expanding student knowledge in content ... - schools…

E X P A N D I N G S T U D E N T K N O W L E D G E I N C O N T E N T : E X E C U T I V E S U M M A R Y

©2021 Hanover Research 1

EXPANDING STUDENT KNOWLEDGE IN CONTENT TOOLKIT T o o l k i t 4 o f 1 0 i n t h e U t a h T e a c h e r T o o l k i t S e r i e s

P r e p a r e d f o r U t a h L e a d i n g t h r o u g h E f f e c t i v e , A c t i o n a b l e , a n d D y n a m i c ( U L E A D ) E d u c a t i o n

I n t h i s t o o l k i t , H a n o v e r R e s e a r c h a n d U L E A D e x p l o r e s t r a t e g i e s a n d r e s o u r c e s t h a t c u r r e n t a n d a s p i r i n g t e a c h e r s c a n u t i l i z e t o m e e t S t a n d a r d 4 : C o n t e n t K n o w l e d g e o f t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s a n d I n d i c a t o r s .

M a y 2 0 2 1



TABLE OF CONTENTS I N T R O D U C T I O N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

O V E R V I E W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

A U D I E N C E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

U N P A C K L E A R N I N G S T A N D A R D S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

P R O M O T E E V I D E N C E - B A S E D I N Q U I R Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0

I M P R O V E S T U D E N T A C C E S S T O P R E S E N T E D C O N T E N T . . . . . . . . . . . . . . . . . . . . . . . 1 7

E N D N O T E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1

A B O U T H A N O V E R R E S E A R C H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7



INTRODUCTION T h i s t o o l k i t p r o v i d e s g u i d a n c e a n d r e s o u r c e s t o a s s i s t c u r r e n t a n d a s p i r i n g U t a h t e a c h e r s i n d e v e l o p i n g t h e i r a b i l i t y t o s u p p o r t t h e g r o w t h a n d l e a r n i n g o f a l l s t u d e n t s v i a e f f e c t i v e p e d a g o g i e s a n d a c o m m i t m e n t t o s t u d e n t s , f a m i l i e s , s c h o o l s , a n d t h e b r o a d e r m i s s i o n o f e d u c a t i o n . I n p a r t i c u l a r , U t a h t e a c h e r s s h o u l d c o n s t a n t l y s t r i v e t o a l i g n t h e i r d a i l y w o r k , s k i l l s d e v e l o p m e n t , a n d p r o f e s s i o n a l d i s p o s i t i o n s t o t h e t e n s t a n d a r d s a n d r e l a t e d i n d i c a t o r s o f t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s ( l o c a t e d h e r e ) . C o m m i t m e n t t o a c h i e v i n g t h e s e s t a n d a r d s w i l l a l l o w t e a c h e r s t o s u p p o r t t h e m i s s i o n o f p u b l i c e d u c a t i o n t o “ e n s u r [ e ] l i t e r a c y a n d n u m e r a c y f o r a l l U t a h c h i l d r e n , p r o v i d [ e ] h i g h q u a l i t y i n s t r u c t i o n f o r a l l U t a h c h i l d r e n , [ e s t a b l i s h ] c u r r i c u l u m w i t h h i g h s t a n d a r d s a n d r e l e v a n c e t o a l l U t a h c h i l d r e n , a n d r e q u i r [ e ] e f f e c t i v e a s s e s s m e n t t o i n f o r m h i g h q u a l i t y i n s t r u c t i o n a n d a c c o u n t a b i l i t y . ” 1 S p e c i f i c a l l y , t h i s t o o l k i t p r o v i d e s t e a c h e r s w i t h t i p s , s t r a t e g i e s , a n d r e s o u r c e s t o s u p p o r t t h e i r p r o f e s s i o n a l w o r k a n d d e v e l o p m e n t a r o u n d S t a n d a r d 4 : C o n t e n t K n o w l e d g e .

U t a h E f f e c t i v e T e a c h in g S t a n d a r d 4 : C o n t e n t K n o w l e d g e

The Learner and Learning

Standard 1: Learner Development

Instructional Practice

Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner mastery of the content.

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Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline. The teacher:

▪ Knows the content of the discipline and conveys accurate information and concepts;

▪ Demonstrates an awareness of the Utah Core Standards and references them in the short- and long-term planning;

▪ Engages students in applying methods of inquiry and standards of evidence of the discipline;

▪ Uses multiple representations of concepts that capture key ideas; and

▪ Supports students in learning and using academic language accurately and meaningfully.

Standard 2: Learning Differences

Standard 3: Learning Environments

Instructional Practice

Standard 4: Content Knowledge

Standard 5: Assessment

Standard 6: Instructional

Planning

Standard 7: Instructional

Strategies

Professional Responsibility

Standard 8: Reflection and

Continuous Growth

Standard 9: Leadership and Collaboration

Standard 10: Professional and Ethical Behavior

S o u r c e : U t a h S t a t e B o a r d o f E d u c a t i o n 2

R e s e a r c h s h o w s t h a t t e a c h e r s a r e t h e m o s t i n f l u e n t i a l a n d i m p a c t f u l e l e m e n t o f t h e f o r m a l s c h o o l s y s t e m i n p r o m o t i n g s t u d e n t a c h i e v e m e n t . I n f a c t , r e s e a r c h e s t i m a t e s t h a t t e a c h e r s “ h a v e t w o t o t h r e e t i m e s t h e e f f e c t o f a n y o t h e r s c h o o l f a c t o r , i n c l u d i n g s e r v i c e s , f a c i l i t i e s , a n d e v e n l e a d e r s h i p . ” 3 A s t h e i m m e d i a t e o r g a n i z e r s a n d s u p e r v i s o r s o f s t u d e n t s ’ e d u c a t i o n a l e x p e r i e n c e s , t e a c h e r s e x e r t t r e m e n d o u s

https://www.schools.utah.gov/file/f0e86540-5617-4166-a701-fea403f2f848



i n f l u e n c e o n s t u d e n t o u t c o m e s a c r o s s m u l t i p l e a r e a s . 4 T h e s e e f f e c t s e x t e n d a c r o s s d y n a m i c s s u c h a s a c a d e m i c a c h i e v e m e n t , a t t e n d a n c e , s o c i a l - e m o t i o n a l l e a r n i n g , b e h a v i o r , f u t u r e e a r n i n g s , a n d c o l l e g e a t t e n d a n c e . 5 6 C o n s e q u e n t l y , t e a c h e r s s h o u l d s t r i v e t o m a x i m i z e t h e i r e f f e c t i v e n e s s i n a l l f a c e t s o f t h e i r d a i l y w o r k , f r o m p l a n n i n g a n d d e l i v e r i n g i n s t r u c t i o n t o e s t a b l i s h i n g a s a f e a n d s e c u r e l e a r n i n g e n v i r o n m e n t t o a c t i n g l i k e a c o n s u m m a t e p r o f e s s i o n a l . 7 T h i s r e q u i r e s a n a w a r e n e s s o f l e a r n e r s ’ n e e d s , o f s y s t e m i c e x p e c t a t i o n s , a n d o f o n e ’ s o w n s t r e n g t h s a n d w e a k n e s s e s a s t h e y r e l a t e t o p r o f e s s i o n a l p r a c t i c e s a n d p e d a g o g i e s . 8 I t a l s o r e q u i r e s t e a c h e r s t a k i n g c o n c e r t e d a c t i o n t o e x p a n d t h e i r c o n t e n t k n o w l e d g e , s t r e n g t h e n t h e i r i n s t r u c t i o n a l s k i l l s , a n d m a i n t a i n a p r o f e s s i o n a l a n d p o s i t i v e m i n d s e t w i t h s t u d e n t s , f a m i l i e s , a n d c o l l e a g u e s . 9 T h i s E x p a n d i n g S t u d e n t K n o w l e d g e i n C o n t e n t T o o l k i t a n d t h e n i n e a c c o m p a n y i n g t o o l k i t s i n t h e U t a h T e a c h e r T o o l k i t S e r i e s s u p p o r t U t a h ' s c u r r e n t a n d a s p i r i n g t e a c h e r s i n m e e t i n g t h e d e m a n d s o f t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s . I n p a r t i c u l a r , t h i s t o o l k i t w i l l h e l p u s e r s p r o g r e s s t o w a r d t h o s e i n d i c a t o r s m a r k i n g h i g h - e f f e c t i v e n e s s f o r S t a n d a r d 4 : C o n t e n t K n o w l e d g e .

I n d i ca t o r s o f H i g h - E ff e c t i v e n e s s f o r S t a n d a r d 4 : C o n t e n t K n o w l e d g e

The highly effective teacher:

▪ Pursues opportunities to learn new developments in the discipline and continually deepens content knowledge;

▪ Continually updates knowledge in the discipline(s) taught and connects concepts across disciplines to support student understanding;

▪ Develops opportunities for self-directed student inquiry and problem-solving across multiple disciplines;

▪ Regularly adapts various methods and materials to convey key ideas of the discipline; and

▪ Expects students to use academic language accurately and meaningfully.


OVERVIEW T h i s t o o l k i t :

✓ E x p l o r e s s t r a t e g i e s t h a t t e a c h e r s c a n u t i l i z e t o u n p a c k l e a r n i n g s t a n d a r d s i n t h e i r a s s i g n e d g r a d e , s u b j e c t a r e a , a n d / o r c o u r s e s t o d e e p e n t h e i r k n o w l e d g e o f t h e s k i l l s a n d c o n c e p t s s t u d e n t s w i l l b e e x p e c t e d t o l e a r n ;

✓ R e v i e w s k e y e l e m e n t s o f i n q u i r y - b a s e d i n s t r u c t i o n t h a t t e a c h e r s c a n l e v e r a g e t o h e l p s t u d e n t s a c q u i r e n e w k n o w l e d g e o r s k i l l s r e l a t i v e t o l e a r n i n g s t a n d a r d s ; a n d

✓ E x p l a i n s s t r a t e g i e s t o p r o v i d e m u l t i p l e r e p r e s e n t a t i o n s o f c o n t e n t a n d a p p r o p r i a t e a c a d e m i c l a n g u a g e s u p p o r t t o h e l p s t u d e n t s a c q u i r e t h e c o n c e p t u a l k n o w l e d g e a n d s k i l l s o u t l i n e d i n c o n t e n t s t a n d a r d s .

A s p e c t s o f E f f e c t i v e T e a c h i n g

Qualities of

Effective

Teaching

Professional

Knowledge

Instructional

Planning

Instructional

Delivery

Assessment

Learning

Environment

Professional

Demeanor

S o u r c e : A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t 6



AUDIENCE T h i s t o o l k i t i s d e s i g n e d t o s u p p o r t c u r r e n t a n d a s p i r i n g K - 1 2 t e a c h e r s i n t h e s t a t e o f U t a h i n m e e t i n g t h e i n d i c a t o r s a n d e x p e c t a t i o n s o u t l i n e d i n t h e U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s , p a r t i c u l a r l y S t a n d a r d 4 : C o n t e n t K n o w l e d g e .

E X P A N D I N G S T U D E N T K N O W L E D G E I N C O N T E N T : U N P A C K L E A R N I N G S T A N D A R D S


UNPACK LEARNING STANDARDS F i r s t a n d f o r e m o s t , U t a h e d u c a t o r s m u s t b e f a m i l i a r w i t h a n d k n o w h o w t o a c c e s s t h e c u r r e n t U t a h C o r e S t a n d a r d s f o r t h e g r a d e s , s u b j e c t s , a n d / o r c o u r s e s t h a t t h e y t e a c h . 11 T h i s i s e s s e n t i a l s o t h a t t e a c h e r s c a n d e t e r m i n e t h e s p e c i f i c s k i l l s a n d c o n c e p t s t h a t s t u d e n t s w i l l b e e x p e c t e d t o m a s t e r . 12 I t i s a l s o i m p o r t a n t t h a t t e a c h e r s m a i n t a i n a n a w a r e n e s s o f t h e c y c l e o f r e v i s i o n f o r a c a d e m i c s t a n d a r d s i n o r d e r t o e n s u r e t h e y a r e t e a c h i n g t o t h e m o s t r e c e n t s e t o f s t a n d a r d s , a s t h e U t a h S t a t e B o a r d o f E d u c a t i o n c u r r e n t l y h a s a t i m e l i n e f o r r e v i s i o n s t h a t e x t e n d s t h r o u g h t h e 2 0 2 8 -2 9 s c h o o l y e a r . 13

M e n u o f C u r r e n t U t ah C o r e S t a n d ar d s , 2 02 0 - 2 1 S c h o o l Y e a r A

Driver Education14 Early Learning15 Elementary Language Arts16 Fine Arts17

Health Education18 Library Media19 Mathematics20 Physical Education21

Science22 Secondary Language Arts23 Social Studies24 World Languages25

A C l i c k o n e a c h b u t t o n / i c o n t o a c c e s s t h e w e b p a g e a s s o c i a t e d w i t h t h e c o r r e s p o n d i n g a r e a o f t h e U t a h C o r e S t a n d a r d s . U R L s a r e e m b e d d e d w i t h i n e a c h b u t t o n / i c o n .

S o u r c e : U t a h S t a t e B o a r d o f E d u c a t i o n

B e c a u s e t h e U t a h C o r e S t a n d a r d s o u t l i n e “ w h a t s t u d e n t s s h o u l d h a v e l e a r n e d b y t h e e n d o f a c o u r s e , g r a d e l e v e l , o r g r a d e s p a n , ” t e a c h e r s m u s t b e a b l e t o u n p a c k i n d i v i d u a l s t a n d a r d s t o d e t e r m i n e t h e s k i l l s a n d c o n t e n t k n o w l e d g e t h a t s t u d e n t s s h o u l d o b t a i n a n d t h e d e g r e e t o w h i c h t h e y s h o u l d p e r f o r m t h o s e s k i l l s o r a p p l y t h a t k n o w l e d g e b y p a r t i c i p a t i n g i n p l a n n e d i n s t r u c t i o n . 26 U n p a c k i n g s t a n d a r d s h e l p s t e a c h e r s t o s e l e c t e v i d e n c e - b a s e d a p p r o a c h e s , d e s i g n r e l e v a n t c u r r i c u l a , a n d p l a n a n d d e l i v e r r i g o r o u s i n s t r u c t i o n t h a t d i r e c t l y a d d r e s s e s t h e c o m p e t e n c i e s o u t l i n e d i n l e a r n i n g s t a n d a r d s . 27 E s s e n t i a l l y , b y u n p a c k i n g s t a n d a r d s , t e a c h e r s c a n a n s w e r f o u r k e y q u e s t i o n s r e l a t e d t o c u r r i c u l u m , i n s t r u c t i o n , a n d a s s e s s m e n t : 28

• W h a t d o s t u d e n t s i n t h e g r a d e ( s ) , s u b j e c t ( s ) , a n d / o r c o u r s e ( s ) t h a t I t e a c h n e e d t o k n o w , u n d e r s t a n d , a n d b e a b l e t o d o ?

