WRITING A Learning Experience An Overview Daemen College Teacher/Quality Leadership Partnership Pat Loncto

Workshop Essential Question: What makes learning happen? Guiding Question: What makes a Learning Experience similar to, and different from, a Unit Plan? A Lesson Plan? Guiding Question: What makes a Sketch different from a Lesson Plan?

Learning Experience (LE) = a series of related learning opportunities leading to the achievement of specified concepts and skills.

Purpose for Writing a Learning Experience Writing a Learning Experience provides the following benefits: Application of the New York State Standards/Performance Indicators Clearly defined procedures Intentional assessment opportunities aligned to NYS Standards/Performance Indicators Self-reflection of the lesson or activity by students and teacher

RESEARCH-Driven planning when designing a Learning Experience ESSENTIAL QUESTIONS: WHY DOES “THIS” MATTER FOR THE STUDENT? IS MY TEACHING TIME FOR “THIS” JUSTIFIED? GUIDING QUESTIONS: Is the content/skill appropriate for this topic? Are the strategies appropriate for this content/skill? Are the content, skills and strategies appropriate for this age?

Why is this topic worth studying? What prerequisite knowledge and skills need to be learned to reach the Enduring Understanding? What can learned if there is time or can be learned as general information that provides background information? When making curriculum priority choices consider the following:

Enduring Understandings refer to the big ideas we want the students to understand after they have forgotten many of the details. Characteristics of Enduring Understandings: Provide the learning context that anchor a unit of study Are the big ideas that reside at the heart of the discipline Have value beyond the classroom Require uncoverage of abstract or often misunderstood ideas Offer potential for engaging students

Components of A Learning Experience Outline Goal(s) or objective(s) NYS Standards/Performance Indicators Congruency table aligned to NYS Standards/Performance indicators, Essential & Guiding question(s) Classroom management procedures/routines/seating charts Prior knowledge needed to be successful Anticipatory set and step-by-step procedures -continued-

LE Outline Components ( continued ) Modification table Time required (preparation, implementation and assessment) Assessments (diagnostic, formative, summative). Use of rubrics, teacher observation, and other curricula tools. Teacher Reflection of the lesson. (Was the lesson appropriate? Did it meet the standards? What would you change? What would you add to strengthen the lesson)?

The Process CREATION AND IMPLEMENTATION OF THE LEARNING EXPERIENCE Lesson is created and refined. Each component of the activity is entered in the template. Teacher implements the lesson, uses the assessment tools, and reflects on the lesson as a whole.

The Process AFTER IMPLEMENTATION OF THE LEARNING EXPERIENCE Peer Review provides a structured foundation all educators to strengthen lessons and activities. The foundation includes a procedure for feedback and open conversation to clarify and modify the lesson. The dialogue is professional and structured. Use of set protocol for implementation of the peer review process offers a “safe” environment for the presenter. Comments (warm and cool) provide needed feedback to clarify the lesson.

What is a Lesson Sketch? A Lesson Sketch includes learning opportunities that the teacher uses to engage the students. These activities describe what students experience or do in order to attain the lesson’s objectives and the NYS Standards/Performance Indicators.

Why Begin with The Lesson Sketch? Helps develop a “snapshot” of the intended Learning Experience. Monitors the alignment of: --NYS Standards/PI, --Learning Opportunities --Assessments Saves time when writing the Learning Experience outline. Saves time when summarizing and requesting feedback concerning the content of the learning experience.

THE EYES TO JUDGE MY LEARNING EXPERIENCE PEDAGOGICAL SKILLS Effective Classroom Management Effective Teaching Practices Effective Assessment Curriculum Alignment Diversified Instruction Technology Skills

THE EYES TO JUDGE MY LEARNING EXPERIENCE PROFESSIONAL DISPOSITIONS Abundancy Mentality Belief That All Students Can Learn Respect For Diversity Professional Development & Ethics Reflective Practices Community & School Collaboration

THE EYES TO JUDGE MY LEARNING EXPERIENCE CONTENT KNOWLEDGE Liberal Arts Content Subject area Content Curriculum Theory Developmental Theory Diverse Cultural Environments Subject Specific Technology

THE EYES TO JUDGE MY LEARNING EXPERIENCE POWER Relation to the Standards Intellectual Challenge Assessment Engagement Adaptability Technology Integration

COMMENTS QUESTIONS CONCERNS