Subdimension The Vision Guiding Questions

- 1he lesson ls based on grade-level sLandards, ls meanlngful and relevanL

beyond Lhe Lask aL hand (e.g., relaLes Lo a broader purpose or conLexL such
as problem-solvlng, cluzenshlp, eLc.), and helps sLudenLs learn and apply
Lransferable knowledge and skllls.
- 1he lesson ls lnLenuonally llnked Lo oLher lessons (prevlous and fuLure) ln
supporL of sLudenLs meeung sLandard(s).
- Pow do Lhe sLandard and learnlng LargeL relaLe Lo conLenL knowledge, hablLs of Lhlnklng ln Lhe
dlsclpllne, Lransferable skllls, and sLudenLs' assessed needs as learners (re: language, culLure,
academlc background)?
- Pow do Lhe sLandard and learnlng LargeL relaLe Lo Lhe ongolng work of Lhls classroom? 1o Lhe
lnLellecLual llves of sLudenLs beyond Lhls classroom? 1o broader ldeals such as problem-solvlng,
cluzenshlp, eLc.?
- WhaL ls Lhe learnlng LargeL(s) of Lhe lesson? Pow ls lL meanlngful and relevanL beyond Lhe speclc
Lask/acuvlLy?
- ls Lhe Lask/acuvlLy allgned wlLh Lhe learnlng LargeL? Pow does whaL sLudenLs are acLually engaged
ln dolng help Lhem Lo achleve Lhe deslred ouLcome(s)?
- Pow are Lhe sLandard(s) and learnlng LargeL communlcaLed and made accesslble Lo all sLudenLs?
- Pow do sLudenLs communlcaLe Lhelr undersLandlng abouL whaL Lhey are learnlng and why Lhey
are learnlng lL?
- Pow does Lhe learnlng LargeL clearly communlcaLe whaL sLudenLs wlll know and be able Lo do as a
resulL of Lhe lesson? WhaL wlll be accepLable evldence of sLudenL learnlng?
- Pow do Leachlng polnL(s) supporL Lhe learnlng needs of lndlvldual sLudenLs ln meeung Lhe
learnlng LargeL(s)?
- 1he learnlng LargeL ls clearly aruculaLed, llnked Lo sLandards, embedded ln
lnsLrucuon, and undersLood by sLudenLs.
- 1he learnlng LargeL ls measurable. 1he crlLerla for success are clear Lo
sLudenLs and Lhe performance Lasks provlde evldence LhaL sLudenLs are able
Lo undersLand and apply learnlng ln conLexL.
- 1he Leachlng polnLs are based on knowledge of sLudenLs' learnlng needs
(academlc background, llfe experlences, culLure and language) ln relauon Lo
Lhe learnlng LargeL(s).
- SLudenLs' classroom work embodles subsLanuve lnLellecLual engagemenL
(readlng, Lhlnklng, wrlung, problem-solvlng and meanlng-maklng).
- SLudenLs Lake ownershlp of Lhelr learnlng Lo develop, LesL and rene Lhelr
Lhlnklng.
- WhaL ls Lhe frequency of Leacher Lalk, Leacher-lnluaLed quesuons, sLudenL-lnluaLed quesuons,
sLudenL-Lo-sLudenL lnLeracuon, sLudenL presenLauon of work, eLc.?
- WhaL does sLudenL Lalk reveal abouL Lhe naLure of sLudenLs' Lhlnklng?
- Where ls Lhe locus of conLrol over learnlng ln Lhe classroom?
- WhaL evldence do you observe of sLudenL engagemenL ln lnLellecLual, academlc work? WhaL ls
Lhe naLure of LhaL work?
- WhaL ls Lhe level and quallLy of Lhe lnLellecLual work ln whlch sLudenLs are engaged (e.g. facLual
recall, procedure, lnference, analysls, meLa-cognluon)?
- WhaL speclc sLraLegles and sLrucLures are ln place Lo faclllLaLe paruclpauon and meanlng-maklng
by all sLudenLs (e.g. small group work, parLner Lalk, wrlung, eLc.)?
- uo all sLudenLs have access Lo paruclpauon ln Lhe work of Lhe group? Why/why noL? Pow ls
paruclpauon dlsLrlbuLed?