• H o w d o I t e a c h e f f e c t i v e l y t o e n s u r e a l l s t u d e n t s a r e l e a r n i n g t h e c o n c e p t s a n d s k i l l s o u t l i n e d i n t h e l e a r n i n g s t a n d a r d s ?

• H o w w i l l I k n o w i f s t u d e n t s a r e l e a r n i n g a n d t h e d e g r e e t o w h i c h t h e y a r e l e a r n i n g t h e t a r g e t c o n c e p t s a n d s k i l l s ?

• W h a t d o I d o i f / w h e n s t u d e n t s a r e n o t l e a r n i n g v i a i m p l e m e n t e d i n s t r u c t i o n o r a r e r e a c h i n g m a s t e r y b e f o r e I e x p e c t t h e m t o ?

S t a n d a r d s r e p r e s e n t t h e “ e n d s ” t h a t s t u d e n t s s h o u l d r e a c h v i a p l a n n e d c u r r i c u l a , i n s t r u c t i o n , a n d a s s e s s m e n t s ( i . e . , t h e “ m e a n s ” ) a n d s u p p o r t a l i g n m e n t b e t w e e n c u r r i c u l a , i n s t r u c t i o n , a n d a s s e s s m e n t s . 29 T e a c h e r s w i l l n e e d t o o r i e n t c u r r i c u l a , i n s t r u c t i o n , a n d a s s e s s m e n t a r o u n d o n e o r m o r e l e a r n i n g s t a n d a r d s i n o r d e r f o r s t u d e n t s t o b e s u c c e s s f u l , a n d c l e a r c o n n e c t i o n s b e t w e e n a l l t h r e e a s p e c t s o f t e a c h i n g a n d l e a r n i n g a r e v i t a l f o r s t u d e n t d e v e l o p m e n t . 30

https://schools.utah.gov/curr/drivered

https://schools.utah.gov/curr/preschool?mid=1181&tid=1

https://schools.utah.gov/curr/elaelementary?mid=1124&tid=1

https://schools.utah.gov/curr/finearts?mid=4609&tid=1

https://schools.utah.gov/curr/health?mid=908&tid=2

https://schools.utah.gov/curr/librarymedia?mid=1005&tid=1

https://schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

https://schools.utah.gov/curr/pe?mid=909&aid=2

https://schools.utah.gov/curr/science

https://schools.utah.gov/curr/elasecondary?mid=1125&aid=3

https://schools.utah.gov/curr/socialstudies?mid=1129&aid=3

https://schools.utah.gov/curr/worldlanguages

https://schools.utah.gov/file/620b6e97-0a1c-4751-b991-8a4951c06550

https://schools.utah.gov/curr/drivered

https://schools.utah.gov/curr/preschool?mid=1181&tid=1

https://schools.utah.gov/curr/elaelementary?mid=1124&tid=1

https://schools.utah.gov/curr/finearts?mid=4609&tid=1

https://schools.utah.gov/curr/health?mid=908&tid=2

https://schools.utah.gov/curr/librarymedia?mid=1005&tid=1

https://schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

https://schools.utah.gov/curr/pe?mid=909&aid=2

https://schools.utah.gov/curr/science

https://schools.utah.gov/curr/elasecondary?mid=1125&aid=3

https://schools.utah.gov/curr/socialstudies?mid=1129&aid=3

https://schools.utah.gov/curr/worldlanguages



T w i n Pu r p o s e s o f L e ar n in g S t a n d ar d s

IDENTIFYING TARGET CONTENT SPECIFYING PERFORMANCE

Learning standards:

▪ Create a clear outline of the essential knowledge, skills, and understandings that students need to master in a given content area;

▪ Identify what gets taught in specific content areas (e.g., language arts, mathematics, science); and

▪ Define the breadth and depth of knowledge, skills, and processes that are to be taught within a given domain.

Learning standards:

▪ Refer to the level of mastery of the target content that a student is expected to attain;

▪ Translate content into explicit information and proficiency levels that students are expected to demonstrate; and

▪ Identify the performance outcomes that students are expected to attain.

S o u r c e : I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y 31

W h e n t e a c h e r s u n p a c k s t a n d a r d s , t h e y s h o u l d c l o s e l y e x a m i n e t h e l a n g u a g e o f a g i v e n s t a n d a r d t o i d e n t i f y t h e p a r t i c u l a r c o n c e p t s a n d s k i l l s t h a t i t a d d r e s s e s ( i . e . , t h e c o n t e n t ) a n d t h e s p e c i f i c a p p l i c a t i o n s s t u d e n t s s h o u l d c o m p l e t e t o a c h i e v e t h e s t a n d a r d s ( i . e . , t h e p e r f o r m a n c e ) . 32 T h i s m e a n s d e c o n s t r u c t i n g s t a n d a r d s v i a a n a l y t i c s t r a t e g i e s ( e . g . , “ k n o w / b e / d o ” ) a n d e v a l u a t i n g h o w d i f f e r e n t a s p e c t s o f t h e s t a n d a r d o p e r a t e i n u n i s o n ( a n d e v e n h o w a g i v e n s t a n d a r d m a y c o e x i s t a l o n g s i d e r e l a t e d s t a n d a r d s i n t h e s a m e , p r e c e d i n g , o r s u b s e q u e n t g r a d e , c o n t e n t a r e a , o r c o u r s e ) . 33 A s p a r t o f t h i s p r o c e s s , t e a c h e r s s h o u l d i d e n t i f y s p e c i f i c c o n c e p t s a n d s k i l l s e n c a p s u l a t e d b y t h e s t a n d a r d s , d e t e r m i n e e x p e c t e d l e v e l s o f r i g o r a n d p r o f i c i e n c y f o r s t u d e n t s a p p l y i n g i d e n t i f i e d c o n c e p t s a n d s k i l l s , a n d b e g i n c o n s i d e r i n g h o w t o p l a n a n d d e l i v e r i n s t r u c t i o n a n d a s s e s s m e n t s t h a t d r i v e s t u d e n t s t o a c h i e v e s t a n d a r d s o f i n t e r e s t . 34

K e y S t e p s t o U n p a c k i n g S t a n d a r d s

STEP 1: IDENTIFY KEY CONCEPTS AND SKILLS

Teachers should determine what students need to know and what they need to do. For example, they can highlight nouns (i.e., content) in blue and verbs (i.e., skills) in green that appear in the standard(s) of interest.

STEP 2: SPECIFY LEARNING TARGET TYPES

Teachers should identify which concepts are content/knowledge, reasoning/cognitive, skill/performance, and product targets.

STEP 3: DISTILL BIG IDEAS

Teachers should record the conceptual understandings that students will discover during the learning process (i.e., the “ah-ha” moments).

STEP 4: WRITE ESSENTIAL QUESTIONS

To focus and guide classroom instruction and assessment, teachers should write open-ended questions to help stimulate student interest and make new connections.

S o u r c e : M a s t e r y C o n n e c t , I n s t r u c t u r e 35

N o t a b l y , t e a c h e r s c a n a p p l y a n u m b e r o f s t r a t e g i e s a n d u s e a v a r i e t y o f t o o l s t o s u p p o r t t h e i r a b i l i t y t o u n p a c k a n d d e c o n s t r u c t s t a n d a r d s . F o r e x a m p l e , t h e K n o w / D o / B e S t a n d a r d s A n a l y s i s W o r k s h e e t o n t h e n e x t p a g e a n d t h e U n p a c k i n g a S t a n d a r d W o r k s h e e t o n p . 9 e a c h p r o v i d e t e a c h e r s w i t h s p a c e a n d a p r o c e s s t o i d e n t i f y c o n c e p t s , s k i l l s , a n d b e l i e f s t h a t a r e a d d r e s s e d i n l e a r n i n g s t a n d a r d s



D i r e c t i o n s : U s e t h e f o l l o w i n g w o r k s h e e t t o d e c o n s t r u c t s p e c i f i c l e a r n i n g s t a n d a r d s f o r t h e g r a d e s , s u b j e c t a r e a s , a n d / o r c o u r s e s t h a t y o u t e a c h . R e c o r d i n d i v i d u a l s t a n d a r d s i n t h e t o p r o w . T h e n , r e c o r d t a r g e t c o n t e n t k n o w l e d g e a d d r e s s e d b y t h e s t a n d a r d i n t h e K n o w r o w , s p e c i f i c s k i l l s a d d r e s s e d b y t h e s t a n d a r d i n t h e D o r o w , a n d a t t i t u d e s o r p e r s p e c t i v e s t h a t s t u d e n t s a r e e x p e c t e d t o a c q u i r e i n t h e B e r o w . T h e f i r s t c o l u m n i s c o m p l e t e d a s a s a m p l e f o r y o u r r e f e r e n c e .

ST

AN

DA

RD

Standard 2.MP.4: Model with mathematics. Identify the mathematical elements of a situation and create a mathematical model that shows the relationships among them. Identify important quantities in a contextual situation, use mathematical models to show the relationships of those quantities, analyze the relationships, and draw conclusions. Models may be verbal, contextual, visual, symbolic, or physical.36

KN

OW

Mathematical elements/quantities that may appear within a given situation

Different types of mathematical models (e.g., verbal, visual, physical)

DO

Identify mathematical elements/ quantities in a presented situation

Create a mathematical model to show relationships between mathematical elements/quantities in a presented situation

BE

n/a

S o u r c e : A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t 37

Know/Do/Be S tandards Ana lys is Workshee t



D i r e c t i o n s : U s e t h e f o l l o w i n g w o r k s h e e t t o d e c o n s t r u c t s p e c i f i c l e a r n i n g s t a n d a r d s f o r t h e g r a d e s , s u b j e c t a r e a s , a n d / o r c o u r s e s t h a t y o u t e a c h . R e c o r d i n d i v i d u a l s t a n d a r d s i n L e a r n i n g S t a n d a r d r o w . T h e n , u n d e r l i n e t h e n o u n s p r e s e n t e d i n t h e s t a n d a r d a n d l i s t t h e m i n t h e K n o w l e d g e / C o n c e p t s r o w t o h e l p i d e n t i f y w h a t c o n t e n t i t e m s s t u d e n t s w i l l n e e d t o u n d e r s t a n d t o a c h i e v e t h e s t a n d a r d . N e x t , c i r c l e t h e v e r b s p r e s e n t e d i n t h e s t a n d a r d a n d l i s t t h e m i n t h e S k i l l s / P e r f o r m a n c e s r o w t o h e l p i d e n t i f y w h a t a c t i o n s s t u d e n t s w i l l n e e d t o c o m p l e t e t o a c h i e v e t h e s t a n d a r d . F i n a l l y , u s e t h e E v i d e n c e o f S t u d e n t M a s t e r y r o w t o r e c o r d p o t e n t i a l e v i d e n c e o r d a t a t h a t w i l l h e l p y o u t o d e t e r m i n e s t u d e n t p r o g r e s s a n d p r o f i c i e n c y f o r t h e s t a n d a r d . T h e f i r s t s e t o f r o w s i s c o m p l e t e d a s a s a m p l e f o r y o u r r e f e r e n c e .

STANDARD Record the standard of interest.

UT Standard 2.1: Students will explain the causes and lasting effects of the Mormon migration to Utah. (history).38

KNOWLEDGE/

CONCEPTS

Underline all nouns in the above standard to help identify knowledge and concepts of interest.

Causes of the Mormon migration to Utah

Effects of the Mormon migration to Utah

SKILLS/

PERFORMANCES

Circle all verbs in the above standard to help identify skills and performances of interest.

Explain cause and effect

EVIDENCE OF

STUDENT

MASTERY

Record potential activities, products, and/or data that can serve as proof of student mastery for the standard.

Cause-and-effect graphic organizer for the causes and effects of the Mormon migration to Utah

Descriptive/informative writing about the causes and effects of the Mormon migration to Utah

Research project into the causes and effects of the Mormon migration to Utah

Test on the causes and effects of the Mormon migration to Utah (e.g., multiple choice, free response)

STANDARD Record the standard of interest.

KNOWLEDGE/

CONCEPTS

Underline all nouns in the above standard to help identify knowledge and concepts of interest.

SKILLS/

PERFORMANCES

Circle all verbs in the above standard to help identify skills and performances of interest.

EVIDENCE OF

STUDENT

MASTERY

Record potential activities, products, and/or data that can serve as proof of student mastery for the standard.

S o u r c e : A s s o c i a t i o n o f S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t 39

Unpack ing a S tandard Workshee t

E X P A N D I N G S T U D E N T K N O W L E D G E I N C O N T E N T : P R O M O T E E V I D E N C E - B A S E D I N Q U I R Y


PROMOTE EVIDENCE-BASED INQUIRY T h e U t a h S t a t e B o a r d o f E d u c a t i o n h i g h l i g h t s t w o p r i m a r y a p p r o a c h e s t h a t t e a c h e r s c a n u s e t o “ b e s t p r e s e n t m a t e r i a l t h a t i s o p t i m a l l y ‘ l e a r n a b l e ’ f o r t h e d i f f e r e n t s t u d e n t s [ t h e y ] a r e t r y i n g t o r e a c h ” — o n e o f w h i c h i s i n q u i r y - b a s e d i n s t r u c t i o n ( a n d t h e o t h e r b e i n g e x p l i c i t i n s t r u c t i o n ) . 40 A s a b r o a d e r a p p r o a c h , i n q u i r y - b a s e d i n s t r u c t i o n e n c o u r a g e s s t u d e n t s t o i n v e s t i g a t e a t o p i c o r c o n c e p t , s o l v e a p r o b l e m , o r i n n o v a t e s p e c i f i c p r o d u c t s a n d s o l u t i o n s t o e x p a n d t h e i r c o n t e n t k n o w l e d g e a n d t o p r a c t i c e a n d a p p l y n e w s k i l l s . 41 T e a c h e r s , t h e r e f o r e , s h o u l d d e v e l o p g u i d i n g q u e s t i o n s , s c e n a r i o s , c a s e s t u d i e s , a n d / o r p r o b l e m s — a s w e l l a s a p p r o p r i a t e i n s t r u c t i o n a l p a r a m e t e r s a n d e x p e c t a t i o n s — t o f a c i l i t a t e s t u d e n t s ’ p u r s u i t a n d a p p l i c a t i o n o f n e w k n o w l e d g e , c o n c e p t u a l u n d e r s t a n d i n g s , a n d s k i l l s . 42

