supported tenants ofeffective instructional practice areessential for student learning- Utilizing LFS principles of lesson/unitdesign promotes strong alignmentbetween instruction and standards,facilitates effective instruction for allstudents, and encourages teachermetacognition-Using a full range of text types andformats that are appropriate for studentsand instructional goals supports studentlearning-Differentiating instruction through arange of instructional activities including process, product and materials– supports student learning.- Create a school wide PBS- Post a few rules in class that express positivebehaviors- Implement and monitor consistent interventionsfor “target” students that are data-based- Explicitly teach literacy skills along withWGRD strategies for applying skills- Consistently utilize the guided release ofresponsibility model-Use LFS lesson template to create lessons-Select texts that are appropriate for instructionalgoals and student population-Use student data to select appropriate DIstrategies to accommodate needs of all learners* Class for March 3* Class for March 3* Class for March 3Albertson, 2011

Standards-driven CommonAssessmentsThe KUD Organizer shows WHAT to assess; youneed to think about HOW you will assess it.Knowledge can beassessed through:Understanding can beassessed through:Skills (Do) can beassessed through:Multiple choiceShort answerConstructed responseObservationsChecklistsWork samplesPortfoliosConstructed ResponsesEssaysPerformance taskProductPresentationAlbertson, 2011

Acquisition LessonA lesson designed to help learnersacquire new knowledge regardingimportant concepts and skills as directedby state standards. During the lesson thestudent will be given opportunities to linkprior knowledge, create meaning, andinternalize skills.Albertson, 2011

The Learning-Focused Acquisition LessonPlan Follows a Simple Framework1. Essential Question for the Lesson2. Activating Strategy3. Teaching Strategies (becareful these more instructionalactivities that facilitate a learningstrategy)4. Summarizing ActivityAlbertson, 2011

Acquisition lesson for March 3 classEssential Question: (What question—from your Student Learning Map and based on yourstandards/grade-level expectations—will direct and focus this lesson?)What are the non-negotiable components of a research-based literacyclassroom?KUD: What must students know, understand and do to achieve learning goals?“KNOW” (noun phrases – literal level knowledge)WGRD; Skill vs. Strategy, Guided Release of Responsibility Model; LFS template“DO” (verbs: range from low level skills to critical thinking skills)- Explicitly teach literacy skills along with WGRD strategies for applying skills- Consistently utilize the guided release of responsibility model-Use LFS lesson template to create lessons“UNDERSTAND” (the enduring understanding that gets at Essential Question)- Research-supported tenants of effective instructional practice are essential forstudent learning- Utilizing LFS principles of lesson/unit design promotes strong alignmentbetween instruction and standards, facilitates effective instruction for all students,and encourages teacher metacognitionAlbertson, 2011

March 3 class Acquisition lesson - continuedFormative Assessment Prompts:(How will you know students are making progress towardlearning goals? BRIEFLY list the assessment topic you will embed within this lesson. For a shorter lesson, only 1 AP maybe necessary; for longer lesson, 3 or more may be appropriate)AP #1 topic:AP #2 topic:AP #3 topic:NAStandards:CCSS literacy standard (spell out – do not just list a number)NAAlbertson, 2011

March 3 class Acquisition lesson - continuedActivating: (How will you hook students at the beginning ofthe lesson and activate and/or build the necessary priorknowledge? This would generally be a BEFORE readingactivity)Have students read Creole fairy tale and“Evolution/mutation” article. Have studentsshare feelings about difficultiescomprehending and what it feels like to“struggle” as a reader.Albertson, 2011Key Vocabulary to preview: (Whatcontent-specific vocabulary willstudents need to know in order tomake meaning of the learning in thelesson? )- Skill/strategy-What Good Readers Do-Guided Release ofInstruction Model

March 3 class Acquisition lesson - continuedStrategic Learning Activities: (What specific, research-based teaching practices will you use toengage students in their learning? e.g. distributed guided practice, numbered heads, collaborative pairs,think-pair-share, jigsaw, exit tickets, note to absent student, writing-to-learn strategies, etc.)Think-pair-share, gallery walk, exit ticketGraphic Organizer(s) Used: (What graphic organizers or other organizational tools will you use to helpstudents organize their learning?)SLM, LFS templateMaterials Needed: (What specific materials – from annotated bibliography – will you need to presentthis lesson?)Creole fairy tale, Albertson, et al article, power point, LFS templateAlbertson, 2011

March 3 class Acquisition lesson - continuedInstructional Plan: [EXPLICIT, step-by-step description of HOW you will provide instruction and/or specificlearning experiences (guided release model), which lead students to the understanding necessary to respond toeach formative assessment prompt? What will be the sequence of these learning experiences? Be sure toembed explicit BEFORE, DURING, &/OR AFTER reading strategies]Instruction Chunk #1 Debrief resultsof pair-share after reading texts in Activatingactivity. Emphasize that much of that discomfort will be discussed/addressed inlater class. Review goals of this class, via Power point. Follow Power point throughtheoretical implications of What Good Readers Do literature . Clarify differencebetween skill and strategy .Assessment Prompt #1: Havestudents look at lesson plan brought to class and identifyWGRD strategies utilized . Note gaps.Follow Power point through Guided Release of ResponsibilityModel. Clarify think-aloud. Ask for student to model think-aloud.Instruction Chunk #2Assessment Prompt #2: Havestudents look at lesson plan brought to class and identifyGradual Release of Responsibility embedded. Note gaps.Instruction Chunk #3: IntroduceAssessment Prompt #3: Havetemplate. Note gaps.LFS students attempt to “retrofit” their esson plan to fit LFSCollect .Albertson, 2011

March 3 class Acquisition lesson - continued*Summarizing Strategy: (How will students summarize what they have learned as a result of the lessonto provide evidence of their understanding, in relation to the lesson essential question? Examples: ExitTicket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.)?Exit ticket:What idea(s) from tonight’s class reinforced or clarified what you already do?What idea(s) from tonight’s class was “new” to you?What idea(s) from tonight’s class left with you with questions?Assignment(s): (What summative assessment will students do to prepare for, reinforce and/d theirunderstanding?)Final portfolio exhibit includes 3 literacy lessons, which effectively utilize LFSlesson format.Albertson, 2011

is used to influence the . think-pair-share, jigsaw, exit tickets, note to absent student, writing-to -learn strategies, etc.) Think-pair-share, gallery walk, exit ticket. Graphic Organizer(s) Used: (What graphic orga