Our Learning Ecosystem - Common Ground · PDF fileSustainable Production and Consumption...

OurLearning Ecosystem

Copyright © 2013 Common Ground Collaborative. All rights reserved.

Our simple mission expresses the essence of our beliefs and values: we are born to learn, it’s what defines our species. Everybody can learn, if we provide the right conditions.

Within the Common Ground Curriculum, students learn to become Independent Learners and Global Citizens. Within the Collaborative, adults learn, schools learn, the network learns. Everybody Learns.


starting withthe end in mind


Overview THE CGC LEARNING ECOSYSTEM0.1 An Overview of the Learning Ecosystem

1 DEFINING LEARNING1.1 The Triple Helix

2DESIGNING LEARNING2.1 Designing Conceptual Standards in Context2.2 Understanding the Human Commonalities2.3 The Conceptual Road Map2.4 Designing Competency and Character Standards2.5 Three Strands, Two Outcomes, One Design

3 DELIVERING LEARNING3.1 A Stratiegic Learning Cycle in a Learning Culture3.2 Three Flexible Learning Processes

4 DEMONSTRATING LEARNING4.1 Assessing Continuously and Periodically The Elevator Conversation

We are capacity builders, who share a passionate belief in the capability of every individual to learn how to learn and to learn how to contribute constructively to a connected global society.

We define this learning capacity in three ways: conceptual learning, competency learning and character learning, interacting as a triple helix, providing the DNA of the CGC. Within our design, this DNA is set in the context of an inspiring, trans-disciplinary body of illustrative content chosen for its relevance to all students: the eight Human Commonalities.

Teachers deliver learning and students demonstrate learning through a systemic, research-based set of practical approaches to learning, teaching and assessing embedded in powerful, positive learning cultures.

The CGC Learning Ecosystem: define, design, deliver, demonstrate, makes good on our promise: Everybody Learns.

Great Learning, Great TeachingWe provide clear, research-based guidelines for the teaching practices that work best ... really.

Great Learning, Great Learning CulturesAs the context for these practices we provide clear, research-based guidelines for building strong learning cultures.

Definitions, Standards and Learning How to LearnTo make our definitions operational we have translated them into standards for each kind of learning. Our Competency Standards are designed with the particular purpose of teaching students how to learn.

The Human CommonalitiesOur standards need the context of life-worthy content that is relevant for diverse student communities. We provide this with a framework of eight concept-driven Human Commonalities.

Learning Modules, Learning MapWe draw from these Commonalities to construct powerful, trans-disciplinary Learning Modules organized into a coherent Learning Map.

The CGC Learning Ecosystem 0.1 An Overview of the Learning Ecosystem

Continuous and Periodic Assessment...We provide opportunities for students to demonstrate learning:

Continuously, through on-going assessment that informs substantive contextualized conversations.

Periodically, through challenging culminating tasks set in authentic contexts.

...and it’s all formativeThe primary purpose of all CGC assessment is to improve learning.

Common Meaning, Simple LanguageBefore we can make learning happen we need to define it in clear, simple language.

Three Kinds of LearningWe provide definitions of three kinds of learning:

• Conceptual Learning• Competency Learning• Character Learning

The Triple HelixThese types of learning interact constantly, forming a ‘triple helix’, the DNA of the curriculum.


1 2 3 4 demonstrating LEARNINGdelivering LEARNINGdesigning LEARNINGdefining LEARNING

CONCEPTUAL Learning is happening when students are:

• connecting new knowledge to prior understanding and to important concepts

• constructing theories of how things work and why things

are the way they are

• testing their theories in different contexts in order to refine them so they have more and more explanatory power and see when, where and how they apply

character Learning (dispositions & values) is happening when students are:

• considering the potential impact of applying dispositions and values in specific authentic contexts

• acting as a result of these considerations

• reflecting on the effects of these actions

Learning is a process that leads to a sustained and demonstrable consolidation or extension of conceptual understanding, competencies, dispositions or values.

