#NAFNext2014
BLTs - The Behaviors of Learning and Teaching
Jan 22, 2015
Participants will explore the Behaviors for Learning and Teaching continuum, a tool that can help teachers to improve student motivation, engagement and empowerment, understanding and achievement. In this interactive session participants will explore the entire continuum through a jigsaw activity. After regrouping, participants will share out and discuss which learning behavior/element(s) would provide the most leverage in moving students toward college and career readiness in their academy.
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Transcript
#NAFNext2014
BLTs: The Behaviors of Learning and Teaching
#NAFNext2014
Pier Sun Ho
Associate Director,
Learning, Teaching, and Pathway Development
WHO’S HERE?Raise your hand if….
• Introduce Behaviors of Learning and Teaching framework
• Identify high leverage opportunities to shift student learning behaviors and related teaching behaviors
• Hear how other teams have used the BLTs
Session Objectives
#NAFNext2014
What learning behaviors should we see?
Ready for collegeReady for careerReady for lifeIn the College and Career ready student -
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THE SIX BLT ELEMENTS
Moving to expert groups
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KNOWLEDGE
SKILLS
DISPOSITIONS
ENGAGEMENT
DEEP INTO AN ELEMENTSmall Group Discussion
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1. Introduce yourselves
2. Identify the student behavior continuum and all other parts of the framework
3. Discuss the developmental progression of each behavior and its relevance in relation to college and career readiness
4. Discuss how the framework can be used to support design of curriculum and instruction
5. Be prepared to share a classroom example that illustrates your element
Element Group Task
REPORT OUT
Share a story that illustrates your element ANDDescribe how the framework might be used in the classroom
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Implications for Classroom and Instructional Design
LET’S THE FULL FRAMEWORK
What else is included?
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USING THE FRAMEWORK TO ALIGN PRACTICE
How are others using the BLTs?
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PathwayOutcomes
9 10 11 12
Outcome 1 + ++ +++ ++++
Outcome 2 ++ ++ +++ ++++
Outcome 3 + + ++ +++
Projects and Work-based Learning Experiences Designed to Meet
Outcomes
Culminating Assessment System Framework
Rubrics for Pathway Outcomes Identified/Adapted
Portfolio
Artifact
Cover Letter
WBL Assessment
Self Reflect
ion
Artifact
Collection Of StudentEvidence Over Time
Student Defense of Outcome Attainment
Projects, Tasks and Work-Based Learning
Scaffolded Across Grade-levels
Pathway Outcomes Mapped by Grade-level
Changes in Learning and Teaching
Rubric used to measure outcome attainment
Using the framework to align practice
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Pathway teams work together to:
BLT Toolkit Resources for each element, including sample video, protocols, case studies, etc.
Questions?
In Development…
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www.ConnectEdCalifornia.org
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