An Instructional Framework Web Page
AEA 267
The Framework Outline
Instructional Framework: The Online Guide



Guide Outline
Red Bullet The Framework
Red Bullet The Components
Red Bullet The Metaphor
Red Bullet Customizing
Red Bullet Downloads
Red Bullet Conclusion

Related Resources
Red Bullet Home
Red Bullet Framework Guide
Red Bullet Teaching Strategies
Red Bullet Thinking Skills
Red Bullet Rubrics
Red Bullet Intro to Performance Tasks
Red Bullet PAT Guide
Red Bullet PAT Database
Red Bullet Download Center

The Framework



The Framework


The visual organizer many our schools use, sometimes called the Instructional Planner, or the School Improvement Framework, was designed as a scaffold to help teachers and administrators hold-on to concepts that had been presented in large group workshops and at in-district follow-up work sessions. The origin of the planner can be traced back to one shared at a conference by Aurora School District leaders. The embellishments and extensions that have been added are the results of the work of local Iowa teachers and administrators in school districts served by AEA 267.
The Components

In order to help one make sense of the visual organizer, we have provided a brief explanation of the components represented in each portion, followed by a metaphor. More detailed information about each component may be accessed by clicking on the underlined phrase or going to the menu provided.

Begin with the lower left hand corner. It represents a place to hang the items important to the content of the curriculum. It is where one asks the question, "What do my students need to know?" It will contain such things as critical objectives; declarative and procedural knowledge, facts and skills; themes and strands. Contnet Component

The lower right hand corner represents a place to hang the items important to the delivery of the curriculum, the instructional side of the teaching for learning equation. It is where one asks the question, "What do we know about how kids learn (brain research)?" It will contain many of the teaching strategies known to improve student learning, what we know about active engagement learning, learning styles and multiple intelligences and effective teaching strategies. Teaching Strategies Component

The upper right hand corner represents a place to hang the items important to assessment and evaluation of the curriculum. It is where one would ask the question, "What do we know about quality assessment and evaluation?" What product or performance will evolve from the performance assessment task? Which of the thinking skills will be utilized by the student to complete the performance and/or product? It would focus us on what we know about formative and summative feedback, what we know about self-assessment, self-reflection and goal setting, what we know about going beyond the acquisition of knowledge to the understanding and application of knowledge, what we know about standardized and alternative/authentic assessment methods. Assessment Component

The upper left hand corner represents a place to hang the items important to the bigger picture of curriculum, the learner performance goals, i.e. quality producer, collaborative worker, contributing citizen. It is where one asks the question, "What qualities do students need to have developed to contribute to and benefit from the communities and families in which they will live?" It would focus on how we define real world ready, what we know about helping students be work-skill employable, what we know about performance graduation expectations beyond seat time, credits and Carnegie units. Essential Learnings Component

Placed in the middle, the diamond represents the focusing question "WHY." This is the heart, the center, the driving force behind all of the other components. This is a place to hang our standards and benchmarks, a place where we ask:
  • Why do they need to know what we’re teaching?
  • Why do we teach it the way we do?
  • Why do we ask them to do the work we assign?
  • Will doing the work we assign them really get them ready to contribute to and benefit from the communities and families in which they will live?
The Why Component
The Metaphor

Think of the planner or framework as a modified tic-tac-toe frame. In the lower left hand corner, the contents would be the result of a process for determining what information and skills students need to know. Picture an X in that space. Then, think of the "why" question in the center, the results of the hard work of clarifying the standards that provide clear statements of direction. Picture an X in that space. Move then to the upper right hand corner. If the work assigned does not make it possible for a student to demonstrate competency in the standard, then picture an O in that space. What results is a no win situation X,X,O. It does not align for a diagonal win in tic-tac-toe or in designing quality learning opportunities. Content and standards/benchmarks not aligned with assessments will not get us where we want to go. The Alignment

The same would be true if the assessment work was great, the standards articulated well, but the content and skills were mismatched O,X,X. Again, not a win situation. The Alignment

Or, if the essential learnings (learner performance goals, life long skills) and standards matched, but the teaching wasn't appropriate. Another X,X,O.

The metaphor of the tic-tac-toe frame may be a stretch. Hopefully the tic-tac-toe metaphor assists the understanding that the components of each of the spaces are not independent of one another and can not be done in isolation. They must be thoughtfully aligned. The visual organizer helps educators focus on that alignment as they plan lessons and units.

 The Alignment
Customizing the Instructional Framework

The Instructional Framework by itself provides guidance in the design of aligned learning opportunities for students. It creates a picture of how the content, assessment and instruction work together to build purposeful, thoughtful lessons and/or units of study.

Most districts and individuals that have embraced the idea of the Instructional Framework recognize the depth of decision making that exists with each Framework space. They, therefore, have created memory jogger lists and screens to help planners recall important elements and best practices learned in staff development opportunities.

For example, a list of several models for engaging learners in collaborative study groups, such as jig-saw, teams-games-tournaments, and Coop-Coop, would be placed close to the framework space where the question: "How will I get them ready and able to show me what they know?", is asked. The memory jogger list will help the planner add variety and be more focused in the conscious and deliberate decision of what teaching strategy to select.

In addition to the memory jogger lists, screens have been developed that will help planners be more cognizant of best practice. A list of screening questions and/or statements about what makes brain compatible instruction might assist the planner in proper implementation of their selected teaching strategy.

For example, "If downshifting occurs when the brain senses threat, how have you planned to implement your chosen teaching strategy for best results?", would be a screening question that would help the planner think about the best way to introduce learners to say, jig-saw or teams-games-tournament, or whatever teaching strategy that had been selected.

Districts and individuals have created memory jogger lists and screens for each portion of their Instructional Framework. By printing the basic framework graphic in the middle of an 11" by 17" paper and folding the paper in on the graphics edges, flaps are created that house the memory joggers and screens. Having the additional information on these "flaps" allows for maximum work space on the graphic, while at the same time keeping key ideas and tools close at hand, or as we say "IN YOUR FACE" in a nice way.

Often, both the front and back sides of the flaps are used, and even occasionally the back side of the framework graphic is used to plan day 1, day 2, day 3, etc.

The Instructional Framework represents the "blueprint" for planning. The memory joggers and screens represent the toolbox of strategies and best practices that allow for effective implementation of the plan.
Downloads

The following files can be downloaded to your computer.

Special Note:
To view and print pdf files you will need Acrobat Reader.
To view, edit and print word files you will need Microsoft Word.
To view, edit and print clarisworks files you will need to have ClarisWorks 4.0 or higher.
Conclusion

Briefly then, the visual organizer guides a teacher to think about the following questions:
  • What do students need to know?
  • Why do students need to know it?
  • What will students be able to do because of what they know and have learned?
  • What will the teacher have to do to give students practice and rehearsal in what they want them to be able to do?
  • And, oh, by the way, was the learning opportunity organized so that the students could evidence that they are becoming life long learners?


Material Use
Use of materials from this web site are provided to assist in the process of improving the quality of education everywhere. Therefore, you may use these materials freely, as is, if you are a full-time teacher or administrator for work within a school district. For all other uses, in part or whole, permission must be granted by the author.


For more information on the Instructional Framework contact:
Nancy Lockett
Staff Development Coordinator
Area Education Agency 267
Phone: (319) 273-8215
E-mail: nlockett@aea267.k12.ia.us


Last Modified: Monday, May 03, 2004

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