Instructional Framework
Instructional Frameworks are flexible “research-informed models for course design that help instructors align learning goals with classroom activities, create motivating and inclusive environments, and integrate assessment into learning.”
Standards
Where are we going?
What do we want our students to know, understand and be able to do?
What should students know, understand and be able to do?
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By the time they graduate?
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By the end of the school year?
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By the end of the week?
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After class today?
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Is the content important to students’ lives?
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Does it recognize and value the perspectives of people who have historically been marginalized?
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How does it challenge traditional power structures built around race?
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Learning Intentions
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Engagement
How do we move learning forward?
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How will I lay the foundation for learning?
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How will I scaffold this content so that my students can access it?
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Do my students see the value in the content and skills we are working on?
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Have I built solid relationships with each student?
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Scaffold new learning to existing knowledge
Opportunities for processing including think time and discussion
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Classroom Practices Reflection & Planning Tool
Establish, Maintain Restore (EMR) Playbook
Zaretta Hammond Culturally Relevant Teaching and the Brain, Chapter 8.
Evaluation
Where are we now?
What did we learn today?
Where are we now?
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Where were my students at the beginning of the year (universal screeners, pre unit assessments)
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What growth have they made (progress monitoring assessments, formative assessments)
What did we learn today?
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Did we achieve our learning intention? (class work, exit slips)
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Do I need to adjust my plan for tomorrow?
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Do I have systems in place to ensure that all students are learning?
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Are there multiple ways to represent knowledge and skills?
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Exit Slips and other daily formative assessments
Progress Monitoring
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Differentiation
How do we ensure that all students benefit?
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Do all students have the skills needed to meet the learning intention?
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What additional scaffolding can I provide for students who are struggling?
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How can I extend learning for students who are ready for more?
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Do my students share the same background knowledge?
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How do I ensure that everyone has a voice?
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Additional scaffolding (if needed)
Individualized support
Modified assignments (if needed)
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