WRITING A Learning Experience

An Overview Daemen College Teacher/Quality Leadership Partnership

Pat Loncto

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 by analyzing student work.

RESEARCH-Driven planningwhen 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?

Enduring understanding

Important to know & do

Worth being familiar with

Understanding by Design ModelGrant Wiggins, Jay McTighe

Why is this topic worth studying?

What prerequisite knowledge and skills need to be learned to reach the Enduring Understanding?

What can be 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

• Enduring Understanding

• Essential & Guiding question(s)

• Congruency table aligned to NYS Standards/Performance indicators,

• 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 ProcessCREATION AND IMPLEMENTATION

OF THE LEARNINGEXPERIENCE

Learning Experience Outline is developed while adhering to the LE Checklist.

Teacher implements the lesson, uses the assessment tools, and reflects on the lesson as a whole.

Samples of student work are collected: Distinguished, Proficient, Developing

The ProcessAFTER IMPLEMENTATION OF THE

LEARNING EXPERIENCE

Peer Review provides a structured foundation all educators to strengthen lessons and activities. The foundation includes a protocol 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 is an optional graphic organizer containing a teacher’s learning plan for engaging students in experiences that attain the lesson’s objectives derived from the NYS Standards/Performance Indicators.

Why Use The Lesson Sketch?

• Helps develop a “snapshot” of the intended Learning Experience.

• Monitors the alignment of: --NYS Standards/PI,

--Learning Opportunities

--Assessments

• Saves time prior to writing the Learning Experience outline.

• Saves time when summarizing and requesting feedback concerning the content of the learning experience particularly for school observation and Daemen Peer Review.

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