Unit+4-Day+1-Foundations+of+Effective+Learning

1. I believe that "student achievement" and all students are capable of learning is what drives instruction in our school. I also believe that meeting the needs of all learners is at the heart of instruction. As we are all aware and have observed, what drives instruction can vary from school to school, teacher to teacher and from grade level to gradel level. There are varying definitions and thoughts around "high expectations", motivation, and connections. I believe it is our challange to ensure that everyone has a shared knowledge of these principles of effective learning and it becomes embedded in instructional practices.
 * Questions to consider entering Day 1:**

We are all capable of articulating about what drives instruction but it it embedded in the practice of our teachers. I believe the principals of effective learning are present in varying degrees within our school. One of the challanges is providing professional development to meet the many varying needs of the instructional staff. Bob C.


 * 1. How do the principles of effective learning compare to what you believe regarding what drives learning in your school?**

//The principles of learning seem to be the basis of what I see driving instruction in our school. Because district professional development has supported the principles and principals have been a driving force to see that effective learning is taking place. Learning in our school is supported by the belief that all students can learn. Targeted instruction is in place for those students who need safety nets such as "Soar to Success" for improvement in literacy. Students receive instruction based on assessment and then informed decisions are made by using assessment information to plan for instruction. We have created a community of learners through cooperative learning structures such as teams and partnerships. We have priorites set by using standards-based instruction and assessment. We use formative assessment and effective written feedback to support students and bring them to the next level of achievement. We motivate by celebrating achievement through monthly student assemblies and also by the structure each teacher sets up to celebrate when students are successful on a day-to-day basis. This being said, we still have much work to do in making sure that all staff are educated on the principles of effective learning...........Joanne L.//

The three assumptions that I believe drive learning in our school are: 1. All children have the capacity to learn and are held to the same high standards. 2. Instruction is data-driven through formative and summative assessments. 3. Professional learning is designed to increase the capacity of teachers.

Within those assumptions, the principles of effective learning are embedded. Beliefs about students' capacity to learn through a standards based system implies that all students are capable of learning, hence aptitude is not the driving force, but effort. Student interest inventories and learning style surveys are administered at the beginning of the year. Teachers utilize this data to tailor their lesson plans to meet the needs of diverse learners (UDL) as well as design lessons and activities that motivate students to learn. Formative assessments of prior knowledge provide a framework for learning and effective focused teaching. Opporturnities to work with students who require additional time to learn is an outcome of effective formative assessment. Addressing the needs of a variety of learners is accomplished through cooperative learning, a learning initiative that is interwoven into instructional methods. Mary S.

1-How do I help to increase the capacity of teachers to be efficient and effective in their instruction within the "zone?" 2-What type of professional learning improve instructional rigor? Mary S.
 * 2. What questions do the principles of effective learning raise for you?**


 * 3. To what extent are these principles present in your school?**

Through informal observations over the past few weeks, many of these principles were evident. All classrooms used cooperative learning techniques in varying degrees. Students' level of engagement was noted through their enthusiasm when answering questions as well as their attentiveness to their work. Positive reinforcement of desired learning behaviors seemed to directly influence student's effort and motivational level. Teaching in both reading and math was built on prior knowledge and skills acquisition, thus "hanging" ideas onto previous learning. Wait time was apparent through the use of popsicle sticks, but it is unclear at this point as to how individual learning time needs are being addressed. Mary S.

While I would like to think that what drives learning is the attainment of knowledge, when I think about what drives learning at my school, I think of the goal of most of the students. Their ultimate goal is to graduate as soon as possible so they can move onto further schooling or obtain a job. They focus on moving quickly through the steps toward achieving that goal whether it is passing MCAS, gaining sufficient credits, creating and presenting their portfolios, increasing their English proficiency, or all of the above without considering the applicability of what they are being given the opportunity to learn. Our goal is to change that perception and ensure students see the importance of learning and not just skimming by in a course, strive to be able to show others what they know, and understand what it means to learn something. The three principles of effective learning that connect the most to what I believe drives learning at my school are: learning is about making connections, learning takes time, and motivation matters.
 * 1) How do the principles of effective learning compare to what you believe regarding what drives learning in your school?