F i v e K e y F e a t u r e s o f I n q u i r y - B a s e d In s t r u ct i o n


N o t a b l y , i n q u i r y - b a s e d i n s t r u c t i o n c a n o c c u r i n a v a r i e t y o f f o r m a t s a n d e n c o m p a s s e s s e v e r a l o t h e r a p p r o a c h e s s u c h a s p r o b l e m - b a s e d l e a r n i n g , p r o j e c t -b a s e d l e a r n i n g , c a s e - b a s e d l e a r n i n g , a n d e x p e r i m e n t a t i o n . 44 A t t h e s a m e t i m e , i n q u i r y c a n o c c u r w i t h v a r y i n g d e g r e e s o f t e a c h e r o v e r s i g h t a n d s t u d e n t c h o i c e —r a n g i n g f r o m n a r r o w t e a c h e r p r o v i s i o n o f a s p e c i f i c i n v e s t i g a t i o n t o c o m p l e t e ( e . g . , a s i n g u l a r p r o b l e m ) a n d m a n d a t e d p r o c e d u r e s f o r c o m p l e t i n g t h a t i n v e s t i g a t i o n t o m o r e o p e n - e n d e d , s t u d e n t - d r i v e n e x p l o r a t i o n , r e s e a r c h , a n d p r o b l e m - s o l v i n g . 45 R e g a r d l e s s o f t h e i n t e n s i t y o f s c a f f o l d s , d i r e c t i o n s , a n d g u i d a n c e t h a t t e a c h e r s g i v e t o s t u d e n t s e n g a g i n g i n i n q u i r y - b a s e d i n s t r u c t i o n , t e a c h e r s s h o u l d s t i l l e n s u r e t h a t s t u d e n t s h a v e f l e x i b i l i t y t o o b t a i n i n f o r m a t i o n a n d e v i d e n c e r e l a t e d t o p r e s e n t e d t a s k s , i d e n t i f y o r d e s i g n s o l u t i o n s t o p r e s e n t e d p r o b l e m s o r s c e n a r i o s , a n d a d v a n c e t h e i r o w n a n d p e e r s ’ l e a r n i n g b y j u s t i f y i n g t h e a c t i o n s t h e y t a k e a n d c o n c l u s i o n s t h a t t h e y m a k e d u r i n g a g i v e n s e q u e n c e o f i n s t r u c t i o n . 46

F o u r L e v e l s o f I n q u i ry

LEVEL 1: EXPLORATION LEVEL 2: DIRECT INQUIRY

Students are given a question and instructions about how to find answers. Students are familiar with the presented concepts, and they already know the answer (though may be unaware of it). Exploration activities often cause students to become more curious and ask more questions

The problem and procedure are given directly, but the students are left to reach their own conclusions. Students investigate a problem presented by the teacher and use a procedure that is prescribed by the teacher. They have the opportunity to analyze data and arrive at their own evidence-based conclusions.

▪ Students engage actively in the learning experience provided by teacher, materials, and/or other sources.

▪ Students identify (or are directed to) and collect evidence as the teacher facilitates meaningful student-to-student discourse and experiences while activating prior knowledge.

▪ Students formulate (or are guided in the process to formulating) explanations after summarizing the evidence, while the teacher elicits and uses evidence of student thinking to help build a shared understanding.

▪ Students evaluate (or are directed towards) resources to link explanations as the teacher poses purposeful questions to assess and advance student reasoning and sensemaking.

▪ Students form (or are coached in the development of) reasonable and logical arguments and explanations in a variety of forms as teachers informally assess their learning and determine the next steps for instruction.

https://schools.utah.gov/file/c78c38d4-7dea-48f4-b95d-dc7652494971



LEVEL 3: GUIDED INQUIRY LEVEL 4: OPEN-ENDED INQUIRY

The research problem or question is provided, but students are left to devise their own methods and solutions. Students take more responsibility during this type of inquiry. They may choose their materials, data organization, and approach to analysis. They apply their analytical skills to support evidence-based conclusions.

Problems, methods, and solutions are left open. The goal is for students to take full responsibility for all aspects of the investigation. Activities ask students to formulate their own research questions, develop procedures to answer research questions, collect and analyze data, and use evidence to reach their own conclusions.

S o u r c e : N a t i o n a l G e o g r a p h i c a n d H a m p t o n - B r o w n 47

T o p r o m o t e e v i d e n c e - b a s e d i n q u i r y i n t h e i r c l a s s r o o m s , t e a c h e r s c a n u t i l i z e o r a d a p t e l e m e n t s o f t h e 5 E i n s t r u c t i o n a l m o d e l . 48 T h i s m o d e l “ e n g a g e s s t u d e n t s ’ d r i v e t o d i s c o v e r , t h e i r n e e d t o q u e s t i o n , a n d t h e i r a b i l i t y t o c r e a t e s o l u t i o n s ” t h r o u g h f i v e p h a s e s e x t e n d e d a c r o s s a s e r i e s o f l e s s o n s ( i . e . , o n e o r m o r e l e s s o n s p e r p h a s e ) . 49 T h e f i v e p h a s e s o f t h e 5 E m o d e l i n c l u d e : 50

• E n g a g e m e n t / E n g a g e : T h e t e a c h e r o r t a s k a c c e s s e s l e a r n e r s ' p r i o r k n o w l e d g e a n d h e l p s t h e m b e c o m e e n g a g e d i n a n e w c o n c e p t t h r o u g h t h e u s e o f s h o r t a c t i v i t i e s t h a t p r o m o t e c u r i o s i t y . A c t i v i t i e s s h o u l d m a k e c o n n e c t i o n s b e t w e e n p a s t a n d p r e s e n t l e a r n i n g e x p e r i e n c e s , e x p o s e p r i o r c o n c e p t i o n s , a n d o r g a n i z e s t u d e n t s ' t h i n k i n g t o w a r d t h e l e a r n i n g o u t c o m e s o f c u r r e n t a c t i v i t i e s .

• E x p l o r a t i o n / E x p l o r e : E x p l o r a t i o n p r o v i d e s s t u d e n t s w i t h a c o m m o n b a s e o f a c t i v i t i e s w i t h i n w h i c h c u r r e n t c o n c e p t s ( p a r t i c u l a r l y m i s c o n c e p t i o n s ) , p r o c e s s e s , a n d s k i l l s a r e i d e n t i f i e d a n d c o n c e p t u a l c h a n g e i s f a c i l i t a t e d . L e a r n e r s m a y c o m p l e t e a c t i v i t i e s t h a t h e l p t h e m u s e p r i o r k n o w l e d g e t o g e n e r a t e n e w i d e a s , e x p l o r e q u e s t i o n s a n d p o s s i b i l i t i e s , a n d d e s i g n a n d c o n d u c t a p r e l i m i n a r y i n v e s t i g a t i o n .

• E x p l a n a t i o n / E x p l a i n : T h e e x p l a n a t i o n p h a s e f o c u s e s s t u d e n t s ' a t t e n t i o n o n a p a r t i c u l a r a s p e c t o f t h e i r e n g a g e m e n t a n d e x p l o r a t i o n e x p e r i e n c e s a n d p r o v i d e s t h e m w i t h o p p o r t u n i t i e s t o d e m o n s t r a t e t h e i r c o n c e p t u a l u n d e r s t a n d i n g , p r o c e s s s k i l l s , o r b e h a v i o r s . T h i s p h a s e a l s o p r o v i d e s o p p o r t u n i t i e s f o r t e a c h e r s t o d i r e c t l y i n t r o d u c e a c o n c e p t , p r o c e s s , o r s k i l l . L e a r n e r s e x p l a i n t h e i r u n d e r s t a n d i n g o f t h e c o n c e p t , a n d a n e x p l a n a t i o n f r o m t h e t e a c h e r o r c u r r i c u l u m m a y g u i d e t h e m t o w a r d a d e e p e r u n d e r s t a n d i n g .

• E l a b o r a t i o n / E l a b o r a t e : T e a c h e r s c h a l l e n g e a n d e x t e n d s t u d e n t s ' c o n c e p t u a l u n d e r s t a n d i n g a n d s k i l l s . T h r o u g h n e w e x p e r i e n c e s , t h e s t u d e n t s d e e p e n a n d b r o a d e n t h e i r u n d e r s t a n d i n g , a c q u i r e m o r e i n f o r m a t i o n , a n d l e a r n s k i l l s . S t u d e n t s a p p l y t h e i r u n d e r s t a n d i n g o f t h e c o n c e p t v i a a d d i t i o n a l a c t i v i t i e s .

• E v a l u a t i o n / E v a l u a t e : T h e e v a l u a t i o n p h a s e e n c o u r a g e s s t u d e n t s t o a s s e s s t h e i r u n d e r s t a n d i n g a n d a b i l i t i e s a n d p r o v i d e s o p p o r t u n i t i e s f o r t e a c h e r s t o e v a l u a t e s t u d e n t p r o g r e s s t o w a r d a c h i e v i n g t h e e d u c a t i o n a l o b j e c t i v e s .

I n e a c h p h a s e , t e a c h e r s g u i d e a n d s c a f f o l d s t u d e n t s t h r o u g h a n a r r o w l y d e f i n e d o r w i d e - r a n g i n g i n v e s t i g a t i o n , c a s e s t u d y , p r o b l e m , p r o j e c t , o r r e s e a r c h s e q u e n c e r e l a t e d t o a s p e c i f i c c o n c e p t o r s k i l l s e t i n t h e t a r g e t s u b j e c t a r e a a s a r t i c u l a t e d i n a s s o c i a t e d l e a r n i n g s t a n d a r d s . 51 T h e e m p h a s i s o f t h e m o d e l i s o n t e a c h e r s p r o v i d i n g s t u d e n t s w i t h o p p o r t u n i t i e s t o a c c e s s a n d p r a c t i c e n e w c o n c e p t s a n d s k i l l s w i t h i n a p r e - d e f i n e d s c o p e — w h i c h m a y b e g o v e r n e d b y s t r i c t r u l e s a n d p r o c e d u r e s o r m a y b e f r e e r a n d m o r e o p e n - e n d e d d e p e n d i n g o n s t u d e n t a b i l i t y l e v e l s a n d i n d e p e n d e n c e , a s w e l l a s t h e t a r g e t l e a r n i n g s t a n d a r d s . 52



A p p l y i n g t h e 5 E M o d e l i n t h e “ C o r e F o u r ” S u b j e c t A r ea s

S U B J E C T S A M P L E A P P L I C A T I O N O F 5 E

Language

Arts

Engage: Students are handed transition words cards that they can act out (e.g., first, second, after, later).

Explore: Students organize lists of transition words (e.g., by time, to compare, to contrast, to contradict) and discuss how transition words change understanding when applied to different passages.

Explain: The teacher corrects any misconceptions while students define terms and determine what would be an excellent visual representation of a transition word and what body action best represents that word.

Extend: In groups, students represent transition words—as presented in newly provided texts—through visual or kinesthetic means.

Evaluate: Students share their representations and act them out.

Math

Engage: Students are given cards with rational numbers and asked: (1) Where do you think that number should go on a number line? and (2) Do you think it could be placed in more than one place?

Explore: Students use cards to order, match, and compare the rational numbers.

Explain: The teacher provides examples of times people may use scientific notation, and students practice organizing cards using what they know about scientific notation.

Extend: In groups, students use cards to simultaneously order, match, and compare rational numbers and numbers that use scientific notation.

Evaluate: Students create a visual representation to organize and display the relationship between sets and subsets of numbers.

Science

Engage: The teacher shows video clips of roller coaster rides and the riders’ reactions. Students describe personal experiences riding roller coasters and brainstorm the reasons that roller coasters are thrilling.

Explore: Students construct an accelerometer and test it by having a student sit on a swivel chair and spin. They use data to calculate the g-force and the independent variable (i.e., mass of each student).

Explain: Students access different amusement park websites to review the specifications in workbooks that detail the roller coasters in the park.

Extend: Students use roller coaster software to aid them in a roller coaster design. Students consider the how the rules of mathematics and the laws of physics govern the designs of engineers.

Evaluate: Students show their understanding of roller coaster science by calculating the velocity, g-force, and centripetal force of their designs. Students write narrative descriptions to entice potential riders.

Social

Studies

Engage: Students take a poll that asks what criteria they would like in a representative government.

Explore: Students explore different forms of representative government (e.g., direct democracy, representative democracy, presidential democracy, parliamentary democracy).

Explain: Students determine which representative government type best fits criteria from the poll.

Extend: Students identify the types of democracies used by different world governments.

Evaluate: Students return to the information from the poll, adjust their criteria, and fashion a “new” form of representative government.

S o u r c e : T h o u g h t C o 53

A s w i t h a n y s e q u e n c e o f i n s t r u c t i o n , t e a c h e r s s h o u l d d e f i n e o n e o r m o r e l e a r n i n g o b j e c t i v e s b e f o r e e n g a g i n g s t u d e n t s i n a c t i v i t i e s t h a t l e v e r a g e t h e 5 E m o d e l t o d r i v e s t u d e n t s t o w a r d a c h i e v i n g t h e o u t l i n e d o b j e c t i v e ( s ) . 54 H o w e v e r , a s o p p o s e d t o m o r e “ t r a d i t i o n a l ” p e d a g o g i e s i n w h i c h t e a c h e r s “ a c t a s t h e s o u r c e o f k n o w l e d g e a n d a s t h e p e r s o n w h o d e t e r m i n e s w h i c h i n f o r m a t i o n i s i m p o r t a n t , ” i n q u i r y - b a s e d l e a r n i n g d e m a n d s t h a t t e a c h e r s a c t m o r e a s c o a c h e s , g u i d e s , a n d f a c i l i t a t o r s w h o h e l p l e a r n e r s a r r i v e a t t h e i r ‘ t r u e ’ q u e s t i o n s . ” 55 A s s u c h , t e a c h e r s u s i n g t h e 5 E m o d e l m u s t a v o i d p r o v i d i n g d e f i n i t i v e a n s w e r s t o t h e g u i d i n g q u e s t i o n s o r c h a l l e n g e s a n d , i n s t e a d , p r e s e n t a n d r e f e r s t u d e n t s t o a v a r i e t y o f r e s o u r c e s t h a t w i l l h e l p t h e m a c q u i r e n e c e s s a r y k n o w l e d g e a n d s k i l l s w i t h s t r a t e g i c a l l y - p r o v i d e d s c a f f o l d i n g . 56



T e a c h e r an d S t u d en t R o l e s i n t h e 5 E In s t r u c t i o n a l M o d e l

P H A S E T E A C H E R R O L E S T U D E N T R O L E

E n g a g e ▪ Teachers ask questions of students and engage them in guided inquiry lessons.

▪ Teachers use strategies such as KWL that make connections between the past and present learning experience.

▪ Teachers set a level of anticipation

▪ Students are introduced to the concept.

▪ Students make connections to prior knowledge and what is to be studied.

▪ Student thinking is clarified.

▪ Students become mentally engaged in the new learning experience.

E x p l o r e ▪ Teachers set up the investigation and guide students in inquiry.

▪ Teachers ask probing questions to clarify understanding.

▪ Students explore or experiment.

▪ Students engage in observations, use tools, materials, and manipulatives, and collect data.

E x p l a i n ▪ Teachers ask probing questions that encourage students to expand their understanding or reconsider their exploration.

