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What is a learning contract?

A learning contract is an agreement established between a student and the teacher; it sometimes involves the student's parents. The contract specifies concrete learning and/or behavioural objectives for the student that all parties agree need to be achieved. The contract also specifies:

the goals of the contract

the obligations of each party to the contract

the time frame within which the terms of the learning contract are to be fulfilled

the basis on which it will be determined that the conditions of the contract were met

Why create a learning contract?

There may be many reasons that teachers set up learning contracts with their students, but the end goal always involves an improvement in some aspect of a student's performance at school. In some cases, learning contracts are established in order to improve a student's behavior in class regardless of whether the student is being deliberately disruptive or is easily distracted by others. In other cases, learning contracts are set up if a teacher recognizes that a student is not meeting their academic potential. However, whatever the reason for the learning contract, one characteristic is common in all cases: the student cannot be left out of the process of negotiating and creating the contract. It is crucial to engage the student and make him feel that he has an interest in fulfilling the arrangement; the best way to accomplish this is to show the student that their concerns are being considered and accommodated. Even if the student's parents need to become involved in negotiating the contract, the student's concerns must be incorporated into the final agreement.

What are the benefits of a learning contract?

When a student becomes a party to a learning contract he becomes more intimately involved in his own education; that is, the learning process becomes more self-directed. The responsibility granted the student by engaging in the contracting process and in making decisions concerning their own education often increases their internal motivation. The contract gives the student goals other than just working for marks; it allows the student to gain satisfaction from meeting their goals. Many students respond well to this technique as they appreciate the efforts made by their teacher to recognize and accommodate their individual needs. Benefits may accrue to everyone involved in the learning contract process: the student benefits from working at an appropriate level, the teacher gains a satisfaction from seeing the students make an effort and grow, and classroom time is not taken up by regular distractions. In addition, this process may also teach the student some life skills; for example, they may learn the importance of setting goals and working toward achieving them.

What process is included in the creation of a learning contract?

Information taken from "Teacher and Student Assessment" (see link below):

Having established the goals of the learning contract, the following steps can take place:

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A learning contract is an agreement established between a student and the teacher; it sometimes involves the student's parents. The contract specifies concrete learning and/or behavioural objectives for the student that all parties agree need to be achieved.

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Independent study experiences can be extremely rewarding both for students and their advising instructors. As our Teaching Tip, Self-Directed Learning: A Four-Step Process, explains, independent study gives students the opportunity to explore not only a given topic but also their own learning strategies and goals, and learning contracts can play a critical role in ensuring that this process is a successful one. Learning contracts give ownership to students over their learning at the outset of a project or class, they prompt students to reflect on how they learn, and they establish clear goals and project timelines. For instructors, learning contracts serve as an outline for independent study units and as tools to aid evaluation.

To maximize these benefits, students should develop their own learning contracts, which the advising instructor reviews to provide constructive feedback and suggestions for modification. Because the contract is an agreement between instructor and student, both should sign the final contract and, if modifications become necessary as the learning experience progresses, both should approve and sign the modified contract.

This Teaching Tip reviews the benefits and limitations of learning contracts, outlines both student and instructor responsibilities in creating learning contracts, and concludes with a sample learning contract you can draw on when designing independent study experiences for your students.

Benefits

Learning contracts...

Require students to be intimately involved in the process of developing their unit of study.

Require students to explore their readiness to learn and their self-directed learning skills.

Maximize students' motivation to learn because they have chosen the agenda.

Help to keep less independent learners on course with specific and concrete goals and deadlines.

May include a schedule of regular meetings with the advising instructor.

Encourage independence of students, which can result in fewer demands made on instructors' time.

Provide a formal way to structure learning goals and activities as well as the evaluation of learning goals, which helps to minimize misunderstandings and poorly communicated expectations.

Schedule and enable the continual feedback about student progress.

Enable advising faculty instructors to encourage use of a wide variety of resources (e.g., peers, library, community, experiences).

Limitations

Learning contracts...

May be challenging to create for students who are used to lecture/exam types of courses.

May not be suitable for content with which students are totally unfamiliar - some initial guidance may be required.

