Principle of Learning #6
Concluding our series on the instructional coaching model, the sixth Big Idea is mid-course corrections. Rutherford Learning Group principle #6 states that effective learning-centered teachers make mid-course corrections throughout the learning.
Mid-course corrections are the ability to be flexible during a complex task. Take an airline flight. When a pilot takes off from an airport, he doesn’t just aim in the direction of the destination; he must make many mid-course directions (e.g., to avoid thunderstorms, to take advantage of tailwinds) before the final approach to the runway. It’s the same with teaching and learning. An effective teacher starts in the general direction by choosing a clear learning goal, but the ultimate success depends on the ability to be flexible and adapt to the learner’s responses.
In order to make an effective mid-course correction, a teacher must first elicit overt responses (Principle #5). Quality overt responses from a student are the key to effective mid-course corrections. Mid-course corrections occur in six options: practice, re-teach, abandon, move on, extend and connect.
Practice takes place when an effective teacher pauses instruction to provide repetition of the skill learned. If learning did not take place and a significant number of students did not learn the skill, an effective teacher will re-teach and provide different examples or teach the skill in a different way. Students may sometimes learn the skill quicker than the teacher anticipated. At that time, an effective teacher may move on to another skill or extend the skill and go deeper to a higher level of learning.
An effective teacher uses mid-course corrections to check student learning every three to four minutes and change direction or strategy to ensure all students understand the content and obtain the skills necessary to master the learning. For more information of the Rutherford Learning Group’s Principles of Learning, visit www.rutherfordlg.com.
Data Review and Planning
As districts begin to analyze their Kentucky Performance Report (KPR) data, the ISN Newsletter will be spending the next several issues looking at how to use this data as the basis for a planning process that leads to continuous school improvement focusing on the answers to the following questions:
- How do we effectively use the data in the KPR as a part of our needs assessment?
- What tools can we use to prioritize our needs?
- What caused these needs to exist?
- How do we write meaningful (SMART) goal statements?
- How do we effectively monitor and evaluate our progress?
For questions about improvement planning for schools or districts, please contact David Cook or Erin McGee.
Revised Open Response Question Manual
The Kentucky Department of Education has revised Developing Quality Open Response and Multiple Choice Items for the Classroom manual. The updated manual contains guidance for constructing both KCCT-like open response and multiple choice items. Information to help understand depth of knowledge, tips for creating scoring guides and improving classroom practice, as well as an electronic open response template are included.
To learn more about the new document and how it differs from the old Open Response Manual, visit Developing Quality Open Response and Multiple Choice Items for the Classroom Web site.
Professional Development Opportunity
Professional development opportunities, through the Kentucky Writing Project Network, are available. For more information, visit Kentucky Writing Project Web site.
Quotable Quotes
“Ninety percent of leadership is the ability to communicate something people either want or want to achieve.”
Dianne Feinstein, U.S. Senator, California