▪ Students articulate their understandings from the Explore phase.

▪ Students look for patterns or solutions

▪ Students describe what they observed.

E l a b o r a t e ▪ Teachers provide opportunities for students to apply their knowledge and gain a deeper understanding.

▪ Activities can include reading, writing, designing experiments, and web research.

▪ Students expand their learning and practice new skills and behaviors.

▪ Students make connections or applications to related concepts and the real world.

E v a l u a t e ▪ Teachers diagnose student understanding through an ongoing process.

▪ Assessments can be formative or summative.

▪ Students answer and pose questions.

▪ Students illustrate their knowledge (i.e., understandings) and skills (i.e., abilities).

S o u r c e : S o u t h w e s t E d u c a t i o n a l D e v e l o p m e n t L a b o r a t o r y 57

T e a c h e r s c a n u s e t h e 5 E M o d e l I n s t r u c t i o n a l P l a n n i n g T e m p l a t e b e g i n n i n g o n t h e n e x t p a g e t o d e v e l o p i n s t r u c t i o n a l s e q u e n c e s t h a t e n c o m p a s s a l l f i v e p h a s e s o f t h e 5 E m o d e l . T h e t e m p l a t e p r o v i d e s g u i d i n g c o n s i d e r a t i o n s f o r t e a c h e r s t o r e f l e c t o n f o r e a c h p h a s e a n d p r e s e n t s s p a c e f o r t e a c h e r s t o p l a n t h o s e a c t i o n s t h e y w i l l t a k e a t a g i v e n s t a g e , a s w e l l a s t h e a c t i o n s s t u d e n t s s h o u l d t a k e a t t h a t s t a g e



D i r e c t i o n s : U s e t h i s t e m p l a t e t o h e l p p l a n a n i n s t r u c t i o n a l s e q u e n c e ( i . e . , t w o o r m o r e l e s s o n s ) t h a t f o l l o w s t h e 5 E i n s t r u c t i o n a l m o d e l . T h e t e m p l a t e p r o v i d e s s p a c e f o r u s e r s t o r e c o r d t a r g e t U t a h C o r e S t a n d a r d s a n d a s s o c i a t e d l e a r n i n g o b j e c t i v e s . I t a l s o l i s t s k e y c o n s i d e r a t i o n s f o r e a c h p h a s e o f t h e 5 E m o d e l t o s u p p o r t p l a n n i n g o f t e a c h e r a n d s t u d e n t a c t i v i t i e s .

Teacher:

Subject/Course/Grade:

Utah Core Standard(s):

Learning Objective(s):

En

ga

ge

Key Considerations

▪ How will you activate prior knowledge?

▪ How will you hook student attention and stimulate their curiosity?

▪ What challenge/question will you pose, based on your objective(s), that students will seek to answer in the Explore phase?

Planned/Anticipated Teacher Actions: Planned/Anticipated Student Actions:

5E Mode l Ins t ruc t iona l P lann ing Templa te



Ex

plo

re

Key Considerations

▪ How will you model your performance expectations and recommended procedures?

▪ What scaffolds will students require to be successful in their exploration?

▪ How will students take the lead and actively use materials to discover information that will help them answer the challenge/question posed in the Engage phase?

▪ What questions or prompts will you be prepared to use with students while they are exploring?


Ex

pla

in

Key Considerations

▪ How will all students have an opportunity to share what they discovered?

▪ How will you connect student discoveries to correct content terms/explanations?

▪ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the challenge/question from the Engage phase before moving on?


Ela

bo

rate

Key Considerations

▪ How will students take the learning from Explore and Explain phases and apply it to a new circumstance or a particular aspect of this learning at a deeper level?

▪ How will students use higher order thinking at this stage?

▪ How will all students articulate how their understanding has changed or been solidified?




Ev

alu

ate

Key Considerations

▪ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate phase content)?

▪ How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?


S o u r c e : S o l u t i o n T r e e P r e s s a n d M a r y L o u F u l t o n T e a c h e r s C o l l e g e , A r i z o n a S t a t e U n i v e r s i t y 58

E X P A N D I N G S T U D E N T K N O W L E D G E I N C O N T E N T : I M P R O V E S T U D E N T A C C E S S T O P R E S E N T E D C O N T E N T


IMPROVE STUDENT ACCESS TO PRESENTED CONTENT T e a c h e r s m u s t c a r e f u l l y c o n s i d e r t h e b e s t m e t h o d s t o p r e s e n t c o n c e p t s a n d s k i l l s . 59 T h e y s h o u l d e x a m i n e l e a r n i n g s t a n d a r d s t o d e t e r m i n e h o w t o a r t i c u l a t e t a r g e t c o n t e n t — c o n s i d e r i n g b o t h t h e n a t u r e o f t h a t c o n t e n t a n d t h e i r s t u d e n t s ’ s t r e n g t h s a n d n e e d s . 60 W i t h s u c h k n o w l e d g e , t e a c h e r s c a n p l a n a n d i m p l e m e n t m u l t i p l e m e a n s o f r e p r e s e n t a t i o n t o h e l p s t u d e n t s b e s u c c e s s f u l . 61 62 63 64 65 T h e p r o v i s i o n o f m u l t i p l e w a y s i n w h i c h c o n t e n t i s p r e s e n t e d b y t e a c h e r s a n d i n w h i c h s t u d e n t s i n d e p e n d e n t l y a c c e s s n e w i n f o r m a t i o n i s v i t a l , a s “ t h e r e i s n o t o n e m e a n s o f r e p r e s e n t a t i o n t h a t w i l l b e o p t i m a l f o r a l l l e a r n e r s . ” 66 I n d i v i d u a l s t u d e n t s w i l l h a v e v a r y i n g d e g r e e s o f a b i l i t y i n a c c e s s i n g i n f o r m a t i o n v i a d i f f e r e n t l i n g u i s t i c ( e . g . , w r i t i n g , s p e e c h ) , v i s u a l ( e . g . , p i c t u r e s , g r a p h s ) , a n d t a c t i l e ( e . g . , m a n i p u l a t i v e s , m o d e l s ) f o r m a t s , n e c e s s i t a t i n g m u l t i p l e r e p r e s e n t a t i o n s o f n e w i n f o r m a t i o n . 67 S i m u l t a n e o u s l y , t e a c h e r s s h o u l d c o n s i d e r t h e m o s t e f f e c t i v e w a y s t o t e a c h t a r g e t c o n t e n t a n d s k i l l s b a s e d o n a v a i l a b l e r e s e a r c h e v i d e n c e a n d a c c e p t e d c o n v e n t i o n s f o r t h e i r a s s i g n e d g r a d e l e v e l , s u b j e c t a r e a , a n d / o r c o u r s e . 68 T o i m p r o v e s t u d e n t s ’ e x p o s u r e t o c o n t e n t , t e a c h e r s s h o u l d i m p l e m e n t f e a t u r e s o f u n i v e r s a l d e s i g n f o r l e a r n i n g ( U D L ) r e l a t e d t o r e p r e s e n t a t i o n . 69 U s i n g U D L , t e a c h e r s o f f e r a r a n g e o f o p t i o n s f o r s t u d e n t s t o l e a r n c o n c e p t s a n d s k i l l s t h a t e n c o m p a s s s e v e r a l m o d a l i t i e s ( e . g . , v i s u a l , t a c t i l e , v i d e o , a u d i o ) a l o n g s i d e r e l e v a n t s c a f f o l d s t o h e l p s t u d e n t s d i s s e c t a n d d i g e s t p r e s e n t e d c o n t e n t . 70 S u c h s c a f f o l d s c a n i n c l u d e p r i m i n g o f s t u d e n t b a c k g r o u n d k n o w l e d g e , l i n k i n g c u r r e n t i n s t r u c t i o n t o p r e c e d i n g a n d u p c o m i n g i n s t r u c t i o n , a n d p r o v i d i n g d i r e c t i n s t r u c t i o n o n r e l e v a n t v o c a b u l a r y . 71

G u i d e l i n e s a n d C h e c kp o i n t s f o r P r o v i d i n g M u l t i p l e M e an s o f R ep r e s e n t a t i o n B

GUIDELINE CHECKPOINTS

1. Perception ➔

Interact with flexible content that does not depend on a single sense (e.g., sight, hearing)

1.1 – Offer ways of customizing the display of information ➔

1.2 – Offer alternatives for auditory information ➔

1.3 – Offer alternatives for visual information ➔

2. Language and Symbols ➔

Communicate through languages that create a shared understanding

2.1 – Clarify vocabulary and symbols ➔

2.2 – Clarify syntax and structure ➔

2.3 – Support decoding of text, mathematical notation, and symbols ➔

2.4 – Promote understanding across languages ➔

2.5 – Illustrate through multiple media ➔

3. Comprehension ➔

Construct meaning and generate new understandings

3.1 – Activate or supply background knowledge ➔

3.2 – Highlight patterns, critical features, big ideas, and relationships ➔

3.3 – Guide information processing and visualization ➔

3.4 – Maximize transfer and generalization ➔

B C l i c k e a c h ➔ i c o n t o a c c e s s a d d i t i o n a l i n f o r m a t i o n f o r t h e c o r r e s p o n d i n g g u i d e l i n e o r c h e c k p o i n t .

S o u r c e : C A S T 72

L e a r n M o r e

Watch the following videos to learn more about how and why to present content via multiple modalities:

▪ “Universal Design for Learning (Part 4): Representation Strategies” – Center for Excellence in Teaching and Learning, Oakland University62

▪ “UDL Principle One Multiple Means of Representation” – Texas Education Agency63

▪ “Multiple Means of Representation (Week 3)” – Inclusive Learning Network, International Society for Technology in Education64

▪ “Recognition Networks” – Open SUNY65

https://udlguidelines.cast.org/

https://udlguidelines.cast.org/representation/perception

https://udlguidelines.cast.org/representation/perception/customize-display

https://udlguidelines.cast.org/representation/perception/alternatives-auditory

https://udlguidelines.cast.org/representation/perception/alternatives-visual

https://udlguidelines.cast.org/representation/language-symbols

https://udlguidelines.cast.org/representation/language-symbols/vocabulary-symbols

https://udlguidelines.cast.org/representation/language-symbols/syntax-structure

https://udlguidelines.cast.org/representation/language-symbols/text-notation-symbols

https://udlguidelines.cast.org/representation/language-symbols/understanding-across-languages

https://udlguidelines.cast.org/representation/language-symbols/illustrate-multimedia

https://udlguidelines.cast.org/representation/comprehension

https://udlguidelines.cast.org/representation/comprehension/background-knowledge

https://udlguidelines.cast.org/representation/comprehension/patterns-features

https://udlguidelines.cast.org/representation/comprehension/processing-visualization

https://udlguidelines.cast.org/representation/comprehension/transfer-generalization

https://www.youtube.com/watch?v=9TVKGvnGPoA

https://www.youtube.com/watch?v=9TVKGvnGPoA

https://www.youtube.com/watch?v=AQKyl9ogco4

https://www.youtube.com/watch?v=AQKyl9ogco4

https://www.youtube.com/watch?v=ofOJqdDbUd8

https://www.youtube.com/watch?v=ivDN9R525LA



T e a c h e r s c a n u s e t h e C o n t e n t R e p r e s e n t a t i o n B r a i n s t o r m i n g W o r k s h e e t o n p . 2 0 t o h e l p t h e m i d e n t i f y p o t e n t i a l s t r a t e g i e s a n d r e s o u r c e s t h a t w i l l d i v e r s i f y t h e i r p r e s e n t a t i o n o f t a r g e t c o n c e p t s a n d s k i l l s t o s t u d e n t s . T h e w o r k s h e e t p r o v i d e s s p a c e a n d p r o m p t s t o h e l p t e a c h e r s i d e n t i f y m e t h o d s t o p r e s e n t c o n t e n t v i s u a l l y , i n p r i n t , v i a s p e e c h o r a u d i o , a n d u s i n g t a c t i l e r e s o u r c e s o r k i n e s t h e t i c p e r f o r m a n c e s . I n a d d i t i o n t o d i v e r s i f y i n g t h e r e p r e s e n t a t i o n s t h r o u g h w h i c h s t u d e n t s c a n a c c e s s c o n t e n t , t e a c h e r s s h o u l d p l a n a n d i m p l e m e n t s t r a t e g i e s t o s u p p o r t s t u d e n t c o m p r e h e n s i o n . 73 T e a c h e r s n e e d t o u n d e r s t a n d p r e c i s e l y w h a t k n o w l e d g e o r s k i l l s s t u d e n t s s h o u l d a c q u i r e b y e n g a g i n g w i t h s p e c i f i c r e p r e s e n t a t i o n s o f c o n t e n t a n d t h e t y p i c a l l e a r n i n g p a t t e r n s o f t h e i r s t u d e n t s . 74 T h e n , t e a c h e r s c a n c h u n k c o n t e n t i n t o m a n a g e a b l e p a c k a g e s a n d p r o v i d e t a r g e t e d s u p p o r t t o h e l p s t u d e n t s u n d e r s t a n d a n d i n t e r p r e t t h e a c a d e m i c l a n g u a g e i n h e r e n t i n v a r i o u s r e p r e s e n t a t i o n s — i n c l u d i n g t e x t , s o u n d / s p e e c h , s y m b o l s , a n d v i s u a l e l e m e n t s . 75

D e f i n i n g A ca d e m i c L an g u a g e

S o u r c e : G l o s s a r y o f E d u c a t i o n R e f o r m , G r e a t S c h o o l s P a r t n e r s h i p 76

T o t h i s e n d , t e a c h e r s c a n p r o v i d e e x p l i c i t i n s t r u c t i o n o n v o c a b u l a r y , s y m b o l s , v i s u a l / a u d i t o r y c u e s , a n d o t h e r e l e m e n t s o f a c a d e m i c l a n g u a g e a l o n g s i d e e m b e d d e d o p p o r t u n i t i e s f o r s t u d e n t s t o a c q u i r e e x p o s u r e t o a n d u s e t h o s e e l e m e n t s t h e m s e l v e s . 77 F o r e x a m p l e , t e a c h e r s m a y p a i r v o c a b u l a r y w o r d s w i t h a n a c c o m p a n y i n g v i s u a l o r t a c t i l e s c a f f o l d t o c l a r i f y m e a n i n g ( e . g . , t h e t e r m “ f o s s i l ” p r e s e n t e d a l o n g s i d e p i c t u r e s o f e x t i n c t s p e c i e s a n d a c t u a l f o s s i l s o f t h o s e s p e c i e s ) . 78 S i m i l a r l y , a t e a c h e r m a y : 79

• B e h i g h l y s e l e c t i v e a b o u t w h a t a c a d e m i c l a n g u a g e t o t e a c h . A c a d e m i c L a n g u a g e s h o u l d b e s e l e c t e d f o r i t s u s e i n h e l p i n g s t u d e n t s a p p l y l e a r n i n g s t r a t e g i e s a n d e n g e n d e r i n g i n t e r e s t i n u s i n g a c a d e m i c l a n g u a g e t o c o m m u n i c a t e .

