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ILC_Overview_Presentation_2014.pptx
- 2. Course Objectives Upon completion of this course you will: Be familiar with the phases of the Instructional Learning Cycle. Be able to successfully implement the phases of the Instructional Learning Cycle within a team in your building.
- 4. Effective Instruction Students understand and participate Teachers use examples and good explanations Students are proficient in standards Students perform well on tests Homework practice matched the lesson Teacher is prepared
- 6. Alignment of Instructional Components Why did they do so poorly? I taught all of the concepts Learning Targets Assessment
- 8. 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?
- 9. Effective Instruction and the Instructional Learning Cycle
- 10. Effective Instruction and the Instructional Learning Cycle ILC is NOT . . . ILC is . . . A one time event A document or report Ensuring the perfect lesson or unit Ongoing, iterative process Based on theory of regular dialogue around implementation and impact
- 11. Bird’s Eye View of the ILC
- 12. Bird’s Eye View of the ILC
- 13. Why the ILC? Provides a structure for using data to inform instruction Systematizes monitoring of impact of instruction Identifies which students are on track and which aren’t Uses PLC model for ongoing teacher PD Makes instructional practices visible and transparent
- 14. PLC’s PLC Structured way for teachers to talk Promote actions needed Defined structure in ILC
- 15. 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.
- 16. The ILC in MI Excel Schools Gold Standard for Implementation 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
Editor's Notes
- Welcome to the Instructional Learning Cycle course!
- After successful completion of this course, you will: Be familiar with the phases of the Instructional Learning Cycle. Be able to successfully implement the phases of the Instructional Learning Cycle within a team in your building.
- This presentation will provide an overview of the Instructional Learning Cycle (ILC) and the benefits of using it. You will also learn how the Instructional Learning Cycle helps Priority Schools to meet Requirement #7 for Reform and Redesign Plans.
- Although there are many aspects to a successful school experience for students, effective instruction is an essential part of this experience. When you think of effective instruction, many things may come to mind—teacher is prepared, students perform well on tests and are proficient in standards, teacher uses examples and good explanations, students appear to understand the content and participate in the lesson, homework practice matched the lesson, and so on. All of these are correct, but it’s also a lot to remember especially when the list could go on and on. So let’s look at a more concise definition of effective instruction that will help guide your instructional planning.
- You may have noticed that each of the ideas above relate to either learning targets, instructional strategies or assessment. These are the components of effective instruction. One of the key practices in effective instruction is alignment of these three components. A learning target is a statement of “what” the student will be learning. It may be the learning of a fact, a concept, a procedure or a skill. One standard often consists of several learning targets, and it is important to address each of the learning targets in order for students to successfully achieve the standard. Note that for many learning targets there may be a wide range of content that can be used to teach a standard as long as it supports the three components of effective instruction. For example, in English Language Arts, a standard or learning target will not specify the piece of literature that needs to be read to study a specific genre. The teacher can use literature of their choosing. Or if you are teaching potential and kinetic energy in science, there are many different ways to demonstrate this, e.g., a slinky, a wind-up car, etc.
- Have you ever wondered why after you taught students all of the definitions and concepts related to a specific topic that they performed miserably when on a test you asked them to apply the definitions and concepts to real-life situations? It most likely was due in part to “applying” being a different level of thinking than recalling definitions or understanding concepts. In this example, the assessment and the learning targets were not aligned.
- Look at the Venn diagram and notice that there are several ways that two of the three components can overlap, but the ideal place to be is where X marks the spot, in other words where all three components are aligned. Take a moment to consider what might happen if only instructional strategies and learning targets are aligned? Instructional strategies and assessment? Assessment and learning strategies? Later in this course, we’ll go into more detail on each of the components.
- 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 effective instruction?
- One answer to all of these questions is the Instructional Learning Cycle, also known as the ILC!
- So, what is the ILC? Before answering that question, let’s look at what the ILC is NOT. The ILC is NOT a one-time event, nor is it a document or report that you submit periodically. Let’s also be clear that going through all of the phases in the ILC does not ensure that you automatically have the perfect lesson or unit or that all of your students are going to be proficient in three to five weeks! The ILC IS an ongoing iterative process for implementation and continuous improvement of effective instruction. The ILC is based on the theory that if teacher teams engage in regular dialogues around the implementation and impact of instructional strategies on student learning, then the quality and scope of classroom instruction will improve and student learning will increase.
- Now let’s look at the ILC a little more closely. From the ILC graphic, you can see that it is a cyclical process consisting of three phases: Pre-Planning, Instructional Planning and Follow-Up. Each of these phases consists of at least one collaborative meeting held by content area or grade level teacher teams. The collaborative meetings provide an opportunity for teachers to determine a common focus for the ILC and to reflect on the quality of instruction and the evidence of student learning. These meetings also allow teacher teams to analyze their combined implementation and student impact data to build a sense of collective responsibility for the learning of all students. It is important to keep in mind that the goal of the ILC is increased student achievement!
- In each phase, following the collaborative meetings there are actions that the teachers take in their individual classrooms. Examples of these actions include implementing agreed upon instructional strategies and gathering student data through the use of common formative assessments. Each teacher also collects data on their implementation of the instructional strategies. All data collected in the individual classrooms is then combined and analyzed in the collaborative meetings with the results of the analysis used to inform the next phase of the cycle. The remainder of this course will provide detailed information and resources for each of the three phases.
- Why the ILC? Because the ILC is a repeatable and iterative process that provides a structure for the continuous use of data that can be used to inform and differentiate instruction. It systematizes the continual monitoring of the impact of instruction on students through the use of common formative assessments. The ILC helps teachers identify who is on track for expected learning, who is ahead of expected learning and who needs further support. Additionally, the ILC is a type of professional learning community (PLC) that provides ongoing opportunities for teacher teams to discuss teaching and learning at the classroom level, and by using a PLC model, teacher instructional practices become visible and transparent.
- If you are not familiar with PLCs, they provide a structured way for teachers to talk about improving student and adult learning and promote the actions needed to produce results. For those schools that have not already adopted PLCs that focus on ongoing short-term cycles of improvement in the quality of classroom instruction, the Instructional Learning Cycle process provides a defined structure for schools to follow. The next presentation will provide more information on PLCs.
- ALL teachers in ALL schools should be using an instructional planning process that helps to ensure effective instruction leading to increased student achievement. MI Excel Schools, however, are required to use an instructional planning process, and the instructional planning process must meet Requirement #7 for Reform and Redesign Plans. Requirement #7 states that a Priority School must 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 Michigan Department of Education has defined the Instructional Learning Cycle, which is an instructional planning process that can help meet this requirement.
- Regardless of the instructional planning process selected for implementation, the required features include: 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 There may be acceptable variations of the “gold standard,” but the process still needs to meet Requirement #7, and the variations need to be agreed upon at the building level. Click on the link on the screen for more details about the implementation of the required features. [Carrie, please download and then link to document that I’ve attached next to slide.]
- This presentation provided an overview of the Instructional Learning Cycle along with its benefits and how it helps Priority Schools meet Requirement #7 for Reform and Redesign Plans. Requirement #7 is the only requirement for Reform and Redesign Plans that gets down to transformation at the classroom level, so effective implementation of the ILC has the potential to make significant improvements in student achievement. The remainder of the course will provide information on professional learning communities and details on each phase of the ILC.