Instructional+Theory+and+Research

The instructional and pedagogical theory desired for NewWest is supported by the ongoing research at the [|University of Pittsburgh's Institute for Learning]. During the early 2000s when I was at Metro State assisting the Teacher Education department, I took part in a joint program between MSCD and DPS at the Institute for Learning (IFL). At the time, DPS was promoting the IFL's approach to learning and instruction. Although DPS changed administrations and did not follow through on the promises of IFL, the Institute's program should be promoted at NewWest. //So, what we have when you consider and accept the discourse below is this: a curriculum with a strong foundation in the "basics" or, what IFL would describe as discipline-specific content, integrated with learning opportunities (stimuli) from the lifeworld of the NewWest student.//

Trained in the fundamental approach of the IFL's Principles of Learning, I would use this approach as the basis for ongoing professional development at NewWest.

= = == =**What We Know** =

Two fundamental principles from cognitive psychology and other learning sciences drive the IFL's work with individual educators, schools, and school districts: ==**We know that every year high achieving students:** == ==**We know that effective teachers:** == ==**We know that effective school and district leaders:** == ==**We know that effective professional learning communities:** ==
 * 1) <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-image: initial; list-style-position: initial; list-style-type: decimal; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Effort creates ability.
 * 2) <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-image: initial; list-style-position: initial; list-style-type: decimal; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Discipline-specific content knowledge and pedagogy is important for high student achievement.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Engage with cognitively demanding discipline-specific content that provides them opportunities to develop core knowledge and conceptual understanding in each field of learning.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Work on high quality, cognitively demanding tasks and projects. They produce original work and revise to standards.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Learn to think, work, talk, and write like a practitioner of each of the core content disciplines.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Work towards meeting clear, high standards.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Synthesize several sources of knowledge.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Are challenged to interpret texts, construct explanations and test understanding of concepts by applying and discussing them.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Believe that all students can learn and act on that belief.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Have deep content knowledge.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Have strong teaching skills.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Assess student learning and adjust teaching for learning as part of everyday teaching.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Consistently give students opportunities to learn deep core knowledge and conceptual understanding of their field of learning.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Consistently give students the opportunity to work on high quality, cognitively demanding tasks and projects. They allow students to wrestle with challenging problems. They scaffold students' work on challenging problems but resist watering them down when students struggle.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Learn, work, and plan in professional learning communities.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Believe that all students can learn and act on that belief.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Know what high quality teaching and learning looks like in each of the core content areas.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Assess teaching and adjust professional learning opportunities accordingly as part of everyday leading.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Make sure teachers have the resources they need to do a good job including curricula, professional development, and tools for teachers and students.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Support professional learning communities to improve teaching and learning school-wide.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Meet regularly.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Work on issues that will impact teaching and learning in the near future.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Work from the curriculum.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Provide teachers opportunities to learn both content knowledge and teaching skills.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Are conducted in a respectful way.
 * <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; list-style-position: initial; list-style-type: disc; margin-bottom: 0px; margin-left: 20px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 3px; padding-left: 0px; padding-right: 0px; padding-top: 3px; vertical-align: baseline;">Promote collaboration and collegiality.

