STAGES: LEARNING

USING THE ROADMAP
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PLANNING
BUILDING
TRANSFORMING

Student agency and voice

Students have few opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in only a few (less than two) classes and/or fewer than two times a year.

Students have a growing number of opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in a growing number of classes or subjects and occur at least three times a year.

Students have numerous opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in at least five classes or subjects and occur at least four times a year.

Engagement

Most students exhibit a passive approach to learning and seldom actively engage in their own learning. Fewer than 25% are engaged in their learning process.

A growing number (25% - 75%) of students actively engage in their own learning. Yet, much of the engagement is not at a personally meaningful level.

Most students (75% or more) engage actively in their own learning at a deep and personally meaningful level.

Rigorous

The majority of students are not challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

The majority of students are challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

All students are challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

Depth and breadth

The majority of learning focuses on basic content knowledge acquisition with little focus on the skills, dispositions or the global perspective needed for success.

An increasing amount of learning encompasses the acquisition of content knowledge at a high level of rigor; the acquisition of 21st century skills such as collaboration, communication, creativity/innovation and critical thinking; the dispositions such as persistence, responsibility, social awareness, and the global perspective students need to be college, career, and life ready.

Learning encompasses not only the acquisition of content knowledge, but also of twenty-first century skills such as collaboration, communication, creativity/innovation and critical thinking; the dispositions such as persistence, responsibility, social awareness; and the global perspective students need to be college, career, and life ready.

Flexible and Adaptive

Learning is a static experience with processes, structures and practices that are designed to meet the institution needs rather than student needs.

There is a growing number of learning opportunities in which students’ needs are a priority. Some structures and processes are adjusted and adapted as a result. Some time schedules are adjusted to enable opportunities for student and teacher collaborations, flexible teaching arrangements, long term project needs etc. Staffing patterns are adjusted as needed.

Learning is adaptive, and adaptable, meaning the processes, structures and practices can be and are adjusted to meet students’ needs, abilities and priorities. The staffing, teaching and time structures, patterns and policies are flexible and adaptable to meet the students’ learning needs.

Assessment as/of/for Learning

Assessments are primarily summative measures of student achievement with little use of formative or performance measures.

Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. Many of the learning assessments are matched to goals.

Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. All assessment methods should be matched carefully to the goal and used sparingly to maximize effect.

Open-ended & self directed

Few student learning experiences incorporate open-ended, divergent, and inquiry/problem/project based activities. Learning is primarily a passive experience focused on the acquisition of basic facts.

Many student learning experiences incorporate open-ended, divergent, and inquiry/problem/project based activities to ensure that students develop the knowledge, 21st century skills and global expertise they need.

Almost all student learning incorporates open-ended, divergent, and inquiry/problem/project based learning experiences to ensure that students develop the knowledge, twenty-first century skills and global expertise they need.

Connected to the real world

Few student learning experiences are relevant and connected only to the local community, or to state, national and global communities. Few are afforded the opportunity for real work experiences. There are only limited partnerships wih businesses for job shadowing, internships or externships.

Many of the students’ learning experiences are relevant and connected, at a minimum, to the local community. A majority of the students have opportunities to experience real work environments and learn first hand about the careers and skills needed to succeed.

Students’ learning experiences are relevant and connected not only to the local community, but also to state, national and global communities. All students have real world work experiences, in many forms including but not limited to job shadowing, internships and externships.

Anywhere/anytime

Learning opportunities are primarily confined to the school day, time, and setting with the exception of more traditional activities such as homework.

Many learning opportunities are available to students at varied times, dates or settings to enable students to reach their highest potential.

Learning has no beginning and ending time or date or setting. It occurs in formal settings like schools; in informal settings like clubs or camps; alone; in pairs or in groups; online and in person; at home or in libraries; in the park; at midnight or noon. The learning organization embraces this ubiquity of learning opportunities to enable students to reach their highest potential.

Hyper-Connected and Mobile

The majority of technology use is for administrative purposes, with little student access. The primary use of technology is related to Information and Communication Technology (ICT) literacy. However there is a growing awareness that this approach is not adequate and discussion is beginning on how to plan for moving forward to use technology for learning.

Mobile learning devices are being used in a growing number of learning activities (25%-75%). Many students are using technology tools and resources to connect with the world, acquire digital literacy skills, and gain access to information.

Learning employs technology to its utmost advantage, giving students the ability to access information almost instantaneously, to network globally with a few keystrokes, and to use data for decision making. This occurs while protecting student’s privacy and security. There is a seamless integration of technology such that it is available at students and teachers fingertips.

Student agency and voice

PLANNING

Students have few opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in only a few (less than two) classes and/or fewer than two times a year.

BUILDING

Students have a growing number of opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in a growing number of classes or subjects and occur at least three times a year.

