Teaching & Learning
“Learning is the only thing the mind never exhausts, never fears and never regrets.” ~ Leonardo DaVinci
The learning process is complex and perpetual. Each and every one of us develops and grows in a way that is unique. Just as our DNA and fingerprints are “ours and ours alone, ” so too are the dynamic processes that are teaching, learning and assessing.
Currently in Grandview, our teachers and administrators are immersed in the development and alignment of curriculum and formative instructional practices in every content area and in every grade level spanning Kindergarten through 12th. This work is rigorous and requires an enormous about of planning, collaboration and time. However, when completed with integrity, the process results in exemplary and innovative opportunities for students.
The teaching and learning process is often aggregated into the following areas and can be conceptualized in the following essential questions:
- Instruction: What do students need to know?
- Pedagogy: How will students learn best?
- Assessment: How will we know what the students have learned?
As the scope and sequence of our professional work unfolds this year, we will be focusing on the most important practices that should be apart of our pedagogy (how we teach) while we are create and refine our curriculum (what we teach). Students are the heart and soul of this process. The assessment of student understanding and learning (what have the students learned) guide the instructional practices within the classroom. Formative instructional and assessment practices are the most critical features of classrooms that provide enriching and differentiated opportunities for ALL students.
The following formative instructional practices are essential and should be a matter of practice in every classroom for every child, every day:
- Clear Learning Targets – (in student-friendly language, visible to the students, referenced throughout the lesson, student self assessment)
- Effective Feedback – (2 types: success and intervention; occurs during the learning; does not do the thinking for the student; limits corrective information to the amount student can act on-next steps in learning; addresses even partial understanding)
- Evidence of Student Learning – (assessments match learning targets; 4 categories: selected response, written response, performance assessment, personal communication; student learning tracked by target)
- Student Ownership – (students set goals; students track, reflect on, and share learning progress-based on evidence-with others; peer feedback; students answer.
Our mission in the Grandview Heights City Schools is to maximize and personalize each student’s learning! We will continue to update and provide information to our parents and community through this site and my blog. Follow me on twitter at jamie_lusher