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1 Framework for Improving Teaching and Learning Teaching and learning process Teaching and learning process Courageous conversations Courageous conversations Research based tool What is the Framework for Improving Teaching and Learning? Framework for Improving Teaching and Learning What is the purpose of the framework? Deepen our understanding of the elements Provide a structure for improving teaching and learning Provide a way to frame conversations

Framework for Improving Teaching and Learning · Framework for Improving Teaching and Learning ... •Elements - Components of teaching and learning ... Curriculum The instructional

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Framework for Improving Teachingand Learning

Teaching and learning processTeaching and learning process Courageous conversationsCourageous conversations Research based tool

What is the Framework forImproving Teaching and Learning?

Framework for Improving Teachingand Learning

• What is the purpose of the framework?

Deepen our understanding of theelements

Provide a structure for improvingteaching and learning

Provide a way to frame conversations

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Key Terms in the Framework

• Framework - Elements with look-forsand qualities

• Elements - Components of teachingand learning

• Look-fors - Research-based questions• Quality - Expected research-based

indicators/responses

Elements of the Framework forImproving Teaching and Learning

EXPECTATIONS:Effort-based Intelligence

High expectations = High StudentAchievement

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• “TEACHER EXPECTATIONS refer to inferences thatteachers make about the future academicachievement of student.”

• “SCHOOLWIDE EXPECTATIONS refer to the beliefsheld by the staff as a whole about the learningability of the student body.”

Cooper and Good, 1983

Expectations

Effort-Based Intelligence

“Smart isn't something you are, it'ssomething you get.”

Jeff Howard“…Achievement is based on effective effort,that it's the responsibility of teachers toteach that effective effort, and it's up tochildren to do it.“ Darlene Merry

Expectations“Look-Fors”

• Practices• Behaviors• Structures• Staff talk

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Practices

• Feedback• Grouping• Extra help• Goal setting• Standards• Work smart

How does the view of effort based intelligenceappear in PRACTICES in the learning

environment?

Behaviors

• Language of giving help• Tenacity• Reciprocal Feedback

How does the view of effort based intelligenceappear in BEHAVIORS in the learning

environment?

Structures

• High curriculum expectations• Assessments that embody high

standards• Opportunities and access to learning

How does the view of effort based intelligence appear inthe STRUCTURES in the learning environment?

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Staff Talk

• Proficiency Standards• Placement, Assignment, Program• Challenging and Re-examining Beliefs

How does the view of effort based intelligence appearin STAFF TALK within the learning environment?

Framework for Improving Teaching andLearning

Conversations about EXPECTATIONSmust take place.

Professional Learning Communities

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Curriculum

The instructional approach is modified whilemaintaining curriculum objectives when students

need more time and support.

Curriculum

“There is differentiation whilemaintaining

standards.”

Planning

“Staff shows tenacity to get students tomeet standards.”

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Expectations and Instruction

Instruction Expectations

“ How do teacherscheck for evidence ofstudent understanding?”

• Appropriate frequency is evident• Teachers check broadly acrossthe class• There are a variety of strategiesfor checking• Teachers use the information tomake dynamic instructionaldecisions• Student thinking is visible, publicand shared

“How does the view ofeffort based intelligenceappear in practices in thelearning environment?”• Feedback on student w ork isfrequent, specif ic, respectful andinstructional• Flexible grouping practices are beingused• Students are self-evaluating andsetting goals – grading practicesdemonstrate this• Standards are maintained w hiledif ferentiation strategies are used• Staff teaches student how to WORKSMART

Instruction Expectations

“ What evidence do youhave that students self-monitor their own learningand set personal goals?”

• Students articulate goals andevaluate progress• Students have access topersonal progress• Students show samples of workthat have mastered criteria• Students describe areas ofmastery and areas of need• Students provide non-judgmental feedback to theirpeers

“How does the view of effortbased intelligence appear inPRACTICES in the learningenvironment?”

• Feedback on student work isfrequent, specific, respectful andinstructional• Flexible grouping practices are beingused• Students are self-evaluating andsetting goals – grading practicesdemonstrate this• Standards are maintained whiledifferentiation strategies are used• Staff teaches student how to WORKSMART

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Evidence of StudentLearning

Student Effort = Rigorous Goals

The Framework for Improving Teaching and Learning: A Resource Guide forThe Framework for Improving Teaching and Learning: A Resource Guide forProfessional Learning CommunitiesProfessional Learning Communities. Montgomery County Public Schools.. Montgomery County Public Schools.Montgomery County, MD.Montgomery County, MD.

Summary