=**Principles of Learning** = The Principles of Learning are condensed theoretical statements summarizing decades of learning research. They are designed to help educators analyze the quality of instruction and opportunities for learning that they offer to students. ==**Organizing for Effort** == An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained work. High minimum standards are set and assessments are geared to the standards. All students are taught a rigorous curriculum, matched to the standards, along with as much time and expert instruction as they need to meet or exceed expectations. ==**Clear Expectations** == If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, the community and, above all, students themselves. Descriptive criteria and models of work that meets standards should be publicly displayed, and students should refer to these displays to help them analyze and discuss their work. With visible accomplishment targets to aim toward at each stage of learning, students can participate in evaluating their own work and setting goals for their own effort. ==**Fair and Credible Evaluations** == If we expect students to put forth sustained effort over time, we need to use assessments that students find fair; and that parents, community, and employers find credible. Fair evaluations are ones that students can prepare for: therefore, tests, exams and classroom assessments as well as the curriculum must be aligned to the standards. Fair assessment also means grading against absolute standards rather than on a curve, so students can clearly see the results of their learning efforts. Assessments that meet these criteria provide parents, colleges, and employers with credible evaluations of what individual students know and can do. ==**Recognition of Accomplishment** == If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of authentic accomplishment is a hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks en route to the standards. Progress points should be articulated so that, regardless of entering performance level, every student can meet real accomplishment criteria often enough to be recognized frequently. Recognition of accomplishment can be tied to opportunity to participate in events that matter to students and their families. Student accomplishment is also recognized when student performance on standards-based assessments is related to opportunities at work and in higher education. ==<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; color: #3e3e3e; font-size: 1.6em; line-height: 1.2em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 15px; vertical-align: baseline;">**Academic Rigor in a Thinking Curriculum** == <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; margin-bottom: 1.5em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">Thinking and problem solving will be the "new basics" of the 21st century. But the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned. So must the idea that we can teach knowledge without engaging students in thinking. Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge. ==<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; color: #3e3e3e; font-size: 1.6em; line-height: 1.2em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 15px; vertical-align: baseline;">**Accountable Talk<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 0.9em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: super;">® ** == <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; margin-bottom: 1.5em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">Talking with others about ideas and work is fundamental to learning. But not all talk sustains learning. For classroom talk to promote learning it must be accountable to appropriate knowledge, and to rigorous thinking. Accountable Talk<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 0.9em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: super;">® seriously responds to and further develops what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. Accountable Talk<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 0.9em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: super;">® uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. Teachers should intentionally create the norms and skills of Accountable Talk<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 0.9em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: super;">® in their classrooms. ==<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; color: #3e3e3e; font-size: 1.6em; line-height: 1.2em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 15px; vertical-align: baseline;">**Socializing Intelligence** == <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; margin-bottom: 1.5em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">Intelligence is much more than an innate ability to think quickly and stockpile bits of knowledge. Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly. Intelligence is equally a set of beliefs about one's right and obligation to understand and make sense of the world, and one's capacity to figure things out over time. Intelligent habits of mind are learned through the daily expectations placed on the learner. By calling on students to use the skills of intelligent thinking—and by holding them responsible for doing so—educators can "teach" intelligence. This is what teachers normally do with students they expect much from; it should be standard practice with all students. ==<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; color: #3e3e3e; font-size: 1.6em; line-height: 1.2em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 15px; vertical-align: baseline;">**Self-management of Learning** == <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; margin-bottom: 1.5em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">If students are going to be responsible for the quality of their thinking and learning, they need to develop—and regularly use—an array of self-monitoring and self-management strategies. These metacognitive skills include noticing when one doesn't understand something and taking steps to remedy the situation, as well as formulating questions and inquiries that let one explore deep levels of meaning. Students also manage their own learning by evaluating the feedback they get from others; bringing their background knowledge to bear on new learning; anticipating learning difficulties and apportioning their time accordingly; and judging their progress toward a learning goal. These are strategies that good learners use spontaneously and all students can learn through appropriate instruction and socialization. Learning environments should be designed to model and encourage the regular use of self-management strategies. ==<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; color: #3e3e3e; font-size: 1.6em; line-height: 1.2em; margin: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 10px; padding-left: 0px; padding-right: 0px; padding-top: 15px; vertical-align: baseline;">**Learning as Apprenticeship** == <span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border: 0px initial initial; font-size: 12px; line-height: 21px; margin-bottom: 1.5em; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences. This kind of apprenticeship allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior. Much of the power of apprenticeship learning can be brought into schooling by organizing learning environments so that complex thinking is modeled and analyzed, and by providing mentoring and coaching as students undertake extended projects and develop presentations of finished work, both in and beyond the classroom.

** In order to integrate the two dimensions of the NewWest curriculum, teacher professional development will be necessary. The organization below in conjunction with our own Earth Force can assist with that job: **