We can never be effective in making learning happen until we decide what it actually is, and use simple, common language to define it. We have defined three types of learning that work together in connected ways.

This curriculum is constantly evolving. The triple helix is its DNA.

Defining Learning1

COMPETENCY Learning is happening when students are:

• deconstructing expert performance and comparing it with their own

• identifying the adjustments they need to make

• practicing a skill in order to refine it and allow their performance to become more and more automatic


1.1 the triple helix

We all

Designing Learning2

We translated our definition of Conceptual Learning into standards that ensure sufficient specificity by using the sentence starter “Learners understand that…..”

These Conceptual Standards require a context, a base of illustrative content selected for its relevance to exceptionally diverse communities of learners. This content is provided by eight conceptually framed Human Commonalities, each of powerful significance for all cultures.

“1500 students, 70 nationalities, whose history do we teach?”These Commonalities are designed to preserve the insights provided by “subjects” while expand-ing subject horizons, building connections and providing “outsights” across disciplines and across the potential “school vs real world” divide.


SampleConceptual StandardLearners understand that structures of leadership and power

evolve within groups to decide who gets what, when and how.

These are shaped by historical, cultural and economic circumstances.

seek to live with meaning and purpose

need to live healthy, balanced

lives

need to be innovative

producers and reponsible consumers

are connectedto our

environmentsexpress

ourselves creatively

need systems for understanding how

things work

send messages to each other

seek membership in

groups

2.1 Designing Conceptual Standards in Context

Sustainable Production and Consumption

Learners understand the central significance of production and consumption in shaping human society and the impact of these human activities on local and global environments. They understand economic systems and how these are interdependent with both social systems and the natural world. These understandings equip learners to be innovative producers, informed consumers and responsible conservers.

Communications Systems

Learners understand how communication systems have shaped human interactions. They understand how advances in communication, particularly technological ones, have changed the way human beings interact, simultaneously enabling certain possibilities while sometimes diminishing others. These understandings equip learners to be skilled, ethical users and consumers of a range of communications media.

Connections to Our Environments

Learners understand how the natural world works. They understand the concept of interdependence between and within ecosystems. They also understand the ways in which humans have manipulated environments and the connection between the way a space is constructed and the effects that is likely to have on those who live in or use the space. These understandings support students in developing a strong sense of their place within both the natural and built environment and in coming to value the critical importance of nature to human well-being.

Group Membership

Learners understand the human need to be part of a group. They understand the forces and influences that shape groups, their cultures and their power structures. They are able to put these understandings into historical and geographical contexts to understand how and why groups are different and the factors which are likely to cause conflict within and between groups. These understandings equip learners to work towards a world with a greater level of social justice and equity.

Personal Meaning

Learners understand how both personal and social identities are constructed. They understand the role that beliefs and values have played in shaping human societies, can articulate their own beliefs and values and understand where these came from. These understandings support them both in developing a sense of personal purpose and in respecting the beliefs and values of others.

Creative Expression

Learners understand that, while we may not all agree on what is beautiful, we all respond to beauty. They understand that humans have always expressed their interpretations of the world through a rich range of creative media. They understand the ways in which the arts can influence societal development by challenging commonly held perspectives with creative ideas. They recognize that we all have a capacity for creativity. These understandings equip them both to develop their own creative potential and to appreciate the creative products of other individuals and cultures.

Physical Wellbeing

Learners understand the value of physical well-being, of remaining fit and healthy throughout life. They understand the contribution of a balanced lifestyle, healthy diet and physical activity to their overall well-being. They also understand and value the range of learning embedded in individual and team sports. These understandings help them leave school “fit for life”.