• P r o v i d e m u l t i p l e e n c o u n t e r s w i t h t a r g e t a c a d e m i c l a n g u a g e . M u l t i p l e e x p o s u r e s t o v o c a b u l a r y , s y m b o l s , a n d o t h e r i t e m s c a n o c c u r t h r o u g h t h e u s e o f c o l l a b o r a t i v e , a c t i v e t a s k s a n d c a n b e s u p p o r t e d b y t e c h n o l o g y . T h e q u a l i t y o f e a c h e n c o u n t e r i s i m p o r t a n t , a s i s c a u s i n g s t u d e n t s t o u s e w r i t i n g , s p e a k i n g , l i s t e n i n g , a n d r e a d i n g w h e n c o l l a b o r a t i n g a r o u n d a c a d e m i c l a n g u a g e .

• P r o v i d e s t u d e n t s d i r e c t i n s t r u c t i o n o n h o w t o i n f e r m e a n i n g . S t u d e n t s n e e d t o b e s h o w n h o w m e a n i n g f u l i n f o r m a t i o n a b o u t w o r d s , s y m b o l s , s o u n d s , a n d o t h e r f o r m s o f a c a d e m i c l a n g u a g e c a n b e d e r i v e d t h r o u g h c o n t e x t u a l a n a l y s i s . T h e m o r e m e a n i n g f u l a n d a u t h e n t i c t h e c o n t e x t a t e a c h e r u s e s t h e g r e a t e r t h e i m p a c t o n s t u d e n t s ' o w n e r s h i p o f t h e t a r g e t e d i t e m s .

• P r o m o t e i n - d e p t h k n o w l e d g e o f a c a d e m i c l a n g u a g e . M a n y c o n t e n t i t e m s m a y b e b e t t e r u n d e r s t o o d w h e n s t u d e n t s m a n i p u l a t e a c a d e m i c l a n g u a g e t h r o u g h g r o u p a c t i v i t i e s r e q u i r i n g c a t e g o r i z a t i o n , w o r d a s s o c i a t i o n , o r s e m a n t i c a n a l y s i s .

Academic language refers to the oral, written, auditory, and visual language proficiency required to learn effectively in schools and academic programs (i.e., the language used in classroom lessons, books, tests, and assignments). It is the language that students are expected to learn and achieve fluency in.

Frequently contrasted with “conversational” or “social” language, academic language includes a variety of formal language skills (e.g., vocabulary, grammar, punctuation, syntax, discipline-specific terminology, rhetorical conventions) that allow students to acquire knowledge and academic skills while also successfully navigating school policies, assignments, expectations, and cultural norms. Even though students may be highly intelligent and capable, they may struggle in a school setting if they have not mastered certain terms and concepts or learned to express themselves and their ideas in expected ways.



• P r o v i d e s t u d e n t s w i t h o p p o r t u n i t i e s t o e x t e n d t h e i r k n o w l e d g e o f a c a d e m i c l a n g u a g e . F o r e x a m p l e , s t u d e n t s c a n b e s h o w n h o w t o u s e m o r p h e m i c a n a l y s i s , a w a r e n e s s o f p o l y s e m y ( i . e . , v a r i e d m e a n i n g s ) , a n d a t t e n t i o n t o d e r i v a t i o n s a n d o r i g i n s t o f u r t h e r t h e i r k n o w l e d g e o f v o c a b u l a r y .

L a n g u a g e D e m a n d s an d S u p p o r t s A cr o s s D i f f e r e n t C o n t e n t A r e as

The School of Education at Indiana University Bloomington publishes a resource (linked via the icon below) that outlines how various aspects of academic language operate within different subject areas. It addresses items such as language functionality, vocabulary, discourse, syntax, and the provision of language supports across the following disciplines:

▪ Literacy;

▪ Mathematics;

▪ Social studies;

▪ English language arts;

▪ Science;

▪ Visual arts; and

▪ Performance arts

S o u r c e : S c h o o l o f E d u c a t i o n , I n d i a n a U n i v e r s i t y B l o o m i n g t o n 80

https://education.indiana.edu/students/undergraduates/clinical-experiences/_docs/Academic%20Language.pdf



D i r e c t i o n s : U s e t h i s w o r k s h e e t t o b r a i n s t o r m o n e o r m o r e w a y s t o p r e s e n t t a r g e t c o n t e n t t o s t u d e n t s d u r i n g a g i v e n s e q u e n c e o f i n s t r u c t i o n ( e . g . , a l e s s o n o r u n i t ) . S p a c e i s p r o v i d e d t o b r a i n s t o r m s t r a t e g i e s a n d r e s o u r c e s t o p r e s e n t c o n t e n t i n v i s u a l , p r i n t , v e r b a l / a u d i o , a n d t a c t i l e / k i n e s t h e t i c f o r m a t s . A s y o u r e c o r d p o t e n t i a l w a y s t o p r e s e n t t a r g e t c o n t e n t , c o n s i d e r t h e s t r e n g t h s a n d p r e f e r e n c e s o f y o u r s t u d e n t s a l o n g s i d e t h e n a t u r e o f t h e c o n c e p t s a n d s k i l l s t o b e t a u g h t .

S o u r c e : M u l t i p l e 81

Content Representa t ion Bra ins torming Workshee t

Verbal/Audio

What are some strategies and/or resources you can use to help students hear about target content (e.g., discussion, podcasts)?

Tactile/Kinesthetic

What are some strategies and/or resources you can use to help students feel/interact with target content (e.g., manipulatives)?

Visual

What are some strategies and/or resources you can use to help students see target content (e.g., diagrams, pictures, video)?

Print

What are some strategies and/or resources you can use to help students read about target content (e.g., essays, articles)?

E X P A N D I N G S T U D E N T K N O W L E D G E I N Y O U R T A R G E T C O N T E N T A R E A : E N D N O T E S


ENDNOTES

1 “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , A u g u s t 2 0 1 3 . p . x i . h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / f 0 e 8 6 5 4 0 - 5 6 1 7 - 4 1 6 6 - a 7 0 1 - f e a 4 0 3 f 2 f 8 4 8 2 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s a n d I n d i c a t o r s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , 2 0 1 3 . p p . 1 – 3 . h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / 7 3 1 3 c f e 5 - 5 e 6 8 - 4 1 e f - 9 d e 4 - 0 3 e 5 a 9 d 3 9 5 d 8 3 O p p e r , I . M . “ T e a c h e r s M a t t e r : U n d e r s t a n d i n g T e a c h e r s ’ I m p a c t o n S t u d e n t A c h i e v e m e n t . ” R A N D C o r p o r a t i o n , R A N D C o r p o r a t i o n , 2 0 1 9 . p . 1 . h t t p s : / / w w w . r a n d . o r g / p u b s / r e s e a r c h _ r e p o r t s / R R 4 3 1 2 . h t m l 4 [ 1 ] G u a d a l u p e , C . “ T e a c h e r s a s P r i m a r y A g e n t s o f E d u c a t i o n a l S y s t e m s . ” C a n a d i a n F o u n d a t i o n f o r t h e A m e r i c a s . h t t p s : / / w w w . f o c a l . c a / e n / p u b l i c a t i o n s / f o c a l p o i n t / 2 5 9 - j u n e - 2 0 1 0 - c e s a r - g u a d a l u p e - e n [ 2 ] “ E f f e c t i v e T e a c h e r s A r e t h e M o s t I m p o r t a n t F a c t o r C o n t r i b u t i n g t o S t u d e n t A c h i e v e m e n t . ” E d u c a t i o n a l R e s e a r c h N e w s l e t t e r a n d W e b i n a r s , S e p t e m b e r 2 0 0 3 . h t t p s : / / w w w . e r n w e b . c o m / e d u c a t i o n a l - r e s e a r c h - a r t i c l e s / e f f e c t i v e - t e a c h e r s - a r e - t h e - m o s t -i m p o r t a n t - f a c t o r - c o n t r i b u t i n g - t o - s t u d e n t - a c h i e v e m e n t / [ 3 ] T e r a d a , Y . “ U n d e r s t a n d i n g a T e a c h e r ’ s L o n g - T e r m I m p a c t . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , F e b r u a r y 4 , 2 0 1 9 . h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / u n d e r s t a n d i n g - t e a c h e r s - l o n g - t e r m - i m p a c t 5 [ 1 ] H a y c o c k , K . “ G o o d T e a c h i n g M a t t e r s : H o w W e l l - Q u a l i f i e d T e a c h e r s C a n C l o s e t h e G a p . ” T h e E d u c a t i o n T r u s t , 1 9 9 8 . p p . 3 – 1 0 . h t t p s : / / i m a g e s . p e a r s o n a s s e s s m e n t s . c o m / i m a g e s / N E S _ P u b l i c a t i o n s / 1 9 9 9 _ 0 4 H a y c o k _ 3 9 7 _ 1 . p d f [ 2 ] T u c k e r , P . D . a n d J . H . S t r o n g e . “ L i n k i n g T e a c h e r E v a l u a t i o n a n d S t u d e n t L e a r n i n g , C h a p t e r 1 . T h e P o w e r o f a n E f f e c t i v e T e a c h e r a n d W h y W e S h o u l d A s s e s s I t . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , A p r i l 2 0 0 5 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 4 1 3 6 / c h a p t e r s / T h e - P o w e r - o f - a n - E f f e c t i v e - T e a c h e r -a n d - W h y - W e - S h o u l d - A s s e s s - I t . a s p x [ 3 ] L i u , J . a n d S . L o e b . “ E n g a g i n g T e a c h e r s : M e a s u r i n g t h e I m p a c t o f T e a c h e r s o n S t u d e n t A t t e n d a n c e i n S e c o n d a r y S c h o o l . ” S t a n f o r d C e n t e r f o r E d u c a t i o n P o l i c y A n a l y s i s , J a n u a r y 2 0 1 7 . p p . 1 – 2 , 5 . h t t p s : / / c e p a . s t a n f o r d . e d u / s i t e s / d e f a u l t / f i l e s / w p 1 7 - 0 1 -v 2 0 1 7 0 1 . p d f [ 4 ] T o r n i o , S . “ 1 2 P o w e r f u l S t a t i s t i c s T h a t P r o v e W h y T e a c h e r s M a t t e r . ” W e A r e T e a c h e r s , M a y 1 5 , 2 0 1 9 . h t t p s : / / w w w . w e a r e t e a c h e r s . c o m / t e a c h e r - i m p a c t - s t a t i s t i c s / [ 5 ] H a n u s h e k , E . A . “ V a l u i n g T e a c h e r s . ” E d u c a t i o n N e x t , 2 0 1 1 . p p . 4 2 – 4 3 . h t t p : / / h a n u s h e k . s t a n f o r d . e d u / s i t e s / d e f a u l t / f i l e s / p u b l i c a t i o n s / H a n u s h e k % 2 0 2 0 1 1 % 2 0 E d N e x t % 2 0 11 % 2 8 3 % 2 9 . p d f [ 6 ] C h e t t y , R . , J . N . F r i e d m a n , a n d J . E . R o c k o f f . “ T h e L o n g - T e r m I m p a c t s o f T e a c h e r s : T e a c h e r V a l u e - A d d e d a n d S t u d e n t O u t c o m e s i n A d u l t h o o d . ” N a t i o n a l B u r e a u o f E c o n o m i c R e s e a r c h , D e c e m b e r 2 0 1 1 . p . i i . h t t p : / / w w w . n b e r . o r g / p a p e r s / w 1 7 6 9 9 . p d f [ 7 ] C h e t t y , R . , J . N . F r i e d m a n , a n d J . E . R o c k o f f . “ M e a s u r i n g t h e I m p a c t s o f T e a c h e r s I I : T e a c h e r V a l u e - A d d e d a n d S t u d e n t O u t c o m e s i n A d u l t h o o d . ” N a t i o n a l B u r e a u o f E c o n o m i c R e s e a r c h , S e p t e m b e r 2 0 1 3 . p . i i . h t t p s : / / w w w . n b e r . o r g / p a p e r s / w 1 9 4 2 4 . p d f [ 8 ] B l a z a r , D . a n d M . A . K r a f t . “ T e a c h e r a n d T e a c h i n g E f f e c t s o n S t u d e n t s ’ A t t i t u d e s a n d B e h a v i o r s . ” E d u c a t i o n a l E v a l u a t i o n a n d P o l i c y A n a l y s i s , 3 9 : 1 , M a r c h 2 0 1 7 . h t t p s : / / w w w . n c b i . n l m . n i h . g o v / p m c / a r t i c l e s / P M C 5 6 0 2 5 6 5 / [ 9 ] J a c k s o n , C . K . “ T e a c h e r s ’ I m p a c t o n S t u d e n t B e h a v i o r M a t t e r s M o r e f o r S t u d e n t S u c c e s s T h a n T h e i r I m p a c t o n T e s t S c o r e s . ” E d u c a t i o n N e x t , 1 9 : 1 , 2 0 1 9 . h t t p s : / / w w w . e d u c a t i o n n e x t . o r g / t e a c h e r s - i m p a c t -s t u d e n t - b e h a v i o r - m a t t e r s - s t u d e n t - s u c c e s s - i m p a c t - t e s t - s c o r e s / 6 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : S t r o n g e , J . H . “ Q u a l i t i e s o f E f f e c t i v e T e a c h e r s , 3 r d E d i t i o n , C h a p t e r 1 . Q u a l i t i e s o f E f f e c t i v e T e a c h e r s : A n I n t r o d u c t i o n . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , M a r c h 2 0 1 8 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 8 0 4 2 / c h a p t e r s / Q u a l i t i e s - o f - E f f e c t i v e - T e a c h e r s @ - A n -I n t r o d u c t i o n . a s p x 7 I b i d . 8 [ 1 ] S a c k s , A . “ W h a t M a k e s a G r e a t T e a c h e r : P e d a g o g y o r P e r s o n a l i t y ? ” E d u c a t i o n W e e k , S e p t e m b e r 2 5 , 2 0 1 9 . h t t p s : / / w w w . e d w e e k . o r g / t m / a r t i c l e s / 2 0 1 9 / 0 9 / 2 5 / w h a t - m a k e s - a - g r e a t -t e a c h e r - p e d a g o g y - o r . h t m l [ 2 ] H a s s e t t , M . F . “ W h a t M a k e s a G o o d T e a c h e r ? ” R o w a n U n i v e r s i t y . p p . 2 – 4 . h t t p : / / u s e r s . r o w a n . e d u / ~ l e v y / W h a t % 2 0 M a k e s % 2 0 A % 2 0 G o o d % 2 0 T e a c h e r . p d f 9 [ 1 ] “ T o p Q u a l i t i e s o f a n E f f e c t i v e T e a c h e r . ” C e n t e r f o r N e w D e s i g n s i n L e a r n i n g a n d S c h o l a r s h i p , G e o r g e t o w n U n i v e r s i t y . h t t p s : / / c n d l s . g e o r g e t o w n . e d u / a t p r o g r a m / t w l / e f f e c t i v e - t e a c h e r / [ 2 ] G o l d b e r g , M . F . “ K e e p i n g G o o d T e a c h e r s , C h a p t e r 2 6 . T h e Q u a l i t i e s o f G r e a t T e a c h e r s . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 0 3 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 4 1 3 8 / c h a p t e r s / T h e - Q u a l i t i e s - o f - G r e a t - T e a c h e r s . a s p x 10 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s , ” O p . c i t . , p p . 1 2 – 1 3 . 11 “ U t a h C o r e S t a n d a r d s . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / u t a h c o r e s t a n d a r d s ? m i d = 4 4 9 2 & t i d = 0