- WhaL quesuons, sLaLemenLs, and acuons does Lhe Leacher use Lo encourage sLudenLs Lo share
Lhelr Lhlnklng wlLh one anoLher, Lo bulld on one anoLher's ldeas, and Lo assess Lhelr undersLandlng
of one anoLher's ldeas?
- LngagemenL sLraLegles caplLallze on and bulld upon sLudenLs' academlc
background, llfe experlences, culLure and language Lo supporL rlgorous and
culLurally relevanL learnlng.
- LngagemenL sLraLegles encourage equlLable and purposeful sLudenL
paruclpauon and ensure LhaL all sLudenLs have access Lo, and are expecLed Lo
paruclpaLe ln, learnlng.
- SLudenL Lalk reecLs dlsclpllne-speclc hablLs of Lhlnklng and ways of
communlcaung.
- SLudenL Lalk embodles subsLanuve and lnLellecLual Lhlnklng.
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Copyright 2012 University of Washington, Center for Educational Leadership. To order copies or request permission to reproduce materials, email edlead@u.washington.edu, call the Center for Educational Leadership at 206-221-6881, or go to www.k-12leadership.org.
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5D, 5 DIMENSIONS OF TEACHING AND LEARNING AND OTHER LOGOS/IDENTIFIERS ARE TRADEMARKS OF THE UNIVERSITY OF WASHINGTON CENTER FOR EDUCATIONAL LEADERSHIP.
5D
5 Dimensions of Teaching and Learning
Instructional Framework Version 4.0
Subdimension The Vision Guiding Questions
- lnsLrucuonal maLerlals (e.g., LexLs, resources, eLc.) and Lasks are approprlaLely
challenglng and supporuve for all sLudenLs, are allgned wlLh Lhe learnlng LargeL
and conLenL area sLandards, and are culLurally and academlcally relevanL.
- 1he lesson maLerlals and Lasks are relaLed Lo a larger unlL and Lo Lhe sequence
and developmenL of concepLual undersLandlng over ume.
- Pow does Lhe learnlng ln Lhe classroom reecL auLhenuc ways of readlng, wrlung, Lhlnklng and
reasonlng ln Lhe dlsclpllne under sLudy? (e.g., Pow does Lhe work reecL whaL maLhemauclans
do and how Lhey Lhlnk?)
- Pow does Lhe conLenL of Lhe lesson (e.g., LexL or Lask) lnuence Lhe lnLellecLual demand (e.g. Lhe
Lhlnklng and reasonlng requlred)? Pow does lL allgn Lo grade-level sLandards?
- Pow does Lhe Leacher scaold Lhe learnlng Lo provlde all sLudenLs wlLh access Lo Lhe lnLellecLual
work and Lo paruclpauon ln meanlng-maklng?
- WhaL does Lhe lnsLrucuon reveal abouL Lhe Leacher's undersLandlng of how sLudenLs learn, of
dlsclpllnary hablLs of Lhlnklng, and of conLenL knowledge?
- Pow ls sLudenLs' learnlng of conLenL and Lransferable skllls supporLed Lhrough Lhe Leacher's
lnLenuonal use of lnsLrucuonal sLraLegles and maLerlals?
- Pow does Lhe Leacher dlerenuaLe lnsLrucuon for sLudenLs wlLh dlerenL learnlng needs-
academlc background, llfe experlences, culLure and language?
- 1he Leacher makes declslons and uullzes lnsLrucuonal approaches ln ways LhaL
lnLenuonally supporL hls/her lnsLrucuonal purposes.
- lnsLrucuon reecLs and ls conslsLenL wlLh pedagoglcal conLenL knowledge and
ls culLurally responslve, ln order Lo engage sLudenLs ln dlsclpllnary hablLs of
Lhlnklng.
- 1he Leacher uses dlerenL lnsLrucuonal sLraLegles, based on planned and/or
ln-Lhe-momenL declslons, Lo address lndlvldual learnlng needs.
- 1he Leacher provldes scaolds for Lhe learnlng Lask LhaL supporL Lhe
developmenL of Lhe LargeLed concepLs and skllls and gradually releases
responslblllLy, leadlng Lo sLudenL lndependence.
- SLudenLs assess Lhelr own learnlng ln relauon Lo Lhe learnlng LargeL.
