The Learning Series


The Learning Series workshops are designed to provide participants with the theoretical knowledge of how the Learning Observation Instrument (LOI) defines effective teaching. The individual workshops address multiple LOI elements in the context of pedagogical fundamentals such as objective writing, lesson planning, and assessing student learning.

Learning Observation Instrument Overview - 3 hrs

By the end of the workshop, participants will know and understand the purpose, components, structure, and process of the Learning Observation Instrument, and gain a basic understanding of the six rubrics.  Evidence of proficiency will be a written summary of the structure and purpose of the Learning Observation Instrument.

All Rubrics and Elements

Workshop Samples
Participant Workbook (pdf)
Learning Observation Quick Guide (pdf)

Navigating the Standards - 3 hrs OR 12 hrs(AZ Common Core Standards: ELA or Mathematics 1)

By the end of the workshop, participants will be able to navigate the AZ Common Core Standards and Appendices and identify priorities for instructional shifts, content rigor, and cognitive demands for classroom implementation. Evidence of proficiency will be an evaluation of current practice and prioritized needs for change with identified mathematical practices and/or six ELA shifts, changes in cognitive demands for students, and aligned resources from Appendices.

LOI Elements: Task Analysis, Correct Level of Difficulty, Accessibility, and Critical Thinking
 
Workshop Samples
Standards Implementation Planning Document (pdf)

Objective Writing - 2 hrs (AZ Common Core Standards: ELA or Mathematics)

By the end of the module, participants will select an appropriate content and process skill for objective writing that is at the correct level of difficulty.  Evidence of proficiency will be a clearly written lesson objective at the application level or above, including an observable verb and specific content, and the evidence of learning that aligns with student learning needs.

Sub-Objectives:

Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will select a content standard.
Participants will unpack the standard.
Participants will investigate the content development from grade to grade.
Participants will write a learning sequence.
Participants will select an objective at the correct level of difficulty.
Participants will write a complete lesson objective, including content, process, and end-of-lesson assessment. 

LOI Elements: Task Analysis, Correct Level of Difficulty, Real-Time Assessment, and Critical Thinking
 
Workshop Samples
Participant Workbook (pdf)
Objective Writing At A Glance (pdf)

Lesson Design - 2 hrs (AZ Common Core Standards: ELA or Mathematics)

By the end of the module, participants will write a lesson plan with aligned sub-objectives and real-time assessments, and identify the components of an effective lesson. Evidence of proficiency will be a clearly written evidence of learning with aligned sub objectives, teacher actions, student actions, real-time assessments for each sub objective, and necessary modifications for each sub objective.

Sub-Objectives:

Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will identify the components of an effective lesson. 
Participants will determine the evidence of learning.
Participants will write sub-objectives.
Participants will determine teacher actions aligned to each sub-objective.
Participants will determine student actions and a check for understanding aligned to each sub-objective.
Participants will determine necessary modifications for each sub-objective. 

LOI Elements: Real-Time Assessment, Task Analysis, Modeling or Constructing, Practice/Aligned Activity, and Critical Thinking
 
Workshop Samples
Participant Workbook (pdf)
Task Analysis At A Glance (pdf)
Lesson Framework Template (pdf)

Teacher Role: Modeling - 2 hrs

By the end of this module, participants will be able to identify when a model is needed and create an appropriate and effective model based on the needs of the students. Evidence of proficiency will be a written example of a metacognitive model.

Sub-Objectives: 

Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will remember the roles of the teacher, and identify that modeling is one of four roles.
Participants will define what a model is and write examples.
Participants will understand why modeling is important.
Participants will label the characteristics of effective modeling.
Participants will identify the attributes of a model and explain its benefits, and when to use it.
Participants will identify the attributes of a metacognitive model, explain its benefits, and when to use it.
Participants will demonstrate selecting the appropriate model for lesson sub-objectives.
Participants will observe a model and identify missing attributes.
Participants will revise a model to include critical attributes of an effective model.
Participants will write an effective model for a sub-objective of their choice.