TRANSFORMING

Students have numerous opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in at least five classes or subjects and occur at least four times a year.

Engagement

PLANNING

Most students exhibit a passive approach to learning and seldom actively engage in their own learning. Fewer than 25% are engaged in their learning process.

BUILDING

A growing number (25% - 75%) of students actively engage in their own learning. Yet, much of the engagement is not at a personally meaningful level.

TRANSFORMING

Most students (75% or more) engage actively in their own learning at a deep and personally meaningful level.

Rigorous

PLANNING

The majority of students are not challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

BUILDING

The majority of students are challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

TRANSFORMING

All students are challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

Depth and breadth

PLANNING

The majority of learning focuses on basic content knowledge acquisition with little focus on the skills, dispositions or the global perspective needed for success.

BUILDING

An increasing amount of learning encompasses the acquisition of content knowledge at a high level of rigor; the acquisition of 21st century skills such as collaboration, communication, creativity/innovation and critical thinking; the dispositions such as persistence, responsibility, social awareness, and the global perspective students need to be college, career, and life ready.

TRANSFORMING

Learning encompasses not only the acquisition of content knowledge, but also of twenty-first century skills such as collaboration, communication, creativity/innovation and critical thinking; the dispositions such as persistence, responsibility, social awareness; and the global perspective students need to be college, career, and life ready.

Flexible and Adaptive

PLANNING

Learning is a static experience with processes, structures and practices that are designed to meet the institution needs rather than student needs.

BUILDING

There is a growing number of learning opportunities in which students’ needs are a priority. Some structures and processes are adjusted and adapted as a result. Some time schedules are adjusted to enable opportunities for student and teacher collaborations, flexible teaching arrangements, long term project needs etc. Staffing patterns are adjusted as needed.

TRANSFORMING

Learning is adaptive, and adaptable, meaning the processes, structures and practices can be and are adjusted to meet students’ needs, abilities and priorities. The staffing, teaching and time structures, patterns and policies are flexible and adaptable to meet the students’ learning needs.

Assessment as/of/for Learning

PLANNING

Assessments are primarily summative measures of student achievement with little use of formative or performance measures.

BUILDING

Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. Many of the learning assessments are matched to goals.

TRANSFORMING

Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. All assessment methods should be matched carefully to the goal and used sparingly to maximize effect.

Open-ended & self directed

PLANNING

Few student learning experiences incorporate open-ended, divergent, and inquiry/problem/project based activities. Learning is primarily a passive experience focused on the acquisition of basic facts.

BUILDING

Many student learning experiences incorporate open-ended, divergent, and inquiry/problem/project based activities to ensure that students develop the knowledge, 21st century skills and global expertise they need.

TRANSFORMING

Almost all student learning incorporates open-ended, divergent, and inquiry/problem/project based learning experiences to ensure that students develop the knowledge, twenty-first century skills and global expertise they need.

Connected to the real world

PLANNING

Few student learning experiences are relevant and connected only to the local community, or to state, national and global communities. Few are afforded the opportunity for real work experiences. There are only limited partnerships wih businesses for job shadowing, internships or externships.

BUILDING

Many of the students’ learning experiences are relevant and connected, at a minimum, to the local community. A majority of the students have opportunities to experience real work environments and learn first hand about the careers and skills needed to succeed.

TRANSFORMING

Students’ learning experiences are relevant and connected not only to the local community, but also to state, national and global communities. All students have real world work experiences, in many forms including but not limited to job shadowing, internships and externships.

Anywhere/anytime

PLANNING

Learning opportunities are primarily confined to the school day, time, and setting with the exception of more traditional activities such as homework.

BUILDING

Many learning opportunities are available to students at varied times, dates or settings to enable students to reach their highest potential.

TRANSFORMING

Learning has no beginning and ending time or date or setting. It occurs in formal settings like schools; in informal settings like clubs or camps; alone; in pairs or in groups; online and in person; at home or in libraries; in the park; at midnight or noon. The learning organization embraces this ubiquity of learning opportunities to enable students to reach their highest potential.

Hyper-Connected and Mobile

PLANNING

The majority of technology use is for administrative purposes, with little student access. The primary use of technology is related to Information and Communication Technology (ICT) literacy. However there is a growing awareness that this approach is not adequate and discussion is beginning on how to plan for moving forward to use technology for learning.

BUILDING

Mobile learning devices are being used in a growing number of learning activities (25%-75%). Many students are using technology tools and resources to connect with the world, acquire digital literacy skills, and gain access to information.

TRANSFORMING

Learning employs technology to its utmost advantage, giving students the ability to access information almost instantaneously, to network globally with a few keystrokes, and to use data for decision making. This occurs while protecting student’s privacy and security. There is a seamless integration of technology such that it is available at students and teachers fingertips.