May require modification as the unit progresses - careful thought is needed for how much modification is acceptable, which could be defined at the outset of each unit.

Require that instructors redefine their traditional roles and make the transition from teacher to advisor.

Responsibilities for the learning contract

Student responsibilities

1. Propose a written learning contract of what you want to learn and how you plan to learn it.

2. Develop a detailed schedule that has you working on contract activities each week.

3. Take the initiative to contact your advising instructor immediately to get the assistance you need (with, for example, motivation, resources, feedback, problems).

4. Meet with your advising instructor regularly to review progress and discuss material.

Instructor responsibilities

1. Assist in developing learning contract and ensure its completion and good quality.

2. Recommend learning resources, such as books, journals, people, agencies, library materials.

3. Be available as a resource for information, but allow the student to take initiative in asking for assistance with learning.

4. Meet regularly with the student to review progress, share ideas, and encourage learning.

5. Evaluate the student's work as described in the learning contract.

Sample learning contract

The following learning contract - presented first as a template with student instructions and second as a completed sample - is adapted from Knowles (1986). In addition to the planned activities and evaluation shown in the table below, it is important to document expectations related to policies, including late submissions and requests for extensions.

Student instructions

Learner: ________________________

Learning Experience: ______________________________

What are you going to learn? (Objectives)

How are you going to learn it? (Resources and Strategies)

Target date for completion

How are you going to know that you learned it? (Evidence)

How are you going to prove that you learned it? (Verification)

Advising faculty member feedback (Evaluation)

I have reviewed and find acceptable the above learning contract.

Student:____________________

Advising instructor:________________________

Completed learning contract

Learner:_Iwana Knowmore_

Learning Experience: ___Adult education theory__

What are you going to learn? (Objectives)

How are you going to learn it? (Resources and Strategies)

Target date for completion

To evaluate my readiness to learn and my learning needs for the unit Adult education theory.

1. Complete the self evaluation diagnostic guide.

2. Use the planning your unit decision guide to set up a tentative unit agenda.

3. Review several self directed learning resources for advice and tips to prepare me for the independent studies unit.

September 12

How are you going to know that you learned it? (Evidence)

How are you going to prove that you learned it? (Verification)

Advising faculty member feedback (Evaluation)

I have reviewed and find acceptable the above learning contract.

Student:____________________

Advising instructor:________________________

References

Knowles, M. S. (1986). Using learning contracts: Practical approaches to individualizing and structuring learning. London: Jossey-Bass Publications.

Resources

CTE teaching tips

Other resources

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Self-Directed Learning: Learning Contracts. Centre for Teaching Excellence, University of Waterloo.

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Self-Directed Learning: Learning Contracts | Centre for Teaching Excellence

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Independent study experiences can be extremely rewarding both for students and their advising instructors. As our Teaching Tip, Self-Directed Learning: A Four-Step Process, explains, independent study gives students the opportunity to explore not only a given topic but also their own learning strategies and goals, and learning contracts can play a critical role in ensuring that this process is a successful one.

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When you're an elementary teacher with 20+ students in your classroom for most subject areas, you're already strapped for time daily. Add 1:1 mentoring meetings with each student every week, and you might find yourself needing Hermione Granger's time-turner.

Principal Erica Lilly embraced from the start, but knew she wanted to try something a little different. When she and her staff at South Shaver Elementary School started planning to implement mentoring with their grade 4 students, she placed priority on creating an environment and structure that allowed mentors to form deeper personal relationships with mentees.

"As hard as teachers work, there are too many kids [in one classroom] for someone to make a real personal connection with. Similar to small-group instruction, if I want a deep level then I have to get the numbers down," Principal Lilly explained.

The result of their intentional planning is a mentoring program that includes 10 adult facilitators from across the school, each one paired with three to five students. To give context, South Shaver currently has 44 students in grade 4 participating in Summit Learning, which the district calls the Connect program . Mentors include the participating grade 4 teachers as well as instructional coaches, the school counselor, and others.

These mentors, most of whom have additional flexibility in their schedule, typically meet with mentees in the school cafeteria each week. Students have a set mentoring schedule, so they know where to show up and when. There's flexibility here, though, if teachers or students need to move things around. And keeping things flexible is just one of six valuable lessons that South Shaver educators have shared about their experiences with mentoring at the elementary level.

