3 Steps for Learning

This design utilizes the following 3 STEP Process:

1.    Engage in learning with Early Start
2.    Collaborate with colleagues in a Professional Development workshop
3.    Reflect upon your learning to improve your practice with Extended Learning

Early Start and Extended Learning

Early Start and Extended Learning are online learning opportunities designed to engage in the subject before a professional learning activity and extended the learning into practical classroom application following the activity.  It is designed to provide a flexible learning environment specifically for the busy educator who teaches full-time.
•    Early Start: Upon registration in a professional development activity, you will receive an email with a link providing additional background information.
•    Extended Learning: Upon completion of the workshop, you will receive a link to extend your learning and implement new classroom practices.

Day 1


Students talking

Learn how to energize instruction to meet the individual needs of all students in all content areas. Explore how to set student learning targets, manage the classroom, and plan for differentiation. Each session will integrate the use of supportive technologies for teacher use and classroom instruction.

Day 1 AM: Using Learning Targets to Differentiate Instruction

Meeting the needs of all learners with differentiated instruction
In the morning session, teachers will learn how to set a learning target that aims for increased student understanding and achievement. A self-guided Classroom Practices Inventory will assist participants in assessing their current differentiation practices. Using the results, participants will practice strategies to take back for use the next day. They will experience how to differentiate for content, process, and product to energize the classroom and engage students.

Day 1 PM: Using Learning Targets to Foster Higher Order Thinking

Developing higher-order thinking skills and complex reasoning
In the afternoon session, participants will develop differentiated instructional plans to support moving the learning forward. Participants will use four levels of complexity to promote higher-order thinking skills. They will practice how to use a variety of planning models without altering the learning target, including: direct instruction, inquiry- based lessons, and collaborative lessons.

Day 2

Teacher and Student

Learn how to recognize sound assessment practices using the Five Assessment Cycles to meet the individual needs of all students in all content areas. Explore how to set student learning targets, manage the classroom, and plan for differentiation.

Day 2 AM: Using Learning Targets to Guide Assessment and Differentiate Instruction

Using formative assessment for monitoring progress, diagnosing student needs, and differentiating instruction.
In the morning session, participants will discover how to effectively differentiate instruction using student data drawn from the five cycles of assessment. Facilitated conversation will address snapshots of the assessment cycles to further deepen an understanding of assessment purposes and practices within the classroom. Workshop time will be spent examining classroom assessments and discussing with colleagues how to strengthen assessment quality for learning.

Day 2 PM: Designing Learning Targets to Develop Assessment Capable Students

Examining student work and providing useful feedback.
In the afternoon session, participants will gain understanding of how effective feedback can accelerate student learning through the instructional feedback model. Using the work of John Hattie's Visible Learning, participants will practice the three levels of feedback and discuss real-world examples: Task Level, Process Level, and Self-Regulation Level. Participants will use learning from the four sessions to complete an integrated planning template that includes: a grade-level learning target, appropriate differentiation strategies, and assessments with anticipated feedback levels.