12 “ C o r e G u i d e D e v e l o p m e n t P r o c e s s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , F e b r u a r y 2 0 2 0 . p . 1 . h t t p s : / / s c h o o l s . u t a h . g o v / f i l e / 8 5 c 6 d 4 b 0 - f 0 4 f - 4 4 6 a - b a 1 c - 5 b 6 a d e 6 a 3 a 2 d 13 “ T a b l e 1 . U t a h C o r e S t a n d a r d s R e v i s i o n T i m e l i n e . ” U t a h S t a t e B o a r d o f E d u c a t i o n , J u l y 1 1 , 2 0 1 9 . h t t p s : / / s c h o o l s . u t a h . g o v / f i l e / 6 2 0 b 6 e 9 7 - 0 a 1 c - 4 7 5 1 - b 9 9 1 - 8 a 4 9 5 1 c 0 6 5 5 0 14 “ D r i v e r E d u c a t i o n . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / d r i v e r e d 15 “ P r e s c h o o l . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / p r e s c h o o l ? m i d = 1 1 8 1 & t i d = 1 16 “ L a n g u a g e A r t s E l e m e n t a r y . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / e l a e l e m e n t a r y ? m i d = 1 1 2 4 & t i d = 1 17 “ F i n e A r t s . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / f i n e a r t s ? m i d = 4 6 0 9 & t i d = 1 18 “ H e a l t h E d u c a t i o n . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / h e a l t h ? m i d = 9 0 8 & t i d = 2 19 “ L i b r a r y M e d i a . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / l i b r a r y m e d i a ? m i d = 1 0 0 5 & t i d = 1 20 “ M a t h e m a t i c s . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / m a t h e m a t i c s / c o r e ? m i d = 4 5 1 4 & t i d = 1 21 “ P h y s i c a l E d u c a t i o n . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / p e ? m i d = 9 0 9 & a i d = 2 22 “ S c i e n c e . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / s c i e n c e 23 “ L a n g u a g e A r t s S e c o n d a r y . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / e l a s e c o n d a r y ? m i d = 1 1 2 5 & a i d = 3 24 “ S o c i a l S t u d i e s . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / s o c i a l s t u d i e s ? m i d = 1 1 2 9 & a i d = 3 25 “ W o r l d L a n g u a g e s . ” U t a h S t a t e B o a r d o f E d u c a t i o n . h t t p s : / / s c h o o l s . u t a h . g o v / c u r r / w o r l d l a n g u a g e s 26 [ 1 ] “ L e a r n i n g S t a n d a r d s . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , F e b r u a r y 4 , 2 0 1 4 . h t t p s : / / w w w . e d g l o s s a r y . o r g / l e a r n i n g - s t a n d a r d s / [ 2 ] “ 3 R e a s o n s S t a n d a r d s A r e E s s e n t i a l t o E d u c a t i o n a l S u c c e s s . ” A p e x L e a r n i n g , J a n u a r y 1 6 , 2 0 1 7 . h t t p s : / / w w w . a p e x l e a r n i n g . c o m / b l o g / 3 -r e a s o n s - s t a n d a r d s - a r e - e s s e n t i a l - t o - e d u c a t i o n a l - s u c c e s s [ 3 ] “ W h a t A r e E d u c a t i o n a l S t a n d a r d s ? ” C o m m o n C o r e S t a t e S t a n d a r d s I n i t i a t i v e . h t t p : / / w w w . c o r e s t a n d a r d s . o r g / f a q / w h a t - a r e -e d u c a t i o n a l - s t a n d a r d s / 27 [ 1 ] “ F o u n d a t i o n s o f E d u c a t i o n : L e a r n i n g S t a n d a r d s . ” L u m e n L e a r n i n g . h t t p s : / / c o u r s e s . l u m e n l e a r n i n g . c o m / o l e m i s s - e d u c a t i o n / c h a p t e r / l e a r n i n g - s t a n d a r d s / [ 2 ] “ U n d e r s t a n d i n g S t a n d a r d s . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p . h t t p s : / / w w w . e d g l o s s a r y . o r g / u n d e r s t a n d i n g - s t a n d a r d s / 28 B u l l e t e d t e x t a d a p t e d f r o m : B e n s o n , D . J . “ T h e S t a n d a r d s - B a s e d T e a c h i n g / L e a r n i n g C y c l e , S e c o n d E d i t i o n . ” C o l o r a d o C o a l i t i o n o f S t a n d a r d s - B a s e d E d u c a t i o n , M a y 2 0 1 2 . p . 1 . h t t p s : / / w w w . c d e . s t a t e . c o . u s / f e d p r o g r a m s / d l / t i _ a - t i _ s s t m e m b e r s _ s t a n d a r d s b a s e d 29 [ 1 ] L e e , A . M . I . “ S t a t e A c a d e m i c S t a n d a r d s : W h a t Y o u N e e d t o K n o w . ” U n d e r s t o o d . h t t p s : / / w w w . u n d e r s t o o d . o r g / e n / s c h o o l - l e a r n i n g / p a r t n e r i n g - w i t h - c h i l d s - s c h o o l / t e s t s -s t a n d a r d s / s t a t e - a c a d e m i c - s t a n d a r d s - w h a t - y o u - n e e d - t o - k n o w [ 2 ] “ S t a n d a r d s A l i g n m e n t t o C u r r i c u l u m a n d A s s e s s m e n t . ” C e n t e r o n S t a n d a r d s a n d A s s e s s m e n t I m p l e m e n t a t i o n , W e s t E d a n d N a t i o n a l C e n t e r f o r R e s e a r c h o n E v a l u a t i o n , S t a n d a r d s , a n d S t u d e n t T e s t i n g , M a r c h 2 0 1 8 . p p . 1 – 2 . h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E D 5 8 8 5 0 3 . p d f 30 [ 1 ] C l a y t o n , J . e t a l . “ S t e p w i s e P r o c e s s t o A c c e s s G r a d e L e v e l C o n t e n t S t a n d a r d s a n d C u r r i c u l u m : P a r t i c i p a n t P a c k e t . ” I n c l u s i v e L a r g e S c a l e S t a n d a r d s a n d A s s e s s m e n t , U n i v e r s i t y o f K e n t u c k y , 2 0 0 5 . p p . 2 , 4 – 7 . h t t p : / / w w w . n a a c p a r t n e r s . o r g / r e s o u r c e s / D e s i g n G r o u n d F l o o r 4 b . p d f [ 2 ] K i l l i o n , J . “ M e e t t h e P r o m i s e o f C o n t e n t S t a n d a r d s : T h e P r i n c i p a l . ” L e a r n i n g F o r w a r d , 2 0 1 2 . p p . 6 , 1 9 . h t t p s : / / w w w . o d e . s t a t e . o r . u s / w m a / t e a c h l e a r n / c o m m o n c o r e / m e e t p r o m i s e p r i n c i p a l . p d f 31 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ P a g e 1 : S t a n d a r d s . ” I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y . h t t p s : / / i r i s . p e a b o d y . v a n d e r b i l t . e d u / m o d u l e / c n m / c r e s o u r c e / q 1 / p 0 1 / 32 [ 1 ] I b i d . [ 2 ] M u e l l e r , J . “ T y p e s o f S t a n d a r d s . ” A u t h e n t i c A s s e s s m e n t T o o l b o x | N o r t h C e n t r a l C o l l e g e . h t t p : / / j f m u e l l e r . f a c u l t y . n o c t r l . e d u / t o o l b o x / s t a n d a r d t y p e s . h t m 33 [ 1 ] D r a k e , S . M . a n d R . C . B u r n s . “ C h a p t e r 4 . U s i n g S t a n d a r d s t o I n t e g r a t e t h e C u r r i c u l u m . ” I n M e e t i n g S t a n d a r d s T h r o u g h I n t e g r a t e d C u r r i c u l u m , A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 0 4 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 3 0 1 1 / c h a p t e r s / U s i n g - S t a n d a r d s -t o - I n t e g r a t e - t h e - C u r r i c u l u m . a s p x [ 2 ] “ M o v i n g f r o m ‘ U n p a c k i n g ’ t o U n d e r s t a n d i n g M a t h S t a n d a r d s . ” A c h i e v e m e n t N e t w o r k . h t t p s : / / w w w . a c h i e v e m e n t n e t w o r k . o r g / l f f - u n d e r s t a n d i n g - m a t h -s t a n d a r d s



34 [ 1 ] “ F i g u r e 4 . 1 2 : U n p a c k i n g S t a n d a r d s t o S t u d e n t L e a r n i n g T a r g e t s R u b r i c . ” S o l u t i o n T r e e P r e s s , 2 0 1 7 . h t t p s : / / c l o u d f r o n t -s 3 . s o l u t i o n t r e e . c o m / p d f s / R e p r o d u c i b l e s _ S I A / f i g u r e 4 . 1 2 u n p a c k i n g s t a n d a r d s t o s t u d e n t l e a r n i n g t a r ge t s r u b r i c . p d f [ 2 ] S t e r l i n g , S . “ H o w t o U n p a c k a S t a n d a r d . ” L e a r n i n g S c i e n c e s I n t e r n a t i o n a l , A u g u s t 1 2 , 2 0 1 4 . h t t p s : / / w w w . l e a r n i n g s c i e n c e s . c o m / b l o g / h o w - t o - u n p a c k - a - s t a n d a r d / [ 3 ] “ M o v i n g f r o m C o n t e n t S t a n d a r d s t o S t u d e n t - F r i e n d l y L e a r n i n g T a r g e t s , P a r t 2 . ” M a s t e r y C o n n e c t , I n s t r u c t u r e , S e p t e m b e r 8 , 2 0 1 6 . h t t p s : / / b l o g . m a s t e r y c o n n e c t . c o m / p o w e r - s t a n d a r d s - f o r - k 1 2 - e d u c a t o r s / 35 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ M o v i n g f r o m C o n t e n t S t a n d a r d s t o S t u d e n t - F r i e n d l y L e a r n i n g T a r g e t s , P a r t 1 . ” M a s t e r y C o n n e c t , I n s t r u c t u r e , J u n e 2 9 , 2 0 1 6 . h t t p s : / / b l o g . m a s t e r y c o n n e c t . c o m / f o u r - s t e p s - u n p a c k i n g - s t a n d a r d s / 36 S t a n d a r d t a k e n f r o m : “ U t a h C o r e S t a n d a r d s f o r M a t h e m a t i c s : E l e m e n t a r y L e v e l s ( K - 5 ) . ” U t a h S t a t e B o a r d o f E d u c a t i o n , A p r i l 2 0 1 6 . p . 1 6 . h t t p s : / / s c h o o l s . u t a h . g o v / f i l e / 8 6 8 6 f a 6 b - 4 d e d - 4 a 3 3 -9 2 a 5 - e 4 4 4 a 5 0 2 9 f 4 8 37 K n o w / D o / B e S t a n d a r d s A n a l y s i s W o r k s h e e t a d a p t e d f r o m : D r a k e a n d B u r n s , O p . c i t . 38 S t a n d a r d t a k e n f r o m : “ U t a h C o r e S t a n d a r d s f o r S o c i a l S t u d i e s : U t a h S t u d i e s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , S e p t e m b e r 2 0 1 6 . p . 5 . h t t p s : / / s c h o o l s . u t a h . g o v / f i l e / 4 c e b d c d f - f 7 2 3 - 4 b 7 2 - b 6 7 d -0 c 1 a b a e f b 6 f c 39 U n p a c k i n g a S t a n d a r d W o r k s h e e t a d a p t e d f r o m : “ U n p a c k i n g a S t a n d a r d T e m p l a t e . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t . p p . 1 – 2 . h t t p : / / w w w . a s c d . o r g / A S C D / p d f / s i t e A S C D / p o l i c y / 2 0 1 4 / M a c u l a S p i c e r - C A R - U n p a c k i n g - a - S t a n d a r d -T e m p l a t e . p d f 40 “ I n s t r u c t i o n a l A p p r o a c h e s : E x p l i c i t a n d I n q u i r y - B a s e d I n s t r u c t i o n . ” U t a h S t a t e B o a r d o f E d u c a t i o n , M a y 2 1 , 2 0 2 0 . p . 1 . h t t p s : / / s c h o o l s . u t a h . g o v / f i l e / c 7 8 c 3 8 d 4 - 7 d e a - 4 8 f 4 - b 9 5 d -d c 7 6 5 2 4 9 4 9 7 1 41 [ 1 ] A l p e r , C . “ E m b r a c i n g I n q u i r y - B a s e d I n s t r u c t i o n . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , A u g u s t 1 7 , 2 0 1 8 . h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / e m b r a c i n g - i n q u i r y - b a s e d -i n s t r u c t i o n [ 2 ] W o l p e r t - G a w r o n , H . “ W h a t t h e H e c k I s I n q u i r y - B a s e d L e a r n i n g ? ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , A u g u s t 1 1 , 2 0 1 6 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / w h a t - h e c k -i n q u i r y - b a s e d - l e a r n i n g - h e a t h e r - w o l p e r t - g a w r o n 42 [ 1 ] G u i d o , M . “ W h a t I s I n q u i r y - B a s e d L e a r n i n g : 7 B e n e f i t s a n d S t r a t e g i e s Y o u N e e d t o K n o w . ” P r o d i g y , J a n u a r y 1 9 , 2 0 1 7 . h t t p s : / / w w w . p r o d i g y g a m e . c o m / m a i n - e n / b l o g / i n q u i r y - b a s e d - l e a r n i n g -d e f i n i t i o n - b e n e f i t s - s t r a t e g i e s / [ 2 ] “ P r o b l e m - B a s e d L e a r n i n g ( P B L ) . ” C e n t e r f o r I n n o v a t i o n i n T e a c h i n g a n d L e a r n i n g , U n i v e r s i t y o f I l l i n o i s U r b a n a - C h a m p a i g n . h t t p s : / / c i t l . i l l i n o i s . e d u / c i t l -1 0 1 / t e a c h i n g - l e a r n i n g / r e s o u r c e s / t e a c h i n g - s t r a t e g i e s / p r o b l e m - b a s e d - l e a r n i n g - ( p b l ) [ 3 ] “ T h e C a s e M e t h o d . ” C e n t e r f o r I n n o v a t i o n i n T e a c h i n g a n d L e a r n i n g , U n i v e r s i t y o f I l l i n o i s U r b a n a -C h a m p a i g n . h t t p s : / / c i t l . i l l i n o i s . e d u / c i t l - 1 0 1 / t e a c h i n g - l e a r n i n g / r e s o u r c e s / t e a c h i n g - s t r a t e g i e s / t h e -c a s e - m e t h o d [ 4 ] “ W h a t I s P B L ? ” P B L W o r k s | B u c k I n s t i t u t e f o r E d u c a t i o n . h t t p s : / / w w w . p b l w o r k s . o r g / w h a t - i s - p b l 43 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ I n s t r u c t i o n a l A p p r o a c h e s : E x p l i c i t a n d I n q u i r y - B a s e d I n s t r u c t i o n , ” O p . c i t . , p . 3 . 44 [ 1 ] C o l b u r n , A . “ A n I n q u i r y P r i m e r . ” S c i e n c e S c o p e , M a r c h 2 0 0 0 . p p . 4 2 – 4 3 . h t t p : / / w w w . c y b e r b e e . c o m / i n q u i r y p r i m e r . p d f [ 2 ] L e e , V . S . “ W h a t I s I n q u i r y - G u i d e d L e a r n i n g ? ” N e w D i r e c t i o n s f o r T e a c h i n g a n d L e a r n i n g , 1 2 9 , 2 0 1 2 . p p . 6 – 7 , 1 1 . h t t p s : / / w w w . a a c u . o r g / s i t e s / d e f a u l t / f i l e s / f i l e s / I n q u i r y G u i d e d L e a r n i n g . p d f 45 [ 1 ] L e d e r m a n , J . S . “ L e v e l s o f I n q u i r y a n d t h e 5 E ’ s L e a r n i n g C y c l e M o d e l . ” N a t i o n a l G e o g r a p h i c a n d H a m p t o n - B r o w n . p p . 1 – 2 . D o w n l o a d a b l e a t h t t p : / / s m d e p o . o r g / d o w n l o a d / e 1 9 a 3 d 4 a 5 9 d 2 5 [ 2 ] “ I n s t r u c t i o n a l A p p r o a c h e s : E x p l i c i t a n d I n q u i r y - B a s e d I n s t r u c t i o n , ” O p . c i t . , p p . 2 – 3 . [ 3 ] “ I n q u i r y -B a s e d L e a r n i n g . ” L i t e r a c y T o d a y , M a r c h 1 7 , 2 0 2 1 . h t t p s : / / w w w . l i t e r a c y t o d a y . c a / o l d -s e c t i o n s / d i f f e r e n t i a t i o n / e f f e c t i v e - t e a c h i n g - s t r a t e g i e s / a r t i c l e / i n q u i r y - b a s e d - l e a r n i n g [ 4 ] P a p p a s , C . “ I n s t r u c t i o n a l D e s i g n M o d e l s a n d T h e o r i e s : I n q u i r y - B a s e d L e a r n i n g M o d e l . ” E L e a r n i n g I n d u s t r y , J u n e 1 8 , 2 0 1 4 . h t t p s : / / e l e a r n i n g i n d u s t r y . c o m / i n q u i r y - b a s e d - l e a r n i n g - m o d e l 46 [ 1 ] “ I n q u i r y - B a s e d L e a r n i n g . ” L u m e n L e a r n i n g . h t t p s : / / c o u r s e s . l u m e n l e a r n i n g . c o m / e d u c a t i o n x 9 2 x 1 / c h a p t e r / i n q u i r y - b a s e d - l e a r n i n g / [ 2 ] “ I n q u i r y -B a s e d L e a r n i n g . ” C e n t r e f o r T e a c h i n g a n d L e a r n i n g , Q u e e n s U n i v e r s i t y . h t t p s : / / w w w . q u e e n s u . c a / c t l / t e a c h i n g - s u p p o r t / i n s t r u c t i o n a l - s t r a t e g i e s / i n q u i r y - b a s e d - l e a r n i n g [ 3 ] “ I n q u i r y - B a s e d L e a r n i n g . ” E m e r a l d P u b l i s h i n g . h t t p s : / / w w w . e m e r a l d g r o u p p u b l i s h i n g . c o m / a r c h i v e d / t e a c h i n g / i s s u e s / i n q u i r y _ b a s e d _ l e a r n i n g . h t m 47 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : L e d e r m a n , O p . c i t . , p p . 1 – 2 . 48 [ 1 ] “ 5 E M o d e l o f I n s t r u c t i o n . ” S c i e n c e R e s o u r c e C e n t e r , S a n D i e g o C o u n t y O f f i c e o f E d u c a t i o n ( C A ) . h t t p s : / / n g s s . s d c o e . n e t / E v i d e n c e - B a s e d - P r a c t i c e s / 5 E - M o d e l - o f - I n s t r u c t i o n [ 2 ] D u r a n , L . B . a n d E . D u r a n . “ T h e 5 E I n s t r u c t i o n a l M o d e l : A L e a r n i n g C y c l e A p p r o a c h f o r I n q u i r y - B a s e d S c i e n c e