1 - Stay Flexible: Special Education Teacher Danielle Ryder, who mentors two bilingual students, had a conflict with her mentoring and teaching schedules. So she reached out to Principal Lilly for help, and they worked with the students and their teachers to find a solution.

Trial and error is okay. Yes, it's smart to have a plan and a structure when starting out. But if needed, move things around until you find a sweet spot that works, and don't be afraid to think outside the box.

2 - Listen, really listen: (and not reacting or fixing) is fundamental to developing a mentoring relationship built on trust. Especially when the conversation strays to social and home topics, it's important to remember that sometimes students just want to be listened to and heard.

It also helps to take notes about academic and personal topics that arise or seem important to a student during a session. Instructional Reading Coach Korie Isaguirre takes personal notes in the mentoring tool, but she also sends the student a recap after their session. As Korie explained, "I send each mentee an email so they can look again in class. This validates that I was listening... and it holds me [as a mentor] accountable."

3 - Teach basic life skills: By the time students reach high school, they've likely established some basic life skills - organization, balancing social activities with study time, etc. But elementary students need explicit instruction in these skills. Listen, observe, and find out what basic skills a mentee needs to learn, then model and scaffold. Now's the chance to help students learn early, so that they're ahead of the game in middle and high school.

4 - Translate concepts: When introducing a new concept like mentoring, think about what terms need to be introduced and explained to students (a mentoring check-in, for example, is the 1:1 meeting that takes place between a mentor and mentee each week). This holds true for both bilingual and English-speaking students.

Especially for bilingual students, students may also feel uncomfortable talking about certain topics or responding to open-ended questions. Consider the student's background and culture, and think ahead of time about how they might respond in a particular environment or to a specific question. Go the extra mile and collaborate with their teacher or family member to get perspective on how best to communicate.

5 - Respect the individual: This one may be a given, but it can be too easy to lose patience, especially when working with a student who has a behavioral issue or needs more targeted attention. Truly helping any individual starts with active listening, which goes hand-in-hand with showing them respect. As Danielle explained, "Focus on developing the relationship and everything else falls in place. Even with my own students in Special Education, I always say you're not going to fix any behavior if you don't respect them first."

6 - Create sense of belonging: An important part of mentoring is helping students nurture a sense of belonging. Because small groups of mentees and mentors gather in the cafeteria during the week, Korie saw an opportunity to "break bread" as a group. Before Christmas Break, the mentors hosted a "free meal" day with their mentees, a meal they all shared together in a special group celebration.

The mentors used this reward intentionally as a way to recognize mentees' hard work over the first few months. But more importantly, this free meal allowed students to interact in a communal setting with peers and adults outside of their normal classrooms. Finding ways to bring different students and educators together, on a regular or occasional basis, can help create a culture of trust and comfort at the whole-school level.

While not exhaustive, the lessons shared here provide a strong foundation for getting started with or refining mentoring in your elementary school. Borrow one or all, and share your own mentoring lessons on Facebook or Twitter with #MentoringMonth.
South Shaver Elementary School is one of 33 schools in Texas' Pasadena Independent School District (PISD) using the Summit Learning approach, which they call the Connect program . PISD is one of the largest school districts in the U.S. using the Summit Learning program , which it introduced to some schools in 2015. The 2018-19 school year has been South Shaver's first as part of Connect.

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6 Tips for Mentoring Elementary School Students

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When you're an elementary teacher with 20+ students in your classroom for most subject areas, you're already strapped for time daily. Add 1:1 mentoring meetings with each student every week, and you might find yourself needing Hermione Granger's time-turner. Principal Erica Lilly embraced from the start, but knew she wanted to try something a little different.

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By Lauren Faggella, Content Marketing Manager for Summit Public Schools.

Mentorship in middle and high school has the power to impact the course of students' academic and personal life trajectories. Human connection built on trust is the glue that binds students' academic and personal lives and helps them make sense of their futures; it's also the reason that most teachers enter education in the first place.

