INSTRUCTIONAL LEARNING CYCLE Overview Office of Education Improvement

INSTRUCTIONAL LEARNING CYCLE: Overview Office of Education Improvement and Innovation

Course Objectives Upon completion of this course you will: ü Be familiar with the phases of the Instructional Learning Cycle. ü Be able to successfully implement the phases of the Instructional Learning Cycle within a team in your building.

Outline Overview Benefits Requirements

Effective Instruction Homework practice matched the lesson Students understand participate Teachers use examples and good explanations Teacher is prepared Students perform well on tests Students are proficient in standards

Effective Instruction Assessment Instructional Strategies Learning Targets

Alignment of Instructional Components Why did they do so poorly? I taught all of the concepts Learning Targets Assessment

Alignment of Instructional Components Assessment ? Instructional Strategies ? ? Learning Targets

Effective Instruction and the Instructional Learning Cycle How do you align the components? How do you know when what you’ve planned is working and when you should make changes? Is there a repeatable process that you can use to help plan instruction?

Effective Instruction and the Instructional Learning Cycle

Effective Instruction and the Instructional Learning Cycle ILC is NOT. . . ILC is. . . A one time event Ongoing, iterative process A document or report Based on theory of regular dialogue around implementation and impact Ensuring the perfect lesson or unit

Bird’s Eye View of the ILC

Bird’s Eye View of the ILC

Why the ILC? Provides a structure for using data to inform instruction Systematizes monitoring of impact of instruction Uses PLC model for ongoing teacher PD Identifies which students are on track and which aren’t Makes instructional practices visible and transparent

PLC’s Structured way for teachers to talk PLC Promote actions needed Defined structure in ILC

The ILC in MI Excel Schools Requirement #7 Promote the continuous use of student data (such as formative, interim, and summative assessment data and student work) to inform and differentiate instruction to meet academic needs of individual students.

The ILC in MI Excel Schools Collaborative team meetings Identification of learning targets, state standards and common assessments Identification and alignment of the instructional strategy with the instructional plan Implementation of a common instructional plan Collection and analysis of student impact data Collection and analysis of implementation data Reflection and next steps Gold Standard for Implementation

Conclusion Overview Benefits Requirements