Learning Unleashed

We believe student learning is maximized when the LISD curriculum is implemented through high-quality instruction and learning practices. Check out these resources to support active engagement, research-based strategies, and higher-order thinking:

• Engagement Strategies that Work
• Maximize Student Engagement with Station Rotation Models

• Big and Small Strategies to Harness the Power of Peer-to-Peer Teaching

• Video: An Authoritative Study of Two High Impact Learning Strategies

• How ‘Would You Rather’ Questions Can Support Higher-Order Thinking

• Reflection Strategies to Improve Practice

The Learning in LISD one-page documents are meant to guide planning conversations for collaborative teams to make small shifts to activities and practices, moving them toward practices that we know lead to deeper levels of learning in each content area. You are encouraged to use these documents to assess individual lessons or strategies as a team.

Reflection on learning practices and strategies is embedded within each of the four critical questions of the PLC process. Here are a few reflective questions for collaborative teams from the PLC Reflective/Coaching Questions, a companion document to the LISD PLC Implementation Guide:

Within Question 1 (What do we want our students to know and be able to do?)

• What strategies should be consistent across our team? Where will we have autonomy to select and adjust practices to reflect the learning needs within individual classrooms?
• How can we proactively plan for initial learning experiences that support students who may struggle with and excel with these topics?

Within Question 2 (How will we know if each student has learned it?)

• What connections can we make between student performance and the instructional strategies we used?
• Which instructional practices could be adjusted to give students more ownership of the learning process?

Within Questions 3 & 4: (How will we respond when some students do not learn it? and How will we extend learning for students who have demonstrated mastery?)

• What other strategies might help students better understand the targets?
• How can we provide students with processes to understand the material at a deeper level?

Sometimes we plan the most amazing lesson only to find it did not execute how we had hoped. Ferlazzo (2021) encourages teachers to adjust with "a 'small teaching move'...an action that would require very little prep, can easily be made into a routine or habit, and is likely to result in increased student engagement and learning." Consider one of these six instructional changes to amp up your lesson implementation and create a big impact on student learning.

CIC Feedback

In LISD, we thrive on feedback to improve our processes and systems!

Please share your conference experience with us via the conference feedback form so we continually improve #LISDCIC moving forward, as well as support additional learning needs.

GT Credits at CIC

If you attended sessions that offered GT credit (check the list here), you can submit a GT credit request to have these hours added to your Eduphoria Strive portfolio.

Check out past editions of Learning Unleashed.

Let us know what you think about this edition or what you'd like to see in future editions of "Learning Unleashed."

For more opportunities for professional learning provided by Leander ISD, check out Eduphoria Strive.

Email: professional.development@leanderisd.org
Website: https://sites.google.com/leanderisd.org/professional-learning/home
Phone: 512.570.0209
Twitter: @LISD_IPL