foundation for learning title: grade/course subject duration · architects of deeper learning...
TRANSCRIPT
ToolboxArchitects of Deeper Learning
Copyright © by International Center for Leadership in Education, a division of Houghton Mifflin Harcourt. Permission granted for use by educators.
Chapter 1: Blueprint for Deeper Learning
Flipped GRR (Math Option)
BlueprintforLearning:C3College,Career,andCivicLife
Adaptedfromwww.c3teachers.orgInquiryDesignModelbyDr.LissaPijanowskiLicensedtoshareandadaptunderCreativeCommonsLicenseAttribution–ShareAlike4.0
FoundationforLearningTitle:Grade/Course:
Subject: Duration:
FocusStandard(s):Skills: Concepts: Bloom’sLevel
DOK1: DOK2: DOK3: DOK4:LearningTargets:Iamlearningto...
SuccessCriteria:IwillbesuccessfulwhenIcan...
Real-WorldProblemandTaskOverviewCompellingQuestion:(DimensionI)OverviewofLearningTasks(1-2sentenceswithalignedstandardcodes):TaskI:TaskII:TaskIII:TaskIV:
Foundation for Learning
Title:
Grade/Course Subject Duration
Focus Standard(s)
Skills Concepts Bloom’s Level
DOK 1 DOK 2 DOK 3 DOK 4
NCTM: Establish Mathematics Goals to Focus Learning
Learning Goals:
I am learning to . . .
Success Criteria:
I will be successful when I can . . .
Real-World Problem and Task Overview
NCTM: Implement tasks that promote reasoning and problem solving
Real-World Problem/Challenge/Issue:
Overview of Learning Tasks (1–2 sentences with aligned standard codes)
Task 1:
Task 2:
Task 3:
Task 4:
ToolboxArchitects of Deeper Learning
2
Chapter 1: Blueprint for Deeper Learning
Flipped GRR (Math Option)Continued from previous page
Construction of Knowledge: Task 1Check Expected Level of Rigor/Relevance
Driving Question: NCTM: Pose purposeful questions M C M D
Task Opening: NCTM: Use and connect
mathematical representations
M A M B
Independent Practice
(let them)
NCTM: Support productive struggle
in learning mathematics
Strategies
Guided Practice
(guide them)
NCTM: Facilitate meaningful
discourse
Strategies
Direct Instruction
(show them)
NCTM: Build procedural fluency
from conceptual understanding.
Strategies
Task Closing: NCTM: Use and connect mathematical representations
Instructional Resources
(print/digital)
Teacher resources Student resources
Learner Considerations:
(Special Ed, ELL, etc.)
Inspection and Feedback
NCTM: Implement tasks that promote reasoning and problem solving
Assessment/Task: (Show What You Know)
Success Criteria: Not Yet Meets Feedback:
ToolboxArchitects of Deeper Learning
3
Chapter 1: Blueprint for Deeper Learning
Flipped GRR (Math Option)Continued from previous page
Construction of Knowledge: Task 2Check Expected Level of Rigor/Relevance
Driving Question: NCTM: Pose purposeful questions M C M D
Task Opening: NCTM: Use and connect
mathematical representations
M A M B
Independent Practice
(let them)
NCTM: Support productive struggle
in learning mathematics
Strategies
Guided Practice
(guide them)
NCTM: Facilitate meaningful
discourse
Strategies
Direct Instruction
(show them)
NCTM: Build procedural fluency
from conceptual understanding.
Strategies
Task Closing: NCTM: Use and connect mathematical representations
Instructional Resources
(print/digital)
Teacher resources Student resources
Learner Considerations:
(Special Ed, ELL, etc.)
Inspection and Feedback
NCTM: Implement tasks that promote reasoning and problem solving
Assessment/Task: (Show What You Know)
Success Criteria: Not Yet Meets Feedback:
ToolboxArchitects of Deeper Learning
4
Chapter 1: Blueprint for Deeper Learning
Flipped GRR (Math Option)Continued from previous page
Construction of Knowledge: Task 3Check Expected Level of Rigor/Relevance
Driving Question: NCTM: Pose purposeful questions M C M D
Task Opening: NCTM: Use and connect
mathematical representations
M A M B
Independent Practice
(let them)
NCTM: Support productive struggle
in learning mathematics
Strategies
Guided Practice
(guide them)
NCTM: Facilitate meaningful
discourse
Strategies
Direct Instruction
(show them)
NCTM: Build procedural fluency
from conceptual understanding.
Strategies
Task Closing: NCTM: Use and connect mathematical representations
Instructional Resources
(print/digital)
Teacher resources Student resources
Learner Considerations:
(Special Ed, ELL, etc.)
Inspection and Feedback
NCTM: Implement tasks that promote reasoning and problem solving
Assessment/Task: (Show What You Know)
Success Criteria: Not Yet Meets Feedback:
ToolboxArchitects of Deeper Learning
5
Chapter 1: Blueprint for Deeper Learning
Flipped GRR (Math Option)Continued from previous page
Construction of Knowledge: Task 4Check Expected Level of Rigor/Relevance
Driving Question: NCTM: Pose purposeful questions M C M D
Task Opening: NCTM: Use and connect
mathematical representations
M A M B
Independent Practice
(let them)
NCTM: Support productive struggle
in learning mathematics
Strategies
Guided Practice
(guide them)
NCTM: Facilitate meaningful
discourse
Strategies
Direct Instruction
(show them)
NCTM: Build procedural fluency
from conceptual understanding.
Strategies
Task Closing: NCTM: Use and connect mathematical representations
Instructional Resources
(print/digital)
Teacher resources Student resources
Learner Considerations:
(Special Ed, ELL, etc.)
Inspection and Feedback
NCTM: Implement tasks that promote reasoning and problem solving
Assessment/Task: (Show What You Know)
Success Criteria: Not Yet Meets Feedback:
ToolboxArchitects of Deeper Learning
6
Chapter 1: Blueprint for Deeper Learning
Flipped GRR (Math Option)Continued from previous page
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
6
5
4
3
2
1
1 2 3 4 5
Knowledge in one discipline
Apply indiscipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situations
Assimilation Adaptation
ApplicationAcquisition
Rigor/Relevance Framework®
A B C D
Application Model
Kno
wle
dg
e T
axo
nom
y
› Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.
› Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.
› Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.
› Students think in complex ways and can apply their knowledge and skills. Even when confronted with perplexing unknowns, students can create solutions and take action that further develops their skills and knowledge.
Reflection on Design and Learning:
Teacher Reflection:
Student Reflection:
Considerations for Redesign: