5 Dimensions of Teaching and Learning Instructional Framework Version 4.0 PDF

5 Dimensions of Teaching and Learning™ Instructional Framework Version 4.0 5D™ Subdimens...

5 Dimensions of Teaching and Learning™ Instructional Framework Version 4.0 5D™ Subdimension The Vision Guiding Questions The lesson is based on grade-level standards, is meaningful and relevant How do the standard and learning target relate to content knowledge, habits of thinking in the beyond the task at hand (e.g., relates to a broader purpose or context such discipline, transferable skills, and students’ assessed needs as learners (re: language, culture, as problem-solving, citizenship, etc.), and helps students learn and apply academic background)? Standards transferable knowledge and skills. How do the standard and learning target relate to the ongoing work of this classroom? To the The lesson is intentionally linked to other lessons (previous and future) in intellectual lives of students beyond this classroom? To broader ideals such as problem-solving, support of students meeting standard(s). citizenship, etc.? What is the learning target(s) of the lesson? How is it meaningful and relevant beyond the specific Purpose task/activity? The learning target is clearly articulated, linked to standards, embedded in Is the task/activity aligned with the learning target? How does what students are actually engaged instruction, and understood by students. in doing help them to achieve the desired outcome(s)? Learning Target The learning target is measurable. The criteria for success are clear to How are the standard(s) and learning target communicated and made accessible to all students? and students and the performance tasks provide evidence that students are able How do students communicate their understanding about what they are learning and why they Teaching Points to understand and apply learning in context. are learning it? The teaching points are based on knowledge of students’ learning needs How does the learning target clearly communicate what students will know and be able to do as a (academic background, life experiences, culture and language) in relation to result of the lesson? What will be acceptable evidence of student learning? the learning target(s). How do teaching point(s) support the learning needs of individual students in meeting the learning target(s)? Students’ classroom work embodies substantive intellectual engagement What is the frequency of teacher talk, teacher-initiated questions, student-initiated questions, Intellectual (reading, thinking, writing, problem-solving and meaning-making). student-to-student interaction, student presentation of work, etc.? Work Students take ownership of their learning to develop, test and refine their thinking. What does student talk reveal about the nature of students’ thinking? Where is the locus of control over learning in the classroom? Student Engagement Engagement strategies capitalize on and build upon students’ academic What evidence do you observe of student engagement in intellectual, academic work? What is background, life experiences, culture and language to support rigorous and the nature of that work? Engagement culturally relevant learning. What is the level and quality of the intellectual work in which students are engaged (e.g. factual Strategies Engagement strategies encourage equitable and purposeful student recall, procedure, inference, analysis, meta-cognition)? participation and ensure that all students have access to, and are expected to participate in, learning. What specific strategies and structures are in place to facilitate participation and meaning-making by all students (e.g. small group work, partner talk, writing, etc.)? Do all students have access to participation in the work of the group? Why/why not? How is participation distributed? Student talk reflects discipline-specific habits of thinking and ways of Talk communicating. What questions, statements, and actions does the teacher use to encourage students to share Student talk embodies substantive and intellectual thinking. their thinking with one another, to build on one another's ideas, and to assess their understanding of one another's ideas? Copyright ©2012 University of Washington, Center for Educational Leadership. To order copies or request permission to reproduce materials, email [email protected], call the Center for Educational Leadership at 206-221-6881, or go to www.k-12leadership.org. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording or otherwise—without permission of the Center for Educational Leadership. 5D, “5 DIMENSIONS OF TEACHING AND LEARNING” AND OTHER LOGOS/IDENTIFIERS ARE TRADEMARKS OF THE UNIVERSITY OF WASHINGTON CENTER FOR EDUCATIONAL LEADERSHIP. 