Maximize Your Instructional Materials: The Balanced Instructional Framework 21st Century Learning Environments Every activity of teaching and learning takes place in a physical setting, and as such, the school facility plays a vitally supportive role in contributing to achieving educational goals. Effective planning, design, and management of school facilities can be a powerful tool for educational leaders in ensuring that the physical settings within which learning takes place are not only adequate but also motivational for both students and teachers. -­‐Jeffrey Lackney, Ph.D, School Design and Architecture Hallmarks of 21st century learning environments include flexible and malleable learner centered classrooms, with a balance of focused individual work, collaboration, social interactions, presentation, and the meaningful integration of technology. Such environments serve as the foundation upon which students and teachers engage in meaningful, engaging, and authentic learning experiences. Direct, Explicit Instruction Inquiry Based Problem Solving To reach learning outcomes, teachers define a number of factors that affect learning: goals, resources, processes, expectations, and timelines. Teachers trained in a balanced instructional framework understand and maneuver through decisions that maximize the effective use of time, resources, and energy used during the learning process. Not all students respond the same to instructional techniques and different content may be better suited to different approaches. Thus, a balanced instructional framework allows teachers and students the greatest opportunities for success. Support transition to the Common Core & 21st Century Skills -
Analyze curriculum, instructional techniques, and embedded assessments using a b alanced instructional framework. Create an instructional guide to support the implementation of the CCSS within a balanced instructional framework. Apply techniques to balance instructional approaches according to student need, content specific requirements, and teaching preferences. Deliverables include -
Gap analysis of Common Core alignment, noting areas of imbalance across instructional resources, instructional techniques, and assessments Aligned and updated scope and sequence that serves as the foundation of a balanced instructional program, Calibration of program specific guidelines to the Common Core and Next Generation Assessments Instructional guide supplementing scope and sequence, curricular resources, instructional techniques, and assessments to ensure a balanced instructional approach www.educators.coop “They saved us a lot of time and money by presenting the research, helping us look at what we already had, and leading us through a process to fill the gaps we needed to fill.” -­‐ Assistant Superintendent of Curriculum and Instruction Sample I mplementation P lans COMPREHENSIVE MODEL – EMBEDDED PROFESSIONAL DEVELOPMENT In the comprehensive model, an Educator’s Cooperative consultant collaborates directly with grade level or content area teachers throughout the school year to promote a guaranteed and viable curriculum. This model builds capacity at school sites and is best for districts that cannot spare personnel to lead the process. TOTAL DAYS: 7 Activity Outcomes & Description # of Days Implementation Planning Meeting Draft a year-­‐long plan ½ day Workshop: The Balanced Instructional Establish common language and 2 days (6 Framework ground the work in research modules) Embedded Professional Development: Draft and revise for a teacher-­‐
5 days per Diary Mapping & Refinement of Program friendly, authentic curriculum team Progress Monitoring and Planning with Monitor and adjust the plan to 5 meetings Leadership ensure it is truly customized Summative Review and End of Year Finalize the resources and define ½ day Report the goals for the next year JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR Participants Leadership Teachers <50 participants Teacher teams Leadership Leaderships MAY JUNE * The Comprehensive Support Model includes electronic materials for reproduction. CAPACITY BUILDING MODEL – TRAIN THE TRAINER In the capacity building model, an Educator’s Cooperative consultant collaborates with the leadership team. The leadership team may be composed of teacher leaders, instructional coaches, curriculum coordinators, specialists, and/or administrators. The leadership team in turn supports with each grade level or content area team throughout the school year to apply the balanced instructional framework. This model builds capacity at school sites and at the district. TOTAL DAYS: 10 Activity Implementation Planning Meeting Workshop: The Balanced Instructional Framework Turnkey Training: Facilitating Diary Mapping and Planning* Progress Monitoring and Planning with Leadership Process and Outcomes Review JULY AUG SEPT Outcomes & Description Draft a year-­‐long plan # of Days ½ day Participants Leadership Establish common language and ground the work in research Train-­‐the-­‐trainer approach to develop the capacity to facilitate the process Quarterly reviews with adjustments to customize the training Finalize the resources and define the goals for the next year 2 days (6 modules) 5 days Admin, Coaches, & District Leaders Admin, Coaches, & District Leaders Leadership OCT NOV DEC JAN FEB 4, ½ day meetings ½ day MAR Leadership APR MAY * The Capacity Building Model includes an online portal and electronic materials for reproduction. www.educators.coop JUNE