CISD Learning Framework DRAFT 8-15-12

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CISD Learning Framework

The Learning FrameworkThe Learning Framework provides common language regarding our beliefs for learning in Coppell ISD. This dynamic document serves as an anchor for the essential components of the why, how, and what of authentic education. Sections/Components 1. Learner/Educator 2. Environment 3. Curriculum Design 4. Learning Design 5. AssessmentDescriptor Defines the why of the section/component Strategies Provides the how to realize the descriptor Supporting Tools Provide the what to support the strategies of thatparticular component

Resources Provides bibliography of print and other media resources thatwere used in the crafting of the Learning Framework

Note: The following notation will be used to reference the Article and Premise that are described in Creating a New Vision for Public Education.(Article III a-m)

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Learner / Educator

Descriptor:Every learner is an educator. Every educator is a learner.

Learner Learners are diverse individuals bringing with them prior experiences, skills and mental models that influence beliefs, emotions and prejudices as they continuously construct meaning. Desiring to grow in knowledge and skill, learners question, reflect and use the language of thinking. With an innate sense of curiosity, learners wonder, dream, imagine and create. Learners advocate for their own understanding. Educator Educators facilitate learning. Through the language of thinking and the use of questioning, educators design learner-centered experiences based on the constructivist theory. Educators monitor learner progress and provide specific feedback. Educators model the construction of knowledge, skills, practices and dispositions as they actively engage in learning. Educators communicate clearly and hold high expectations for every learner.

Educator Strategies1. Assessing and Providing Feedback (Article III a-m) Effective feedback is essential for learner success. Effective feedback is accurate, fair, specific and timely. Feedback must: be an accurate representation of what learners have and have not learned be free of bias or judgment specify how the work compares with the targeted standard or model be given with sufficient timeliness to influence performance.

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Using Brain-Based Strategies (Article I a, c; Article II d, e, f) Brain-based research for teaching supports mechanisms of human learning based on the following premises: Learning changes the physical structure of the brain. Structural changes alter the functional organization of the brain; learning organizes and reorganizes the brain. Different parts of the brain may be ready to learn at different times. Brain development and psychological development involve continuous interactions between a learner and the external environment. Educators embrace the belief that there is no limit to the skills any learner can acquire with practice (constructivism).


Planning for Cognitive Rigor (Article ____) Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace. Alignment of instruction and assessment with standards/objectives that are at those levels of cognitive complexity is a critical part of increasing rigor in schools.


Embracing Diversity through Culturally Relevant Teaching (Article Id, h;Article II d, e)

Educators reach and teach all learners well regardless of cultural factors. Our past experiences, prejudices and preferences influence the lens through which we view the world. Educators create environments and design learning experiences which capitalize on diversity (race, ethnicity, socio-economic status, gender) and use it as an asset to the learning community.

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Operating within a Growth Mindset (Article II d) A growth mindset is based on the belief that ones qualities, including intelligence, are things that can be cultivated through effort. It is the belief that a persons true potential is unknowable and his future accomplishments cannot predicted. Great educators set high standards for all learners equip learners with the skills and understandings needed in order to reach these standards provide a safe nurturing learning environment in which learners can construct their own meaning


Leading Leaders mobilize and energize others. Leaders, both formal and informal, possess skills and dispositions that influence others to improve individual and group performance. Leadership skills include the ability to: use evidence and data in decision making recognize an opportunity and take initiative mobilize people around a common purpose marshal resources to take action monitor progress and adjust the approach as conditions change sustain the commitment of others and anticipate negativity contribute to the learning organization

Leaders possess the following dispositions: deep commit to learning optimism and enthusiasm open-minded and humble courage and willingness to take risks confidence and decisiveness tolerance of ambiguity creativity and flexibility perseverance willingness to work hard

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Teaching Responsively (Article II k) The goal of teaching is successful learning. Responsive teaching means that an educator establishes a positive relationship with each learner in order to understand the background experiences, learning preferences, interests, culture and supports needed to ensure successful learning. Just as all learners are not the same; a one-size-fits-all approach does not meet the needs of all learners. Responsive educators teach in multiple ways incorporate content literacy strategies design engaging lessons facilitate inquiry differentiate make the content relevant provide specific corrective feedback incorporate high level questioning strategies maintain high expectations for all learners and provide the support needed to help all achieve


Teaching for Understanding and Mastery (Article II l) Unlike facts which can be memorized and skills which can be improved through drill and practice, coming to an understanding of the big ideas within a course requires students to construct meaning for themselves. To support this meaning-making, educators are expected to: stimulate thought show examples and non-examples ask probing questions require explanations and justification use essential questions to connect the content to broader disciplinary and interdisciplinary concepts and ideas Methods such as project-based learning, scientific experimentation, historical investigation, Socratic seminars, research projects, concept attainment, simulations, debates, problem solving, and producing authentic products and performances are effective in helping learners to make meaning.

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Learner Strategies1. Operating within a Growth Mindset (Article II d) A growth mindset is based on the belief that ones qualities, including intelligence, are things that can be cultivated through effort. It is the belief that a persons true potential is unknowable and his future accomplishments cannot be foreseen or predicted. This belief creates a passion for learning and drives the learner to persist through challenges. Learners with a growth mindset seek new opportunities for learning and growth daily.


Employing Habits of Mind (Article II l) Professor Art Costa defined 16 thinking dispositions that are displayed by intelligent people when confronted with problems for which the solutions are not immediately apparent. These habits of mind incline learners to adopt thinking tools and strategies

. Persisting - seeing a task through to completion and staying focused Managing impulsivity - thinking before acting; remaining calm, thoughtful and deliberate Listening with understanding and empathy - seeking to understand others Thinking flexibly - changing perspectives, generating alternatives, considering options Metacognition - being aware of ones own thoughts, strategies, feelings and actions Striving for greater accuracy and precision - desiring exactness, fidelity and craftsmanship Questioning and problem solving - considering what data are needed and choosing strategies for collecting those data; finding problems to solve

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Applying past knowledge to new situations - accessing prior knowledge, transferring that knowledge Thinking and communicating with clarity and precision - striving for accurate communication in both written and oral form; avoiding overgeneralizations, distortions and deletions Gathering data through all senses - using all sensory pathways to gather data Creating, imagining, innovating - trying a different way, generating novel ideas, seeking originality Responding with wonderment and awe - being intrigued by the worlds phenomena and beauty Taking responsible risks - venturing out; living on the edge of ones competence Finding humor - looking at the whimsical, incongruous, and unexpected in life Thinking interdependently - truly working with and learning from others in reciprocal situations Remaining open to continuous learning - learning from experiences; admitting when one doesnt know; resisting complacency


Self-Determination and Self-Advocacy (Article III j) Learners, propelled by their creativity, drive their educational path and pursuits. (self-determination) Internal knowledge of personal interests, passions, and strengths are used by the learner to mobilize and energize t