5D™ Subdimension The Vision Guiding Questions Instructional materials (e.g., texts, resources, etc.) and tasks are appropriately How does the learning in the classroom reflect authentic ways of reading, writing, thinking and challenging and supportive for all students, are aligned with the learning target reasoning in the discipline under study? (e.g., How does the work reflect what mathematicians Curriculum and content area standards, and are culturally and academically relevant. do and how they think?) Curriculum & Pedagogy The lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. How does the content of the lesson (e.g., text or task) influence the intellectual demand (e.g. the thinking and reasoning required)? How does it align to grade-level standards? The teacher makes decisions and utilizes instructional approaches in ways that intentionally support his/her instructional purposes. How does the teacher scaffold the learning to provide all students with access to the intellectual Teaching work and to participation in meaning-making? Instruction reflects and is consistent with pedagogical content knowledge and Approaches is culturally responsive, in order to engage students in disciplinary habits of What does the instruction reveal about the teacher’s understanding of how students learn, of and/or thinking. disciplinary habits of thinking, and of content knowledge? Strategies The teacher uses different instructional strategies, based on planned and/or in-the-moment decisions, to address individual learning needs. How is students’ learning of content and transferable skills supported through the teacher’s intentional use of instructional strategies and materials? Scaffolds for The teacher provides scaffolds for the learning task that support the development of the targeted concepts and skills and gradually releases How does the teacher differentiate instruction for students with different learning needs— Learning academic background, life experiences, culture and language? responsibility, leading to student independence. Students assess their own learning in relation to the learning target. How does the instruction provide opportunities for all students to demonstrate learning? How Assessment for Student Learning The teacher creates multiple assessment opportunities and expects all students does the teacher capitalize on those opportunities for the purposes of assessment? to demonstrate learning. How does the teacher gather information about student learning? How comprehensive are the Assessment methods include a variety of tools and approaches to gather sources of data from which he/she draws? comprehensive and quality information about the learning styles and needs of Assessment How does the teacher’s understanding of each student as a learner inform how the teacher each student (e.g., anecdotal notes, conferring, student work samples, etc.). The teacher uses observable systems and routines for recording and using pushes for depth and stretches boundaries of student thinking? student assessment data (e.g., charts, conferring records, portfolios, rubrics). How do students use assessment data to set learning goals and gauge progress to increase Assessment criteria, methods and purposes are transparent and match the ownership in their learning? learning target. How does the teacher’s instruction reflect planning for assessment? How does the teacher use multiple forms of assessment to inform instruction and decision- The teacher uses formative assessment data to make in-the-moment making? Adjustments instructional adjustments, modify future lessons, and give targeted feedback to students. How does the teacher adjust instruction based on in-the-moment assessment of student understanding? The physical arrangement of the room (e.g., meeting area, resources, student Classroom Environment & Culture seating, etc.) is conducive to student learning. How does the physical arrangement of the classroom, as well as the availability of resources and The teacher uses the physical space of the classroom to assess student space to both the teacher and students, purposefully support and scaffold student learning? Use of Physical understanding and support learning (e.g., teacher moves around the room to How and to what extent do the systems and routines of the classroom facilitate student Environment observe and confer with students). ownership and independence? Students have access to resources in the physical environment to support learning and independence (e.g., libraries, materials, charts, technology, etc.). How and to what extent do the systems and routines of the classroom reflect values of community, inclusivity, equity and accountability for learning? Classroom Classroom systems and routines facilitate student responsibility, ownership and Routines and independence. What is the climate for learning in this classroom? How do relationships (teacher-student, Rituals Available time is maximized in service of learning. student-student) support or hinder student learning? What do discourse and interactions reveal about what is valued in this classroom? Classroom discourse and interactions reflect high expectations and beliefs Classroom about all students’ intellectual capabilities and create a culture of inclusivity, What are sources of status and authority in this classroom (e.g., reasoning and justification, Culture equity and accountability for learning. intellectual risk-taking, popularity, aggressiveness, etc.)? Classroom norms encourage risk-taking, collaboration and respect for thinking.