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A Learning Platform is focused on the student and is based on the belief that students will commit their attention and persistence to work that has meaning to them.

This is evidenced by:
 * Students committing and persisting to create knowledge;
 * Teachers designing engaging learning experiences and articulating clear learning goals;
 * Students creating paths to master learning goals based on formative assessment;
 * Teachers collaborating and designing differentiated opportunities utilizing a variety of resources and strategies including the seamless integration of technology.

Consider a Learning Platform from the perspective of the GCISD Framework for Learning. What implications does the shift to a learning platform have for clarity, instructional strategies, assessment and differentiation?



Clarity refers to a teacher's ability to be crystal clear about learning outcomes and effectively communicate them and their significance to students. Both teacher and student clarity are essential for conceptual understanding. This clarity creates a sense of security for students and contributes to positive teacher-student relationships.

Instructional Strategies refers to the teacher's ability to implement various teaching techniques. Using a variety of instructional strategies builds community in the classroom through multiple opportunities for students to interact with their peers. Students gain confidence through multiple modes of interaction with the content, emphasizing active learning. Instruction capitalizes on the abilities of digital natives and honors the unique ways in which they learn.

Assessment refers to the teacher's ability to guide students in their learning. Multiple types of assessment guide conversations which reveal student strengths and build a sense of possibility. Students are taught to use assessments to set goals and continually calibrate their own learning. As a result, students are protected from adverse consequences of initial failures. Effective use of assessments fosters positive relationships and instills confidence by focusing on mastery of learning rather than grades.

Differentiation refers to a teacher's ability to intentionally plan and use a fluid set of strategies which ensures maximum growth of each learner. Matching instruction to student needs develops confident learners. Scaffolding up rather than watering down instruction creates the conditions in which every student will achieve at higher levels.


 * || ** Less Of ** || ** More Of ** ||
 * Clarity || Learning objective developed by teacher, not necessarily understood by student || Students can articulate learning goal and apply to real world ||
 * ^  || All students in the same place at the same time || All students may not be on the same learning objective ||
 * ^  || Lessons based on isolated knowledge and skills || Learning experiences based on enduring understandings and essential questions - deep conceptual understanding ||
 * ^  || Learning objective connected to the classroom || Learning objective connected to the real world ||
 * ^  || Focus is on providing instruction || Focus is on producing learning ||
 * ^  || Lessons guided by textbook || Learning experiences connected to larger design of meaningful work ||
 * ^  || Covering material || Specific learning results ||
 * ^  || Atomistic – parts prior to whole || Holistic – Whole prior to parts ||
 * Instructional Strategies || Information dissemination || Discovery / Inquiry ||
 * ^  || Independent Processing || Learning necessitates collaboration ||
 * ^  || Resources provided to students || Students seek resources ||
 * ^  || Rote memorization of vocabulary || Meaningful development of vocabulary ||
 * ^  || Worksheets || Use of notebooking for processing and reflection ||
 * ^  || Direct Instruction is whole group at teacher’s discretion || Students seek out direct instruction – just in time learning ||
 * ^  || Time held constant – learning varies || Learning held constant – time varies ||
 * Assessment || Occurs at the end – summative || Occurs throughout the learning – formative ||
 * ^  || Private assessment – both input and feedback are between teacher and student || Public assessment – feedback from multiple and authentic sources – learning community is responsible for all of its members ||
 * ^  || Punitive for initial failure || Protection from adverse consequences for initial failures ||
 * ^  || Uniform || Varied ||
 * ^  || Grading within classes by teachers || External evaluations of learning ||
 * ^  || All students assessed the same way || Assessment differentiated according to student needs ||
 * ^  || Instruction remains constant || Instruction adjusted based on formative assessment ||
 * ^  || State assessment valued || Formative assessment and student growth valued ||
 * ^  || Teacher makes all assessment decisions || Student voice is valued throughout the learning process ||
 * ^  || Efficiency || Effectiveness and Efficiency ||
 * Differentiation || Whole group or ability grouping only || Flexible grouping ||
 * ^  || All students begin at the same place || Pre-assessment determines different starting points ||
 * ^  || Focus on state assessment as end result || Depth and complexity ||
 * ^  || One size fits all approach || Interest inventories / Learning Styles ||
 * ^  || Reliance on external sources for intervention || Intervention - Students get what they need when they need it ||
 * ^  || All students utilize the same process || Multiple processes used by students ||
 * ^  || All students produce the same product || Multiple products developed by students ||
 * ^  || Differentiation based on content and pacing alone || Differentiation based on individual student needs ||
 * ^  || One size fits all approach || Interest inventories / Learning Styles ||
 * ^  || Reliance on external sources for intervention || Intervention - Students get what they need when they need it ||
 * ^  || All students utilize the same process || Multiple processes used by students ||
 * ^  || All students produce the same product || Multiple products developed by students ||
 * ^  || Differentiation based on content and pacing alone || Differentiation based on individual student needs ||