1. LEARNING CONTRACTS Teachers who want to try using contracts need to keep a few things in mind.

2. THINK BIG!!! …but start small!

3. Train Your Students to Routines First! Noise levels Group work Use of the library in groups and alone Use of the computer lab in groups and alone Planning individual and small group trips Caring for resources Working to timelines Other???? Noise levels Group work Use of the library in groups and alone Use of the computer lab in groups and alone Planning individual and small group trips Caring for resources Working to timelines Other????

4. Select one subject area Start by planning one subject area of contract learning. Develop strategies that are broadly varied so students have a wide range of choices of ways to demonstrate their learning. Build in frequent checks of individual accountability. Let go of some of your preconceptions ( e.g., that all students must take the same test at the same time; that’s what’s in the notebook is what counts; that you need to be talking in order for learning to happen) Build word wall, and anchor charts as you would normally. Use them differently. Start by planning one subject area of contract learning. Develop strategies that are broadly varied so students have a wide range of choices of ways to demonstrate their learning. Build in frequent checks of individual accountability. Let go of some of your preconceptions ( e.g., that all students must take the same test at the same time; that’s what’s in the notebook is what counts; that you need to be talking in order for learning to happen) Build word wall, and anchor charts as you would normally. Use them differently.

5. Keeping Track of Learning Keep completion records for each product visible for each unit. Keep assessment records for each product confidential. Gradually turn over responsibility for tracking completions to students, but ONLY after they understand that the work must by evaluated by you before they go on to the next task. Keep completion records for each product visible for each unit. Keep assessment records for each product confidential. Gradually turn over responsibility for tracking completions to students, but ONLY after they understand that the work must by evaluated by you before they go on to the next task.

6. Develop a Storage System Many products could/ should be non- paper demonstrations of learning and will take up more space. Have a pre-unit plan for where you will store materials in progress, how you will display and celebrate completed materials, and where resources will be stored for easy access. Many products could/ should be non- paper demonstrations of learning and will take up more space. Have a pre-unit plan for where you will store materials in progress, how you will display and celebrate completed materials, and where resources will be stored for easy access.

7. Assess Individual Accountability in Unique Ways Too! A discussion/ conference An individual presentation to a class or small group Train your students to do peer assessments. Use an open ended testing technique…I’ll show you how I do this on the board! A discussion/ conference An individual presentation to a class or small group Train your students to do peer assessments. Use an open ended testing technique…I’ll show you how I do this on the board!

8. And Remember… Learning is, and should be, hard work! There’s something wrong with your approach if you are working harder than your students are! Learning is, and should be, hard work! There’s something wrong with your approach if you are working harder than your students are!