LOI Elements: Teacher Role and Instructional Approach
 
Workshop Samples
Participant Workbook (pdf)

Guided Practice and Check for Understanding - 2 hrs

By the end of this module, participants will design a student action aligned to a sub-objective that will provide the student an opportunity to practice the learning and the teacher with learning evidence to effectively check for understanding. Evidence of proficiency will be clearly written student actions aligned to task-analyzed sub-objectives.

Sub-Objectives:

Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will identify and label the components of a task-analyzed lesson.
Participants will generate student actions aligned to task analyzed sub-objectives and check for alignment.
Participants will identify criteria to check for understanding of the student actions.
Participants will plan a guided practice for a given sub-objective and aligned model.
Participants will identify when to shift to independent/collaborative practice and when to provide additional guided practice.
Participants will identify common mistakes in practice activities.
Participants will write scaffolded questions to guide practice or provide feedback.
Participants will reflect on their strengths and refinements in using effective guided practice. 

LOI Elements: Teacher Role, Instructional Approach, Practice/Aligned Activity, and Real-Time Assessment
 
Workshop Samples
Participant Workbook (pdf)

Teacher Role: Constructing Knowledge - 4 hrs

By the end of part one (2 hours), participants will analyze components of a constructed experience and justify when to use constructing. Evidence of proficiency will be an analysis of an existing lesson plan and a written justification of when to use constructing knowledge at the sub-objective level. By the end of part two (2 hours), participants will identify appropriate lessons to use constructed experiences and will plan a lesson using constructed experiences. Evidence of proficiency will be a lesson plan that includes the experience, guiding questions, and assessment of learning.

Sub-Objectives:

Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will remember the roles of the teacher, and identify that constructing knowledge is one of four Teacher Actions.
The participants will experience a constructing a lesson by determining what shape provides the greatest internal area.
Participants will label the components of a constructed lesson.
Participants will observe and label teacher and student actions in a non-exemplar lesson.
Participants will observe and label teacher and student actions in an exemplar lesson.
Participants will understand why constructing is important.
Participants will explain when to use constructing
Participants will evaluate a sample lesson plan and determine when to construct.
Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will justify which objectives benefit from Constructing Knowledge. 
Participants will recall the elements of the 5 E’s. 
Participants will categorize questions in a lesson that support student understanding. 
Participants will pre-plan questions that support student understanding.
Participants will list common mistakes teachers make when they construct knowledge. 
Participants will write a check for understanding for each sub-objective for a constructing lesson.
Participants will identify which Learning Observation Instrument elements support this workshop. 

LOI Elements: Teacher Role, Instructional Approach, and Practice/Aligned Activity
 
Workshop Samples
Part One Participant Workbook (pdf)
Part Two Participant Workbook (pdf) 
Constructing Knowledge Common Errors (pdf)

Modifying Instruction - 2 hrs

By the end of this module, participants will use progress monitoring data to modify lessons for sub-groups or individuals, plan real-time assessments at the correct level of difficulty for sub-groups or individuals aligned to the lesson objective lesson evidence, and modify instructional strategies and resources in planning and delivery of lessons . Evidence of proficiency will be written check for understanding activities for a sub-objective within a lesson, evidence of learning to monitor, adjusted materials, and possible adjustments for content, pedagogy, product, grouping etc using effective feedback, instruction, or assigned activities.

Sub-Objectives: 

Participants will identify which Learning Observation Instrument elements support this workshop.
Participants will compare and contrast definitions and examples of modifications and accommodations.
Participants will plan and write an aligned Check for Understanding at the sub-objective level.
Participants will design a monitoring note/checklist system to capture overt student actions/responses.
Participants will analyze language, questioning, written, project and performance strategies to adjust instruction with at the sub-objective level. 
Participants will justify a decision to move forward with or adjust instruction including which strategy is selected and for which sub-groups/individuals.

LOI Elements: Real-Time Assessments, Correct Level of Difficulty, Monitor and Adjust, Feedback, Content Accessibility