Systems for Problem-Solving & Predicting

Learners understand that by recognizing and describing patterns in the world around us, we can both come to understand the world better and harness that understanding to predict and manage our environment. They are familiar with a broad range of systematic ways for describing and modeling the world. These understandings equip students to translate their natural wonder about how the world works into inquiries that build knowledge and understanding.

eight human commonalitiesDesigning Learning2


2.2 Understanding the Human Commonalities

Designing Learning2The Commonalities provide a bank of conceptual standards from which to draw in developing learning modules. Schools select illustrative content for these modules based on their own judgment in their own context. To be fully effective, these modules need to be organized into a coherent, comprehensive learning map. As students navigate this map, they engage and re-engage with a set of important concepts at increasing levels of complexity. Schools make their own decisions with regard to the number and arrangement of modules. The CGC provides useful criteria for an effective learning map and also offers a growing selection of sample modules such as those illustrated on this page.

THIS WAY


Follow the Leader - Understanding successful leadershipThe idea that some leaders seem to be more readily accepted by a group and more likely to inspire the group to work towards goals they might otherwise fail to embrace or achieve. Students will build a theory of what makes some leaders more successful than others and test that theory in different contexts.

Key Concepts: Groups, Leadership, Culture, Interests, Context

Module Understanding Goal: Learners understand that people are more likely to be accepted and successful as leaders when they have attributes which either help the group further its interests in a particular context and / or embody the group’s cultural values.

Dictator - Understanding the mechanisms of dictatorshipThe idea that leaders who are not recognized as legitimate by those they rule can still maintain power for extraordinarily lengths of time. Though violent repression obviously plays a role in this, other, more subtle strategies may be equally important. Students will build a theory of what makes this possible and in so doing, will come to understand how we might be able to counteract dictatorship.

Key Concepts: Groups, Leadership, Power (combined with Legitimacy, Communication)

Module Understanding Goal:Learners understand that minimizing access to information and repressing ‘freedom of association’ can allow a leader or group to maintain power with limited or no legitimacy since only vertical communicaion is permitted.

elementaryschool

middleschool

SampleConceptual StandardLearners understand that structures of leadership and power

evolve within groups to decide who gets what, when and how.

These are shaped by historical, cultural and economic circumstances.

2.3 The Conceptual Road Map

eight human commonalitiesDesigning Learning2


Sample

competency Standard

Learners are able to effectively

plan and conduct an INQUIRY

that leads to transferable

conceptual understanding.

Having designed Conceptual Standards and mapped the path towards achieving them, we turned our attention towards the other two strands of our Triple Helix:

Competency Learning and Character (Values and Dispositions) Learning.

We developed a sufficient but manageable set of broad standards for each, with sentence starters that denote the type of learning:

• Four (learning) Competency Standards, essential for Independent Learners• Four Values Standards, essential for Global Citizens• Four Dispositional Standards, essential for both.

2.4 Designing Competency and character Standards

Samplecharacter StandardLearners value FAIRNESS. They believe in the basic principle of equity of opportunity.

Samplecharacter StandardLearners are RESILIENT. They persist even when difficulties,

confusion or setbacks arise and manage distractions using

purposeful strategies to get back on task.

Designing Learning2

As they engage with the Human Commonalities, students develop enduring understanding of concepts of global significance embedded in modules providing relevant, lifeworthy content. As they deepen their conceptual understanding students are building their competencies, dispositions and values. In this way the three strands of the helix work together to develop Independent Learners and Global Citizens in a seamless and systemic way.


WE ARE

resilient

reflective

playful

open

2.5 Three Strands, Two Outcomes, One design

We take ownership of our learning. We know how to build on our strengths and work

strategically on our weaknesses. We feel confident in ourselves and equipped for the

next stages of our lives as learners.

We are able to:

Learn through GUIDED INQUIRYUse appropriate LANGUAGE FOR LEARNING

Build LEARNING RELATIONSHIPSLearn by tackling DILEMMAS

We have our own evolving moral compass and use it as a guide when faced with complex dilemmas. We try hard to make responsible choices and to contribute constructively to the lives of others.

