Learner-Driven
Learning Experiences
WHY IS THIS CRITICAL?
Learner-Driven experiences represent deep and engaging learning that is personal, purposeful, meaningful, and authentic. When learners are an active part of designing the learning experience they master academic and non-academic competencies, engage authentically with their learning, and are supported by the school, district, families, and community.
WHAT ARE SOME WAYS THE SCHOOL, DISTRICT, FAMILY, AND COMMUNITY SUPPORT, ENGAGE, AND CO-DESIGN MEANINGFUL, PURPOSEFUL, AND DEEPER LEARNING EXPERIENCES FOR ALL?
Self-reflection Guide
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FOUNDATIONAL
School leaders begin to engage the school, district, and community to explore expectations and practices for all students, including course enrollment patterns and academic tracks, which may include difficult conversations around "tracking patterns" and evidence of "high expectations" for some, but not all, students. Teachers and leaders begin to work with agendas (in PLCs) specific to analyzing student work and grading practices. Teachers and leaders begin to examine practices, student work, and assessment regarding: depth of knowledge, deeper learning, and assessment of/for mastery and consider that seat time does not equal learning. HRSCTeachers begin to collaborate to look for opportunities for authentic work in the classroom, community, and beyond HRSCTeachers begin to engage with students in mentor relationships to set goals and encourage student participation in their learning.
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DEVELOPING
The school begins to take action to de-track and sets high expectations for all students, including systems for ensuring all students have access to college-preparatory and higher-level courses with supports at the secondary level and access to paths toward these courses in elementary grades. Many teachers are collaborating to develop deeper learning and cross-curricular learning experiences, both formally in PLCs and informally. Teachers and leaders work with specific agendas to create and moderate student tasks and assessments that are authentic and meaningful. HRSCStudent learners develop relationships with mentor teachers and begin to set personal academic and non-academic goals and reflect on those goals. HRSCStudent evidence of learning is increasingly personalized and the school is implementing systems toward competency-based learning.
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SUSTAINING
All student learners access and participate in meaningful and challenging courses toward post high school plans. Administration and faculty believe all students can achieve the learning standards, and teachers collaborate to foster deeper learning, meaningful work (that is often performance based) in the community and beyond, and cross-curricular connections. Teachers take responsibility for building relationships with and challenging every student and see their role as instrumental in engaging and motivating students. Students are given time to investigate ideas in depth, and engage in performance-based demonstrations that blend foundational knowledge and complex thinking to support the transfer of learning. Students engage with school, district, and family in ongoing rapid feedback cycles for continuous improvement.
What might I consider?
- What are some (academic and non-academic) learning expectations that might apply school and community-wide?
- How are adult learners supporting, preparing, and engaging all students in challenging, meaningful, and authentic learning experiences?
- How is the school expanding understanding of learning experiences with students?
- How might existing structures (such as PLCs) be leveraged to co-create challenging, meaningful, and authentic and meaningful learning experiences?
- What system-wide practices and processes might the school consider to ensure all students meet or exceed learning expectations?
Where might I start?
Where might I start? Engage your team in a self-reflection on the critical attribute: Learning Experiences.
Explore Learning Experiences LEARNER-DRIVENUsed with permission. From Handbook for High Reliability Schools™: The Next Step in School Reform by Robert J. Marzano, Philip B. Warrick, and Julia A. Simms. Copyright 2014 by Marzano Research, 555 North Morton Street, Bloomington, IN 47404, 800.733.6786, www.marzanoresearch.com