One of three foundational pillars of the Summit Learning Program, one-to-one mentorship allows all students a chance to meet with a dedicated teacher or school leader each week as part of their academic and personal development. Students meet with the same mentor year over year, providing them with a sense of continuity and allowing mentors to know students deeply.

"With Summit, every child is mentored weekly... they have time with their teacher, and they are met where they're at, which allows them to have that authentic dialogue," says Principal Norma Penny with the Pasadena Independent School District (PISD) in Texas, which has implemented the Summit Learning Program in 23 schools across their district.

Summit CEO and Co-Founder, Diane Tavenner, says through mentoring, teachers are able to reach all students. "When I teach, I want to know my kids, I want to know what their hopes are. What I love about the opportunity for a whole school to be a personalized learning environment is that [desire] comes true... I can really invest in all of my students."

The benefits of mentorship are tangible for both students and teachers.
3 Benefits of Mentorship for Students

1. Individualized Goal Setting: Meeting students where they are as developing individuals is where personalized learning begins. Each week, students meet with their mentors to assess their academic progress and to set individual short- and long-term goals, develop an action plan, and learn time management and planning strategies. This intentional, weekly interaction helps students develop a universal set of skills -- goal setting, adaptability, and reflection -- that are necessary for success in college, career, and life.

2. Relationships Built on Trust: The reliable routine of mentorship allows students to build a relationship with their teachers built on honesty and trust over time. Dr. Pamela Cantor, founder of Turnaround for Children, reiterated the importance of these relationships of trust in a recent interview on the Summit Sparks podcast.

"Can you imagine trying to build self-regulation or executive function in an environment where children did not feel physically and emotionally safe?" Cantor asked. "Children need to have that overall sense of safety in the environment and they need to have strong relationships with adults and peers to set the stage for the kind of learning that we want them to do."

Mentors serve as a thought partner for students on their academic journey and help empower students to become autonomous learners and agents of their own change. They express understanding of students' aspirations and fears, and support their success by acting as an advocate for students' best interests.

Jacqueline Castro, a former 8th grade student at R.H. Lee Elementary in Chicago, described her mentor relationship: "Now that I have my mentor, it helps me a lot; if I ever have something on my mind and I can't do my work, I just go to her and let it out and she's there."

Building relationships with students includes alignment with home life, achieved through regular communication and periodic mentor-student meetings with parents and guardians.

3. Developing Self-Awareness and Fostering Passions: An essential component of one-to-one mentoring sessions are weekly self-reflections, which give students the chance to build awareness around their ability to set and follow through on appropriate academic and social goals. Students who practice individual goal-setting and reflection over time are better able to accurately assess their strengths, as well as recognize and act on areas for self-improvement. Exploring personal interests goes hand-in-hand with identifying strengths, and students are encouraged by their mentors to explore ways in and out of schools -- through clubs or community programs and projects -- that will help build and expand these personal interests and passions.

3 Benefits of Mentorship for Teachers

1. Reaching All Students: Mentorship offers a structured, consistent time and space for teachers to get to know the whole student, apart from a whole-class or even small-group setting.

"That is the dream of every teacher -- to be able to reach every single pair of eyes that are looking up at you, and give them the best education possible," said Catherine Birch, a teacher with PISD.

Sustained knowledge of what's happening with students on a social and emotional level, alongside performance in the classroom, sets teachers up for success when making informed decisions on best interventions for students who may be struggling.

In addition to the personal connections made during one-to-one meetings, mentors have access to content assessment data for each of their mentees and can collaborate with other grade-level teachers to better set learning goals across subjects for students.

Kathleen Bourret, an English teacher at Lee Elementary School in Chicago and Castro's former mentor, described the benefits of acting as a coach in the classroom: "Students have somebody to say 'What is your goal today? What are you going to work on? What's your focus?' [Someone] to be a thought partner in their curriculum."

2. Opening Doors to Possibilities: Through mentorship, educators have a unique opportunity to help open doors to future academic and career possibilities and cultivate a student's Sense of Purpose. Regardless of their academic achievements, all students have an authentic sense of curiosity to understand the world. Knowing each student's interests, strengths, and goals allows mentors to encourage students to engage in school- or community-based activities that help build skills toward a known passion, or to try new activities and expand a student's self-awareness and sense of self-efficacy.