We value:

INTEGRITY FAIRNESS SERVICEEMPATHY

independent learners global citizensAND

OpenQuestioning

SubstantiveConversation

Learnersas Teachers

Mistakesas Opportunities

The key to great learning is great teaching, led by teachers who have a passion for their field and are masters of their craft.

That craft needs to reflect what we now know are the “things that work best”. Students need to be provided with clear learning purposes, supported by standards, criteria and exemplars.

They are most engaged when we start with their current level of learning and work with them to set goals at the right level of challenge and provide them with focussed, timely, constructive feedback.

This strategic learning cycle needs to be embedded in cultures of open questioning and substantive conversations in which mistakes are welcomed as rich opportunities for learning. Within this culture, our preferred model is “teacher as coach”. The whole team collaborates for collective and individual success with students activated as teachers of each other.

In the end, students will learn best if, to complement all of the above, they know that the teacher knows and cares about them as individual people.

A culture of learningDelivering Learning3

LearningPurpose

CurrentLearning

ChallengingGoals

FormativeFeedback


3.1 A Strategic Learning Cycle in a Learning Culture

Delivering Learning3 3.2 Three Flexible Learning Processes

BUILDINGCOMPETENCY

Setting the Context Deconstructing & Modeling Joint Construction / Guided Practice

Indep

ende

nt C

onst

ruct

ion

/ Fre

er P

racti

ce

BUILDINGDISPOSITIONS

& VALUES

Considering • Reflecting • Acting • Considering • Reflecting • Acting • C

onsider

ing •

Refle

ctin

g • A

cting

•

Authentic contexts

Conceptual learning StandardsLearned through a flexible process of guided

inquiry leading to enduring UNDERSTANDING

Competency learning StandardsLearned through a flexible process of deconstruction,

modeling and practice leading to MASTERY

character learning StandardsLearned through considering, acting and refelecting in

authentic contexts, leading to an evolving SELF-KNOWLEDGE

BUILDINGCONCEPTUAL

UNDERSTANDING

Tapping into Current Understanding • Finding Questions • Exploring the Evidence • Constructing Theories • Testing Theories • Dem

onstr

ating

Und

erst

andi

ng •

Refle

cting

and A

cting

•

LEARNING MODULESEach of our three types of learning is supported by a clear, practical learning process, designed to guide students and teachers. These processes are presented as cycles for ease of representation of ideas. They are intended to be used flexibly, with teachers using their own experience, intelligence and common sense so that the processes work for them and their students in their own context.


To be sure that learning is happening, we need to be able to make it visible to the learner, peers, parents and practitioners. We need to see it:

CONTINUOUSLYThrough ongoing assessment that provides substantive contextualized conversations shaped by clear purposes, challenging goals and constructive feedback.

PERIODICALLYThrough challenging culminating tasks set in authentic contexts. These require demonstration of all three types of learning and shape feedback that informs our systems of reporting for learning.

demonstrating character Learning REFLECTION PROTOCOLS for use by students, with teacher guidance, for building self-knowledge and guiding future decisions and actions.

demonstrating Conceptual learningA GENERIC RUBRIC which describes levels of understanding to be used by students and teachers for diagnosis, feedback and planning.

Demonstrating Learning4

demonstrating Competency learningA CONTINUUM OF SKILLS which describes levels of performance to be used by students and teachers for diagnosis, feedback and planning.


The primary purpose of all assessment is to improve learning.

Therefore we believe all assessment should be

used formatively.

4.1 Assessing Continuously and Periodically


This is a complex story told simply.

We trust that it provides a clear sense of a systemic approach to learning that results in

the development of Independent Learners and Global Citizens.

We view this document as Version 1 of a document that will grow and evolve as the

conversation continues.

Kevin Bartlett and Gordon EldridgeThe CGC Design Team

December 2014

Our Learning Ecosystem - Common Ground · PDF fileSustainable Production and Consumption...

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