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Learning Designs

Standard: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Integrating theories, research, and models of human learning into the planning and design of professional learning contributes to its effectiveness.  Several factors influence decisions about learning designs, including the goals of the learning, characteristics of the learners, their comfort with the learning process and one another, their familiarity with the content, the magnitude of the expected change, educators' work environment, and resources available to support learning.  The design of professional learning affects its quality and effectiveness” (Standards for Professional Learning, Learning Forward, 2011, p.40).

To read an article by Bruce R. Joyce and Emily F. Calhoun entitled Learning Designs: Study, learn, design: repeat as necessary.  Journal of Staff Development, August, 2011, 32(4). Used with permission of Learning Forward, www.learningforward.org. All rights reserved.

To learn more about the Learning Forward website section on Learning Designs including featured practitioners and related articles click here.

Rocky View Schools

School based collaborative and collective inquiry aligned with jurisdictional and provincial priorities is the most meaningful and effective professional learning.  In RVS, professional learning is guided by creating Universal Learning Environments (ULE) for all learners including adults, inspired by the RVS Learning Model and the RVS Professional Learning Model resulting in maximized learning for all.  Effective professional learning in RVS involves the continual transformation of practice to enhance knowledge, skills, attributes and competencies.

RVS 3YP Goal 3: Instructional design challenges and engages each learner.

 

References:

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author

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