PROCESS TO SUPPORT OUTCOME 6 OF THE IOWA CORE CURRICULUM

1. PROCESS TO SUPPORT OUTCOME 6 OF THE IOWA CORE CURRICULUM

2. Characteristics of Effective InstructionOutcome 6 • Focus for today • Districts/schools are expected to describe, in writing, how they plan to address the targets.

3. Purpose of this segment To provide all educators across the state with a common experience that introduces the characteristics of effective instruction • Purpose of identifying the characteristics • Assumptions guiding the work • Significance of the characteristics as part of the Iowa Core Curriculum • Focus on next steps

4. The characteristics of effective instruction identified for the Iowa Core Curriculum • Student-centered classroom • Teaching for understanding • Assessment for learning • Rigor and relevance • Teaching for learner differences

5. Purpose of identifying the characteristics To create a common understanding around the types of instruction in which we want all students to be consistently engaged to improve student learning.

6. Assumptions • Effective instruction has a positive effect on student learning. • The characteristics of effective instruction are co-dependent. They are integrated with each other and dependent on significant content. • The work around the characteristics of effective instruction is best done collaboratively. • Although many educators engage in various attributes of the characteristics of effective instruction, they must do so on a consistent basis and reach all students.

7. Student-centered classroom • Construction of learning • Metacognition • Teacher/student partnership in learning • Collaborative learning 5. Meaningful assessment in real-world contexts

8. Teaching for understanding • Make learning a long-term, thinking-centered process • Clear learning goals and success criteria • Provide rich, on-going assessment 4. Support learning with representations of conceptual models 5. Teach for learner differences • Induct students into the discipline 7. Teach for transfer

9. Assessment for learning • Understanding of the learning progression • Descriptive feedback • Self- and peer-assessments • Collaborative classroom climate

10. Rigorous and relevant curriculum 1. Content that is linked to a core concept 2. Construction of knowledge 3. Disciplined inquiry 4. Value beyond school

11. Teaching for learner differences 1. Plan 2. Instruct 3. Assess and evaluate

12. Objective To provide educators with an opportunity to engage in the student-centered classroom definition and brief. Materials: • Student-centered classroom brief • Concept map • Sarah Brown-Wessling Grant Proposal video

13. Advanced Organizer • Read the brief. • With your group, discuss what one would observe teachers and students doing and saying in a student-centered classroom. • Record teacher actions and student actions identified in the brief using concept maps.

14. Concept Map

15. View • Sarah Brown-Wessling Grant Proposal Project • Individually record what Sarah and her students do that exemplify the teacher/student actions that are on your concept map.

16. Process • Team members make connections between their notes and the teacher/student actions identified on the concept map. • Team members share their connections with the table group and record them on the concept map. • Look for common connections that were made by table group members. Be prepared to share these connections with the whole group.

17. Reflect • What do we do that supports a student-centered classroom? How do we know? What is the evidence? • In what professional development have we engaged that supports student-centered classrooms? Explain the connections between this professional development and student-centered classrooms. What changes have occurred in classroom instruction as a result of this work?