3. A More Rewarding Teaching Experience: A significant part of mentorship is helping students develop Habits of Success, the dispositions, mindsets, and behaviors that students need to make a successful transition from high school to college and careers. Just as students are more likely to succeed in school when they've had opportunities to develop life skills such as self-directed learning and a growth mindset, educators who explicitly help students develop these habits are more likely to be successful in impacting every student.

Birch says that through mentoring, she can now "reach every single pair of eyes" in her classroom like she dreamed of.

"It not only challenges them, but it challenges me," Birch says. "I have grown more as a person in these last three years being a personalized learning teacher... I will never go back to the traditional classroom."

This post is the second in a series from Summit Public Schools about the Summit Learning approach to personalized teaching and learning. Over the next few months, Summit will be sharing more about its three pillars of personalized learning: project-based learning, individual pathways, and 1:1 mentoring -- on the Next Gen Learning in Action blog. Learn more about Summit Learning at summitlearning.org.

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Why Every Student Should Have a Mentor (Opinion)

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Mentorship in middle and high school has the power to impact the course of students' academic and personal life trajectories. One of three foundational pillars of the Summit Learning Program, one-to-one mentorship allows all students a chance to meet with a dedicated teacher or school leader each...

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Plymouth Community School Corporation learning log and response log ideas for formative assessment.

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Effective teachers are always looking for ways to help their students better process content, as well as seek different avenues that will help them demonstrate their understanding.

Differentiated instruction strategies allow teachers to empower and engage students by accommodating each of their different learning styles. One helpful tactic to employ differentiated instruction strategies is called learning stations-a way to supply your class with multiple ways to learn and understand concepts. Much like a menu offers patrons a variety of options to satisfy their appetite, learning stations expose students to a variety of strategies and choices that address many learners' needs.

Like tiered assignments, flexible grouping, and differentiated instruction as a whole, learning stations are fluid and can span multiple levels. This gives both students and teachers insight as to how a particular individual learns best. These stations offer young minds the opportunity to learn independently while keeping them engaged in the process.

The Difference Between Traditional and Differentiated Centers

For many teachers, learning stations (also called centers) are a staple in their classroom. Here we take a brief look at how traditional stations compare to differentiated ones.

Teachers base differentiated stations on student assessment data, whereas a traditional station is based on whole-group instruction.

In a differentiated station, students work within multilevel resources, whereas traditional station resources are not differentiated.

Differentiated stations have tiered assignments, which include varied student responses, whereas a traditional learning station only has one level of response for all.

Differentiated stations have tiered activities, whereas traditional stations do not.

Multilevel Center Activities

Multilevel center activities are teacher-planned tasks that are designed at three different levels -beginner, intermediate, and advanced - enabling students with diverse learning needs to challenge themselves accordingly. Here are three examples of differentiated learning station activities that you can implement into your classroom centers.

An open-ended activity is where all students in the group tackle the same assignment, but the end product will differ for beginner, intermediate, and advanced clusters. It's a great technique because students will feel comfortable writing within their level.

Example: Ask your students in a reading group to draw a picture of the main character. Afterwards, instruct them to write speech bubbles around the character describing what they might say.

A tiered activity is when students are doing the same activity, but it's tiered according to their difficulty level.

Example: Have your students play a game of memory. This game is easy to differentiate because you can have beginner students try to match a letter with its sound, while more advanced children can try and match a letter to a word. To differentiate this station, assign different bags of cards for each level, and direct specific students to the cards they should choose.

Learning menus, or choice boards, are varied activities that give students options on how they want to learn a concept. They often mimic a tic-tac-toe board where your classroom would pick three activities to complete (one from each row) to form a line. Differentiated instruction menus benefit all students because you can tailor each board to students' readiness, learning styles, or interests, and kids think they are a lot of fun!

Example: Set up an exciting learning menu for math with items like "design math flashcards" and "measure five things in the room", or write math facts in expanded form and pay attention to how each of your students prefers to learn.