2. What questions do the principles of effective learning raise for you? I have been thinking about the difference between what drives learning as opposed to what drives instruction. They should be aligned, but in reality are they?

3. To what extent are these principles present in your school? The three principles mentioned above are integral to the school. Learning is about making connections-- In the Newly Arrived Program, teachers strive to build English vocabulary and content knowledge by making connections to the prior knowledge of students. In the Diploma Plus Program, there is a strong emphasis on making connections to the “real world” and creating authentic assessments so students can prove that they have achieved competency by proving they can apply their learning. Learning takes time In the Newly Arrived Program, students move onto the LHS Campus when they have achieved a specific level of English, not just after a given period of time. Some students move through the program quickly and others take additional time. Motivation matters Students in the Diploma Plus Program present a portfolio based on authentic assessments assigned in their courses. They are assessed by what they can show and can articulate about what they learned. This process helps to motivate they to be responsible for learning. The emphasis is on the grade they earned and learning they gained rather than on the grade they were given by the teacher. --Andrea

How do the principles of effective learning compare to what you believe regarding what drives learning in your school? 1. The philosophy of "all kids can" is pervasive throughout every classroom at my school and how we achieve that is through collaboration through in class activities and cross departmental opportunities. 2. We have an obligation to prepare students to apply what they have learned in real life scenarios, this may take students numerous times to achieve a level of proficiency and this should be okay. It is not how fast the student can pick up the information but what does the teacher need to do to ensure the student learns it, regardless of how long. 3. The idea of performance tasks create a level of rigor for both the students and teachers to achieve proficiency.

What questions do the principles of effective learning raise for you? As always I turn to our relationship with standardized testing. Regardless of whether it is the MAP, MEPA, MELAO, or MCAS - how do we publicize the strong growth we are experiencing as a district to a community/state who does not seem to care about the growth and only worry about the end result? What does rigor look like across the six high schools?

To what extent are there principles present in your school? I think that many of them are present at varying degrees in many classrooms in INT. I think the faculty make a concerted effort to make connections with both students and other faculty members to ensure our students are in a supportive environment. That in turn allows students to be motivated about what they will get out of their high school experience. Amy

3. To what extent are these principles present in your school? From a district perspective - I was drawn to principle 5 Motivation Matters. Considering student behavior, many schools implement Postive Behavior Support (PBS) which uses elements of rewards to encourage positive behavior - most of the tier 1 strategies use tickets which are distributed regularly and can be used for tangible and untangible rewards. As the data shows - most students 80% buy into this system. Implementation can be classroom based and school-wide (as long as the entire staff has bought in as well. Carl 2. What questions do the principles of effective learning raise for you? NISL bases much of its philosophy on the belief that a standards based instructional system is the most effective system for student learning. The principles cause me to wonder the extent to which our district has the desire and the commitment to fully convert to a standards based system preK-12; one that is fully aligned in all areas: curriculum, instruction and assessment.

__**1. How do the principles of effective learning compare to what you believe regarding what drives learning in your school? (Maria)**__ The principles of effective learning are very similar to my own beliefs regarding what drives learning. Principle 5, "Motivation Matters", states that "high levels of motivation can arise when students see purpose and meaning in what they are learning at school." This is where the teacher is so important....when s/he can move students beyond the level of "Why do we have to do this?" to a level where all students are intinsically motivated, that is when true learning takes place. __**2. What questions do the principles of effective learning raise for you? (Maria)**__ + How do you get all faculty to buy into the belief that all children can learn? __** 3. To what extent are these principles present in your school? (Maria) **__ For the most part, all of the principles are evident in varying degrees. The challenge will be to create a school culture where all principles are valued by 100% of the staff.