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Instructional Rigor
Phase 4

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"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  
Beginning/ Practicing
  • Instruction is based on provided scope and sequence and/or is carried out in a whole group structure.
  • Differentiation of Learning objectives and intervention/ extension groups may exist.
Developing/ Achieving​​
  • Instruction is based on the level of mastery of the individual or small groups of students, therefore pacing is flexible and whole group structure for instruction is not relied upon.
  • There are systems in place to monitor individual student progress allowing for progress on mastery. 
  • There may be flexible grade level groupings in place. 
  • Students may be taking ownership of their own progress.
Questions to Guide Observation 
  • What kinds of groupings do you see instruction happening in? And what is driving how those groups are formed?
  • What structures do you see in place to monitor student mastery? How are students involved in this?
  • When you ask students what they are working on do they all respond with the same learning objective or are students working on different learning objectives? 
  • Are classrooms based on grade level or on level of mastery?
Resources
  • Mastery-based Progress Case studies: here are a few great case studies to use to deepen your understanding of how to use Mastery-based progress in practice.
    • Promoting Growth with Targeted Remediation, Oklahoma City, OK
    • How Mastery Learning is Empowering Students, Reshaping a Town, Piedmont, AL
    • Instant Student Feedback, Miami, FL
    • Personalizing Learning at Chicago's Gwendolyn Brooks Academy, Chicago, IL
    • Solving the Data Problem, Orem, UT
    • Todd County Learning Targets, KY
  • Ten Principles of Mastery-based Learning: This is a list of the key principles of mastery-based learning. 
  • A New Kind of Classroom: No Grades, No Failing, No Hurry: This New York Times article highlights the shift towards mastery or competency-based education, explaining key practices and highlighting examples.
  • Meeting Students Where they Are: This blog highlights and hyperlinks to the Meeting Students Where they Are report. It gives an overview of the in-depth report highlighting a few of the key points of the extensive report. 
  • Making Mastery Work: A few years ago, Nellie Mae Education Foundation commissioned reDesign to research the state of play of mastery learning in New England schools. The result, "Making Mastery Work," documents the work of several early-adopter schools and networks. The report was the precursor to our "Making Mastery Accessible" project, which relies on many of the learnings documented here to develop a set of Design Guides and Tools to support current-day designers.
  • Flexible Groupings in the Classroom: This article reviews the importance of using flexible groupings to support student learning and includes strategies for how to determine groupings. 
  • Equity Snapshot: The Intersection of Mastery & Culturally Responsive Education (CRE): This one page report shares important learnings about how to create a mastery-based model while supporting equitable practices.
  • Curriculum and Classroom Planning Resources: This webpage shares a number of resources for creating a mastery-based classroom. The resources shared will help a teacher, plan, instruct, and assess in a mastery-based classroom. 
Mastery Based Progression, Coaching Tool
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Mastery Based Progression, Coaching Tool
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation in Teaching Fellowship >
      • 2022-2023 Fellows
      • 2021-2022 Fellows
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • Innovation Showcase
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Road Trip 2023
  • The Lighthouse