Today's classrooms are not taught with "one-size-fits-all" teaching. Differentiated instruction-and learning stations specifically-allow you to meet the needs of all learners while maintaining high standards within groups or individually. When you match a variety of exciting activities to a student's learning style and preference, magic happens.

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Differentiated Instruction Strategies: Learning Stations - TeachHUB

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Effective teachers are always looking for ways to help their students better process content, as well as seek different avenues that will help them demonstrate their understanding. Differentiated instruction strategies allow teachers to empower and engage students by accommodating each of their different learning styles.

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Many teachers use differentiated instruction strategies as a way to reach all learners and accommodate each student's learning style. One very helpful tactic to employ differentiated instruction is called tiered assignments-a technique often used within flexible groups.

Much like flexible grouping-or differentiated instruction as a whole, really-tiered assignments do not lock students into ability boxes. Instead, particular student clusters are assigned specific tasks within each group according to their readiness and comprehension without making them feel completely compartmentalized away from peers at different achievement levels.

There are six main ways to structure tiered assignments: challenge level, complexity, outcome, process, product, or resources. It is your job, based upon the specific learning tasks you're focused on, to determine the best approach. Here we will take a brief look at these techniques.

Ways to Structure Tiered Assignments

Challenge Level

Tiering can be based on challenge level where student groups will tackle different assignments. Teachers can use Bloom's Taxonomy as a guide to help them develop tasks of structure or questions at various levels. For example:

1. Group 1: Students who need content reinforcement or practice will complete one activity that helps build understanding.

2. Group 2: Students who have a firm understanding will complete another activity that extends what they already know.

Complexity

When you tier assignments by complexity, you are addressing the needs of students who are at different levels using the same assignment. The trick here is to vary the focus of the assignment based upon whether each group is ready for more advanced work or simply trying to wrap their head around the concept for the first time. You can direct your students to create a poster on a specific issue-recycling and environmental care, for instance-but one group will focus on a singular perspective, while the other will consider several points of view and present an argument for or against each angle.

Outcome

Tiering assignments by differentiated outcome is vaguely similar to complexity-all of your students will use the same materials, but depending on their readiness levels will actually have a different outcome. It may sound strange at first, but this strategy is quite beneficial to help advanced students work on more progressive applications of their student learning.

Process

This differentiated instruction strategy is exactly what it sounds like-student groups will use different processes to achieve similar outcomes based upon readiness.

Product

Tiered assignments can also be differentiated based on product. Teachers can use the Howard Gardner's multiple intelligences to form groups that will hone particular skills for particular learning styles. For example, one group would be bodily/kinesthetic, and their task is to create and act out a skit. Another group would be visual/spatial, and their task would be to illustrate.

Resources

Tiering resources means that you are matching project materials to student groups based on readiness or instructional need. One flexible group may use a magazine while another may use a traditional textbook. As a tip, you should assign resources based on knowledge and readiness, but also consider the group's reading level and comprehension.

How to Make Tiering Invisible to Students

From time to time, students may question why they are working on different assignments, using varied materials, or coming to dissimilar outcomes altogether. This could be a blow to your classroom morale if you're not tactful in making your tiers invisible.

Make it a point to tell students that each group is using different materials or completing different activities so they can share what they learned with the class. Be neutral when grouping students, use numbers or colors for group names, and be equally enthusiastic while explaining assignments to each cluster.

Also, it's important to make each tiered assignment equally interesting, engaging, and fair in terms of student expectations. The more flexible groups and materials you use, the more students will accept that this is the norm.

Tiering assignments is a fair way to differentiate learning. It allows teachers to meet the needs of all students while using varying levels of tasks. It's a concept that can be infused into homework assignments, small groups, or even learning centers. If done properly, it can be a very effective method to differentiate learning because it challenges all students.

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Differentiated Instruction Strategies: Tiered Assignments - TeachHUB

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Many teachers use differentiated instruction strategies as a way to reach all learners and accommodate each student's learning style. One very helpful tactic to employ differentiated instruction is called tiered assignments-a technique often used within flexible groups. Much like flexible grouping-or differentiated instruction as a whole, really-tiered assignments do not lock students into ability boxes.

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Math

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version