T e a c h i n g . ” T h e S c i e n c e E d u c a t i o n R e v i e w , 3 : 2 , 2 0 0 4 . p p . 4 9 – 5 5 . h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E J 1 0 5 8 0 0 7 . p d f 49 [ 1 ] “ I n q u i r y : A S t u d e n t - C e n t e r e d L e a r n i n g P r o c e s s . ” I n q u i r E D . h t t p s : / / w w w . i n q u i r e d . o r g / w h a t -i s - i n q u i r y [ 2 ] B y b e e , R . W . “ T h e B S C S S E I n s t r u c t i o n a l M o d e l : P e r s o n a l R e f l e c t i o n s a n d C o n t e m p o r a r y I m p l i c a t i o n s . ” S c i e n c e a n d C h i l d r e n , 5 1 : 8 , A p r i l 2 0 1 4 . p p . 1 1 – 1 3 . 50 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : T a n n e r , K . D . “ O r d e r M a t t e r s : U s i n g t h e 5 E M o d e l t o A l i g n T e a c h i n g w i t h H o w P e o p l e L e a r n . ” C B E L i f e S c i e n c e s E d u c a t i o n , 9 : 3 , 2 0 1 0 . 51 [ 1 ] “ I n q u i r y - B a s e d . ” P o s s i b i l i t i e s f o r L e a r n i n g . h t t p s : / / p o s s i b i l i t i e s f o r l e a r n i n g . c o m / c u r r i c u l u m -d i f f e r e n t i a t i o n / p r o c e s s - d i f f e r e n t i a t i o n - o p t i o n s / i n q u i r y - b a s e d / [ 2 ] “ W h a t I s I n q u i r y - B a s e d L e a r n i n g ? ( I B L ) . ” R e t h i n k T o g e t h e r | X Q I n s t i t u t e , J u l y 1 7 , 2 0 2 0 . h t t p s : / / x q s u p e r s c h o o l . o r g / r e t h i n k t o g e t h e r / w h a t - i s - i n q u i r y - b a s e d - l e a r n i n g - i b l / 52 [ 1 ] “ C l a s s r o o m E x a m p l e s . ” G a l i l e o E d u c a t i o n a l N e t w o r k . h t t p s : / / g a l i l e o . o r g / c l a s s r o o m - e x a m p l e s / [ 2 ] L y n c h , M . “ 1 0 I n q u i r y - B a s e d a n d P r o b l e m - B a s e d T e a c h i n g S t r a t e g i e s a n d A c t i v i t i e s f o r t h e K -1 2 C l a s s r o o m . ” T h e E d v o c a t e , J u l y 1 5 , 2 0 1 9 . h t t p s : / / w w w . t h e e d a d v o c a t e . o r g / 1 0 - i n q u i r y - b a s e d -a n d - p r o b l e m - b a s e d - t e a c h i n g - s t r a t e g i e s - a n d - a c t i v i t i e s - f o r - t h e - k - 1 2 - c l a s s r o o m / [ 3 ] “ I n q u i r y B a s e d L e a r n i n g : W h a t I t L o o k s L i k e i n a C l a s s r o o m S e t t i n g . ” M o d e l T e a c h i n g , J u n e 3 , 2 0 1 9 . h t t p s : / / w w w . m o d e l t e a c h i n g . c o m / e d u c a t i o n - a r t i c l e s / l e s s o n - c u r r i c u l u m - p l a n n i n g / i n q u i r y - b a s e d -l e a r n i n g - w h a t - i t - l o o k s - l i k e - i n - a - c l a s s r o o m - s e t t i n g 53 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : B e n n e t t , C . “ W h a t I s t h e 5 E I n s t r u c t i o n a l M o d e l ? ” T h o u g h t C o , A p r i l 1 6 , 2 0 1 9 . h t t p s : / / w w w . t h o u g h t c o . c o m / 5 - e - i n s t r u c t i o n a l -m o d e l - 4 6 2 8 1 5 0 54 [ 1 ] M i n e r o , E . “ G i v i n g S t u d e n t s t h e O p p o r t u n i t y t o D r i v e L e s s o n s . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , D e c e m b e r 1 5 , 2 0 1 5 . h t t p s : / / w w w . e d u t o p i a . o r g / p r a c t i c e / i n q u i r y - b a s e d -l e a r n i n g - t e a c h e r - g u i d e d - s t u d e n t - d r i v e n [ 2 ] “ 5 E I n s t r u c t i o n a l M o d e l a n d E D I . ” D a t a w o r k s E d u c a t i o n a l R e s e a r c h . h t t p s : / / d a t a w o r k s - e d . c o m / 5 e - i n s t r u c t i o n a l - m o d e l - e d i / 55 “ I n q u i r y - B a s e d L e a r n i n g : A n A p p r o a c h t o E d u c a t i n g a n d I n s p i r i n g K i d s . ” Y o u t h L e a r n | E d u c a t i o n D e v e l o p m e n t C e n t e r , I n c . , 2 0 1 6 . p . 1 . h t t p : / / y o u t h l e a r n . o r g / w p -c o n t e n t / u p l o a d s / I n q u i r y _ B a s e d _ L e a r n i n g . p d f 56 [ 1 ] “ S u m m a r y o f t h e 5 E I n s t r u c t i o n a l M o d e l . ” U n i v e r s i t y o f K e n t u c k y . p p . 2 – 3 . h t t p s : / / w w w . u k y . e d u / ~ j w i 2 2 9 / s a a s / 5 E . p d f [ 2 ] “ P r o j e c t - B a s e d a n d I n q u i r y - B a s e d L e a r n i n g . ” E d u c a t i o n a l T e c h n o l o g y D e p a r t m e n t , G r a n i t e S c h o o l D i s t r i c t ( U T ) . h t t p s : / / w w w . g r a n i t e s c h o o l s . o r g / e d t e c h / t i p / p r o j e c t - b a s e d - l e a r n i n g / 57 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ T h e B S C S 5 E I n s t r u c t i o n a l M o d e l . ” S o u t h w e s t E d u c a t i o n a l D e v e l o p m e n t L a b o r a t o r y , 2 0 1 2 . h t t p s : / / s e d l . o r g / p u b s / c o n n e c t i n g k i d s / s e s s i o n s / C K _ S e s s i o n 1 H 1 . p d f 58 5 E M o d e l I n s t r u c t i o n a l P l a n n i n g T e m p l a t e a d a p t e d f r o m : [ 1 ] “ 5 E L e s s o n P l a n T e m p l a t e . ” S o l u t i o n T r e e P r e s s , 2 0 1 0 . p p . 1 – 2 . h t t p s : / / c l o u d f r o n t -s 3 . s o l u t i o n t r e e . c o m / p d f s / R e p r o d u c i b l e s _ M M A S S N _ 6 - 8 / 5 e l e s s o n p l a n t e m p l a t e . p d f [ 2 ] “ I n q u i r y ( 5 E ) L e s s o n P l a n T e m p l a t e . ” M a r y L o u F u l t o n T e a c h e r s C o l l e g e , A r i z o n a S t a t e U n i v e r s i t y , O c t o b e r 4 , 2 0 1 9 . p p . 1 – 2 . h t t p s : / / e d u c a t i o n . a s u . e d u / s i t e s / d e f a u l t / f i l e s / i l e s s o n _ p l a n _ i n q u i r y _ b a s e d . f i n a l _ . p d f 59 [ 1 ] “ M u l t i p l e M e a n s o f R e p r e s e n t a t i o n . ” C o l l e g e S T A R . h t t p s : / / w w w . c o l l e g e s t a r . o r g / u n i v e r s a l -d e s i g n - f o r - l e a r n i n g / m u l t i p l e - m e a n s - o f - r e p r e s e n t a t i o n [ 2 ] “ P r o v i d e M u l t i p l e M e a n s o f R e p r e s e n t a t i o n . ” E b e r l y C e n t e r f o r T e a c h i n g E x c e l l e n c e a n d E d u c a t i o n a l I n n o v a t i o n , C a r n e g i e M e l l o n U n i v e r s i t y . h t t p s : / / w w w . c m u . e d u / t e a c h i n g / d e s i g n t e a c h / t e a c h / c l a s s r o o m c l i m a t e / s t r a t e g i e s / m u l t i p l e m e a n s . h t ml 60 [ 1 ] d e J o n g , T . , J . v a n d e r M e i j , a n d N . 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D . , D . B i r c h , a n d M . W . G a r d i n e r . “ T h e I m p a c t o f M u l t i p l e R e p r e s e n t a t i o n s o f C o n t e n t U s i n g M u l t i m e d i a o n L e a r n i n g O u t c o m e s A c r o s s L e a r n i n g S t y l e s a n d M o d a l P r e f e r e n c e s . ” I n t e r n a t i o n a l J o u r n a l o f E d u c a t i o n a n d D e v e l o p m e n t U s i n g I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y , 7 : 3 , 2 0 1 1 . p p . 1 8 – 2 1 . 62 “ U n i v e r s a l D e s i g n f o r L e a r n i n g ( P a r t 4 ) : R e p r e s e n t a t i o n S t r a t e g i e s . ” C e n t e r f o r E x c e l l e n c e i n T e a c h i n g a n d L e a r n i n g , O a k l a n d U n i v e r s i t y , J u l y 2 5 , 2 0 1 7 . h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = 9 T V K G v n G P o A