- 1he Leacher creaLes muluple assessmenL opporLunlues and expecLs all sLudenLs
Lo demonsLraLe learnlng.
- AssessmenL meLhods lnclude a varleLy of Lools and approaches Lo gaLher
comprehenslve and quallLy lnformauon abouL Lhe learnlng sLyles and needs of
each sLudenL (e.g., anecdoLal noLes, conferrlng, sLudenL work samples, eLc.).
- 1he Leacher uses observable sysLems and rouunes for recordlng and uslng
sLudenL assessmenL daLa (e.g., charLs, conferrlng records, poruollos, rubrlcs).
- AssessmenL crlLerla, meLhods and purposes are LransparenL and maLch Lhe
learnlng LargeL.
- Pow does Lhe lnsLrucuon provlde opporLunlues for all sLudenLs Lo demonsLraLe learnlng? Pow
does Lhe Leacher caplLallze on Lhose opporLunlues for Lhe purposes of assessmenL?
- Pow does Lhe Leacher gaLher lnformauon abouL sLudenL learnlng? Pow comprehenslve are Lhe
sources of daLa from whlch he/she draws?
- Pow does Lhe Leacher's undersLandlng of each sLudenL as a learner lnform how Lhe Leacher
pushes for depLh and sLreLches boundarles of sLudenL Lhlnklng?
- Pow do sLudenLs use assessmenL daLa Lo seL learnlng goals and gauge progress Lo lncrease
ownershlp ln Lhelr learnlng?
- Pow does Lhe Leacher's lnsLrucuon reecL plannlng for assessmenL?
- Pow does Lhe Leacher use muluple forms of assessmenL Lo lnform lnsLrucuon and declslon-
maklng?
- Pow does Lhe Leacher ad[usL lnsLrucuon based on ln-Lhe-momenL assessmenL of sLudenL
undersLandlng?
- 1he Leacher uses formauve assessmenL daLa Lo make ln-Lhe-momenL
lnsLrucuonal ad[usLmenLs, modlfy fuLure lessons, and glve LargeLed feedback Lo
sLudenLs.
- 1he physlcal arrangemenL of Lhe room (e.g., meeung area, resources, sLudenL
seaung, eLc.) ls conduclve Lo sLudenL learnlng.
- 1he Leacher uses Lhe physlcal space of Lhe classroom Lo assess sLudenL
undersLandlng and supporL learnlng (e.g., Leacher moves around Lhe room Lo
observe and confer wlLh sLudenLs).
- SLudenLs have access Lo resources ln Lhe physlcal envlronmenL Lo supporL
learnlng and lndependence (e.g., llbrarles, maLerlals, charLs, Lechnology, eLc.).
- Pow does Lhe physlcal arrangemenL of Lhe classroom, as well as Lhe avallablllLy of resources and
space Lo boLh Lhe Leacher and sLudenLs, purposefully supporL and scaold sLudenL learnlng?
- Pow and Lo whaL exLenL do Lhe sysLems and rouunes of Lhe classroom faclllLaLe sLudenL
ownershlp and lndependence?
- Pow and Lo whaL exLenL do Lhe sysLems and rouunes of Lhe classroom reecL values of
communlLy, lncluslvlLy, equlLy and accounLablllLy for learnlng?
- WhaL ls Lhe cllmaLe for learnlng ln Lhls classroom? Pow do relauonshlps (Leacher-sLudenL,
sLudenL-sLudenL) supporL or hlnder sLudenL learnlng?
- WhaL do dlscourse and lnLeracuons reveal abouL whaL ls valued ln Lhls classroom?
- WhaL are sources of sLaLus and auLhorlLy ln Lhls classroom (e.g., reasonlng and [usucauon,
lnLellecLual rlsk-Laklng, popularlLy, aggresslveness, eLc.)?
- Classroom sysLems and rouunes faclllLaLe sLudenL responslblllLy, ownershlp and
lndependence.
- Avallable ume ls maxlmlzed ln servlce of learnlng.
- Classroom dlscourse and lnLeracuons reecL hlgh expecLauons and bellefs
abouL all sLudenLs' lnLellecLual capablllues and creaLe a culLure of lncluslvlLy,
equlLy and accounLablllLy for learnlng.
- Classroom norms encourage rlsk-Laklng, collaborauon and respecL for Lhlnklng. C
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5D