Instruction for All Students

N4ALL 1A Six-Day Workshop Series

Instruction for All Students begins with an overview of the initiatives that are in the news and influencing our thinking as we implement instructional programs that lead to the achievement of high standards by all students. An important goal of the workshop series is for participants to become comfortable with and build skills at using the standards-based planning process.

Participants learn to:

  • Design, implement, and present for peer review a unit of study based on the Common Core State Standards
  • Identify ways to incorporate the shifts in literacy and math required by the Common Core
  • Go beyond planning how to teach facts to planning around concept-based essential understandings  
  • Extend their thinking about assessment beyond an event at the end of learning to a continuum of assessment opportunities embedded throughout the instructional process
  • Use task analysis and pre-assessment to identify the learning experiences most likely to lead to student success
  • Engage in ongoing job-site practice of research-based approaches for engaging students in active, meaningful learning experiences
  • N4ALL 2Refine and expand their repertoire of questioning strategies
  • Use student work to assess not only student learning but also the effectiveness of the instructional program 

Essential Question

What do schools and classrooms look like when they are organized around a commitment of the achievement of high standards by all students?

Focus Questions

  • What makes planning for teaching and learning in a standards-based environment different from planning for teaching and learning in a non-standard based environment? Why are these differences significant?
  • What are the key shifts required by the Common Core State Standards and how do teacher and learner behaviors change with the implementation of those shifts?
  • How can we Frame the Learning so that the what, why, and how of the learning are clear to learners?
  • What are the ways that we can engage our learners in active, meaningful learning?
  • How can we structure learning experiences so that instruction, learning, and assessment are integrated?
  • How do we ensure balance and appropriateness in the design, selection, and use of a wide range of classroom assessment tools?
  • How do we design summative assessment tasks that are rigorous, valid, authentic, and engaging?
  • How do we incorporate best practice into lectures, discussions, demonstrations, and reading?