63 “ U D L P r i n c i p l e O n e M u l t i p l e M e a n s o f R e p r e s e n t a t i o n . ” T e x a s E d u c a t i o n A g e n c y , M a r c h 1 5 , 2 0 1 8 . h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = A Q K y l 9 o g c o 4 64 P e r e z , L . “ M u l t i p l e M e a n s o f R e p r e s e n t a t i o n ( W e e k 3 ) . ” F e b r u a r y 4 , 2 0 1 5 . h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = o f O J q d D b U d 8 65 P e r e i r a , M . “ R e c o g n i t i o n N e t w o r k s . ” O p e n S U N Y , M a y 3 , 2 0 1 6 . h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = i v D N 9 R 5 2 5 L A 66 “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f R e p r e s e n t a t i o n . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / r e p r e s e n t a t i o n 67 [ 1 ] “ U n i v e r s a l D e s i g n f o r L e a r n i n g ( U D L ) : U D L P r i n c i p l e : R e p r e s e n t a t i o n . ” M t . S a n A n t o n i o C o l l e g e , A p r i l 1 3 , 2 0 2 1 . h t t p s : / / m t s a c . l i b g u i d e s . c o m / u d l / r e p r e s e n t a t i o n s [ 2 ] “ U n i v e r s a l D e s i g n i n a N u t s h e l l : U n i v e r s a l D e s i g n , A c c e s s i b i l i t y , a n d U n i v e r s a l D e s i g n f o r L e a r n i n g . ” B o i s e S t a t e U n i v e r s i t y . h t t p s : / / w w w . b o i s e s t a t e . e d u / a c c e s s i b i l i t y / f a c u l t y / u n i v e r s a l - d e s i g n - n u t s h e l l / 68 [ 1 ] “ C a n v a s a t M i c h i g a n : M u l t i p l e M e a n s o f R e p r e s e n t a t i o n . ” U n i v e r s i t y o f M i c h i g a n . h t t p s : / / u m i c h . i n s t r u c t u r e . c o m / c o u r s e s / 2 0 0 / p a g e s / m u l t i p l e - m e a n s - o f -r e p r e s e n t a t i o n ? m o d u l e _ i t e m _ i d = 9 7 1 5 0 9 [ 2 ] “ C o m b i n i n g A n I n q u i r y - B a s e d A p p r o a c h w i t h M u l t i p l e R e p r e s e n t a t i o n s o f C o m p l e x S y s t e m s . ” S c i e n c e E d u c a t i o n R e s o u r c e C e n t e r , C a r l e t o n C o l l e g e , N o v e m b e r 1 8 , 2 0 1 9 . h t t p s : / / s e r c . c a r l e t o n . e d u / N A G T W o r k s h o p s / c o m p l e x s y s t e m s / i n q u i r y . h t m l [ 3 ] “ U s i n g M u l t i p l e R e p r e s e n t a t i o n s t o F a c i l i t a t e C o n c e p t u a l U n d e r s t a n d i n g . ” D i g i t a l C h a l k b o a r d . h t t p s : / / w w w . m y d i g i t a l c h a l k b o a r d . o r g / p o r t a l / d e f a u l t / C o n t e n t / V i e w e r / C o n t e n t ? a c t i o n = 2 & s c I d = 5 1 52 0 3 & s c i I d = 1 9 1 9 5 69 [ 1 ] “ T h e U D L G u i d e l i n e s . ” C A S T , 2 0 1 8 . h t t p s : / / u d l g u i d e l i n e s . c a s t . o r g / [ 2 ] M c G r a t h , O . “ U D L P r i n c i p l e : R e p r e s e n t a t i o n . ” U n i v e r s i t y o f C a l i f o r n i a , B e r k e l e y . h t t p s : / / u d l . b e r k e l e y . e d u / u n i v e r s a l -d e s i g n - l e a r n i n g / u d l - p r i n c i p l e - r e p r e s e n t a t i o n 70 [ 1 ] “ U D L G u i d e l i n e s C h e c k l i s t . ” W e s t V i r g i n i a D e p a r t m e n t o f E d u c a t i o n . p p . 1 – 3 . h t t p s : / / w v d e . s t a t e . w v . u s / o s p / U D L / 7 . % 2 0 U D L % 2 0 G u i d e l i n e s % 2 0 C h e c k l i s t . p d f [ 2 ] “ S t r a t e g i e s f o r D i v e r s e L e a r n e r s U s i n g t h e U D L M o d e l : F o c u s o n S t u d e n t s w i t h D i s a b i l i t i e s . ” O f f i c e f o r E x c e p t i o n a l C h i l d r e n , O h i o D e p a r t m e n t o f E d u c a t i o n , M a r c h 2 0 1 1 . p p . 1 – 2 . h t t p s : / / e d u c a t i o n . o h i o . g o v / g e t a t t a c h m e n t / T o p i c s / S p e c i a l - E d u c a t i o n / D i v e r s e -L e a r n e r s / I n s t r u c t i o n a l - R e s o u r c e s - f o r - T e a c h e r s - o f - D i v e r s e - L e / S t r a t e g i e s - a n d - R e s o u r c e s - f o r -D i v e r s e - L e a r n e r s - F o c u s - o n - S t u d e n t s - w i t h - D i s a b i l i t i e s . p d f . a s p x 71 [ 1 ] N o v a k , K . “ U D L : P r o v i d i n g M u l t i p l e M e a n s f o r R e p r e s e n t a t i o n . ” N o v a k E d u c a t i o n , M a r c h 2 8 , 2 0 2 1 . h t t p s : / / w w w . n o v a k e d u c a t i o n . c o m / b l o g / u d l - p r o v i d i n g - m u l t i p l e - m e a n s - f o r - r e p r e s e n t a t i o n [ 2 ] “ M u l t i p l e M e a n s o f R e p r e s e n t a t i o n . ” S T E M T e a c h i n g T o o l s | I n s t i t u e f o r S c i e n c e a n d M a t h E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n . h t t p : / / s t e m t e a c h i n g t o o l s . o r g / s p / m u l t i p l e - m e a n s - o f -r e p r e s e n t a t i o n 72 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f R e p r e s e n t a t i o n , ” O p . c i t . 73 [ 1 ] “ S c a f f o l d i n g C o n t e n t . ” C e n t e r f o r E d u c a t i o n a l I n n o v a t i o n , U n i v e r s i t y a t B u f f a l o . h t t p : / / w w w . b u f f a l o . e d u / u b c e i / o n l i n e / b u i l d / s c a f f o l d i n g - c o n t e n t . h t m l [ 2 ] F i s h e r , D . a n d N . F r e y . “ C h a p t e r 1 . S c a f f o l d s f o r L e a r n i n g : T h e K e y t o G u i d e d I n s t r u c t i o n . ” I n G u i d e d I n s t r u c t i o n , A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 1 0 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 1 0 1 7 / c h a p t e r s / S c a f f o l d s - f o r - L e a r n i n g @ - T h e - K e y - t o -G u i d e d - I n s t r u c t i o n . a s p x 74 [ 1 ] F i e l d , S . “ H o w t o S c a f f o l d i n P r o j e c t B a s e d L e a r n i n g . ” P B L W o r k s | B u c k I n s t i t u t e f o r E d u c a t i o n , M a r c h 1 0 , 2 0 2 1 . h t t p s : / / w w w . p b l w o r k s . o r g / b l o g / h o w - s c a f f o l d - p r o j e c t - b a s e d - l e a r n i n g [ 2 ] A l b e r , R . “ 6 S c a f f o l d i n g S t r a t e g i e s t o U s e W i t h Y o u r S t u d e n t s . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , J a n u a r y 2 4 , 2 0 1 4 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / s c a f f o l d i n g - l e s s o n s -s i x - s t r a t e g i e s - r e b e c c a - a l b e r 75 [ 1 ] G o n z a l e z , V . “ E n g l i s h L e a r n e r s N e e d t o U s e A c a d e m i c L a n g u a g e . ” M i d d l e W e b , J a n u a r y 6 , 2 0 1 9 . h t t p s : / / w w w . m i d d l e w e b . c o m / 3 9 4 1 0 / e n g l i s h - l e a r n e r s - n e e d - t o - u s e - a c a d e m i c - l a n g u a g e / [ 2 ] F r i e d b e r g , C . , A . M i t c h e l l , a n d E . B r o o k e . “ U n d e r s t a n d i n g A c a d e m i c L a n g u a g e a n d I t s C o n n e c t i o n t o S c h o o l S u c c e s s . ” L e x i a L e a r n i n g , 2 0 1 6 . h t t p s : / / w w w . l e x i a l e a r n i n g . c o m / r e s o u r c e s / w h i t e -p a p e r s / u n d e r s t a n d i n g - a c a d e m i c - l a n g u a g e [ 3 ] R o b e r t s o n , K . “ I n c r e a s i n g A c a d e m i c L a n g u a g e K n o w l e d g e f o r E n g l i s h L a n g u a g e L e a r n e r S u c c e s s . ” C o l o r í n C o l o r a d o . h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / a r t i c l e / i n c r e a s i n g - a c a d e m i c - l a n g u a g e - k n o w l e d g e - e n g l i s h -l a n g u a g e - l e a r n e r - s u c c e s s 76 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ A c a d e m i c L a n g u a g e . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , A u g u s t 2 9 , 2 0 1 3 . h t t p s : / / w w w . e d g l o s s a r y . o r g / a c a d e m i c - l a n g u a g e / 77 [ 1 ] H i m m e l e , P . a n d W . H i m m e l e . “ I n c r e a s i n g E x p o s u r e t o A c a d e m i c L a n g u a g e b y S p e a k i n g I t . ” A S C D E x p r e s s . h t t p : / / w w w . a s c d . o r g / a s c d - e x p r e s s / v o l 5 / 5 0 5 - h i m m e l e . a s p x [ 2 ] F i n l e y , T . “ 8 S t r a t e g i e s f o r T e a c h i n g A c a d e m i c L a n g u a g e . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n ,



J a n u a r y 2 , 2 0 1 4 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / 8 - s t r a t e g i e s - t e a c h i n g - a c a d e m i c - l a n g u a g e - t o d d -f i n l e y 78 [ 1 ] B o b o , J . “ S i x S t r a t e g i e s t o H e l p A c a d e m i c L a n g u a g e L e a r n e r s ( A L L ) S u c c e e d i n E a r l y M a t h . ” G e t t i n g S m a r t , F e b r u a r y 1 7 , 2 0 1 8 . h t t p s : / / w w w . g e t t i n g s m a r t . c o m / 2 0 1 8 / 0 2 / s i x - s t r a t e g i e s - t o - h e l p -a c a d e m i c - l a n g u a g e - l e a r n e r s - a l l - s u c c e e d - i n - e a r l y - m a t h / [ 2 ] “ P a g e 6 : L i n g u i s t i c S u p p o r t s . ” I R I S C e n t e r , V a n d e r b i l t U n i v e r s i t y . h t t p s : / / i r i s . p e a b o d y . v a n d e r b i l t . e d u / m o d u l e / c l d e / c r e s o u r c e / q 2 / p 0 6 / [ 3 ] H i l l , J . D . a n d K . B . M i l l e r . “ C h a p t e r 1 . A c a d e m i c L a n g u a g e . ” I n C l a s s r o o m I n s t r u c t i o n T h a t W o r k s w i t h E n g l i s h L a n g u a g e L e a r n e r s , 2 n d E d i t i o n , A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 1 3 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 4 0 0 4 / c h a p t e r s / A c a d e m i c - L a n g u a g e . a s p x 79 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : F l y n t , E . S . a n d W . G . B r o z o . “ D e v e l o p i n g A c a d e m i c L a n g u a g e : G o t W o r d s ? ” R e a d i n g R o c k e t s , M a r c h 2 0 0 8 . h t t p s : / / w w w . r e a d i n g r o c k e t s . o r g / a r t i c l e / d e v e l o p i n g - a c a d e m i c - l a n g u a g e - g o t - w o r d s 80 F i g u r e a d a p t e d f r o m : “ U n d e r s t a n d i n g A c a d e m i c L a n g u a g e i n E d T P A : S u p p o r t i n g L e a r n i n g a n d L a n g u a g e D e v e l o p m e n t . ” S c h o o l o f E d u c a t i o n , I n d i a n a U n i v e r s i t y B l o o m i n g t o n . p p . 1 – 8 . h t t p s : / / e d u c a t i o n . i n d i a n a . e d u / s t u d e n t s / u n d e r g r a d u a t e s / c l i n i c a l -e x p e r i e n c e s / _ d o c s / A c a d e m i c % 2 0 L a n g u a g e . p d f 81 C o n t e n t R e p r e s e n t a t i o n B r a i n s t o r m i n g W o r k s h e e t a d a p t e d f r o m : [ 1 ] “ L I N K S h e e t s : M u l t i p l e R e p r e s e n t a t i o n s O r g a n i z e r . ” B o s t o n T e a c h e r R e s i d e n c y . h t t p : / / w w w . b t r g r a d . o r g / c u r r i c u l u m -p l a n n i n g / c o n t e n t - s p e c i f i c / m a t h e m a t i c s / m a t h - t e a c h i n g - t o o l s / l e a r n - b y - l i n k i n g [ 2 ] R o e l l , K . “ U n d e r s t a n d i n g V i s u a l , A u d i t o r y , a n d K i n e s t h e t i c L e a r n i n g S t y l e s . ” T h o u g h t C o , J u n e 2 3 , 2 0 1 9 . h t t p s : / / w w w . t h o u g h t c o . c o m / t h r e e - d i f f e r e n t - l e a r n i n g - s t y l e s - 3 2 1 2 0 4 0 [ 3 ] “ U s i n g L e a r n i n g M o d a l i t i e s . ” A c a d e m i c S u c c e s s C e n t e r , T e x a s A & M U n i v e r s i t y , M a y 2 2 , 2 0 2 0 . h t t p s : / / a s c . t a m u . e d u / S t u d y - L e a r n i n g - H a n d o u t s - ( 1 ) / L e a r n i n g - M o d a l i t i e s [ 4 ] “ 4 D i f f e r e n t L e a r n i n g S t y l e s Y o u S h o u l d K n o w : T h e V A R K M o d e l . ” S c h o o l o f E d u c a t i o n a n d H u m a n S c i e n c e s , U n i v e r s i t y o f K a n s a s . h t t p s : / / e d u c a t i o n o n l i n e . k u . e d u / c o m m u n i t y / 4 - d i f f e r e n t - l e a r n i n g - s t y l e s - t o - k n o w


ABOUT HANOVER RESEARCH

H a n o v e r R e s e a r c h p r o v i d e s h i g h - q u a l i t y , c u s t o m r e s e a r c h a n d a n a l y t i c s t h r o u g h a c o s t - e f f e c t i v e m o d e l t h a t h e l p s c l i e n t s m a k e i n f o r m e d d e c i s i o n s , i d e n t i f y a n d s e i z e o p p o r t u n i t i e s , a n d h e i g h t e n t h e i r e f f e c t i v e n e s s

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A C A D E M I C S O L U T I O N S ADMINISTRATIVE SOLUTIONS

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• Family and Community Engagement: Expand and strengthen family and community relationships and identify community partnerships that support student success.

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