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Prepares students to problem solve using their own devices

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Each domain represents an Instructional Foundation and vice versa

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Communicate

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Clear purpose -- relates to Communicate; as teachers we clearly articulate ideas in a variety of ways to model clear communication to our students

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Collaboration

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We can use the Instructional Foundations to incorporate student centered learning in our classroom

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Help students to embrace challenges through community & collaboration. Specifically facilitating academic discourse and student dialogue.

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Community and Collaboration relates to the Future Ready "Collaborate" - helping students work productively together to problem-solve.

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Classroom participation/

collaboration

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Active Engagement

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Differentiation

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Prepares students to take ownership of their work and ideas.

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In order for students to be actively engaged with a lesson, it's obviously very helpful if the teacher can make the content personally relevant to the students.

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Student Culture Relevance

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The teacher designs clear, well organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.

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By creating creative, hands-on learning activities, we can provide the time, tech, and support for innovative learning/understanding/engagement.

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Several of the categories on the Instructional Foundations are directly reflected in the Future Ready Learner Profile.

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Clear Purpose

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Movement - Active Engagement

Chaos - Inquiry and Ownership

Discussion - Community and Collaboration

On Task - Clear Purpose

Ah-Ha Moment - Productive Struggle

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Create learning is hands on-active engagement

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If inquiry is key, then feedback and reflection is necessary in order to students to reflect and ask deeper and more meaningful questions.

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Connections between foundations and categories/domains can be made throughout both documents

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Authentic learning can promote student ownership.

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Innovation

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Active Engagement & Teacher as a Facilitator - Classrooms where this is happening are loud due to the level of collaboration happening among students. The teacher is working as a facilitator as the students engage in productive struggle with the material.

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Deeper Learning is ACTIVE. Students are empowered with roles within group/collaborative settings

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Respond

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TTESS Dimension 1.2 Planning: Distinguished Designation-  Substantive, specific and timely feedback to students, families and school personnel on the growth of students in relation to classroom and campus goals and engages with colleagues to adapt schoolwide instructional strategies and goals to meet student needs while maintaining confidentially.  Connects to Feedback and Reflection in Instructional Foundations.

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Every component of the Future Ready Learners profile has a matching component in the instructional foundations document: challenges = productive struggle, communicate = active engagement, innovate = inquiry, etc.

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Collaboration

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Frisco ISD Instructional Foundations align with Conditions for Deeper Learning by:

Authentic - Clear Purpose

Active - Active Engagement

Relational - Community and Collaboration

Responsive - Productive struggle and Support

Complex - Inquiry and Ownership

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Ownership for learning through relevant connections for the future.

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Each piece of "Conditions for Deeper Learning" requires a student's willingness to engage in academic risk-taking. Instructional foundations such as productive support, being a student facilitator, actionable feedback, student ownership, and building community support this quality in our students.

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Teacher Monitoring/ Facilitator

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The domains are the basis of the district instructional foundations

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Pivoting when needed

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Communication/Discussions

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Effective Transitions

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It develops Quality learning that continually checks the progress.

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learner-centered traits matched multiple areas of instructional foundations document

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By knowing what the assessments will be, teachers can create differentiated activities that lead students to prepare for defined learning targets

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The Distinguished column of Learning Environment connects closely to much of the Instructional Foundations doc

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Small group-productive struggle

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Students coaching/guiding other students

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Productive Struggle

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Make lessons connected to how they impacts students lives and experiencs.

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Questioning/Questions

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Design tasks that emphasize inquiry, thinking, and transfer: small group activities that require students to collaborate and being engaged in learning sharing their ideas and observations.

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While reading the article about conditions for deeper learning, the relational aspect stood out to me. I noticed that this is also included in the "community & collaboration" section of the FISD instructional foundations document.

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Relational learning allows classrooms to feel safer and more confident to accomplish more as a group.

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Dimension 1 pushes teachers to create and implement student-centered lessons that benefit diverse learners, ensure high-levels of student learning, as well as SEL. The goal, ultimately, is to allow for high levels of student achievement.

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Purposeful

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At the bottom of each dimension, the sliding scale at the bottom shows that a DISTINGUISHED designation involves student centered action and the NEEDS IMPROVEMENT designations describes teacher centered actions

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Ownership