Learning Contracts

Objectives : Define learning contracts. Why use learning contracts? Important components of learning contracts. How to assess using learning contracts.

Learning Contracts: Learning Contracts are… Working agreements between students and teachers that grant students certain freedoms and choices about completing tasks, yet requires students meet certain specifications. May include: What the student will learn Time period for completion What the student will do to meet identified objectives How the student will assess their own learning How the teacher will assess the students learning Signatures of teacher, student, and possibly the parents

Theory Behind Learning Contracts: Teaching strategy and assessment tool Encourages self-directed learning Allow for shared responsibility of planning and learning Learner can actively participate in learning process Learning objectives become students own personal goals Students begin to take responsibility and control of there own learning Help students become intrinsically motivated Provide flexibility for teachers to meet individual needs Allow students to work at different levels according to knowledge Not forced to do unnecessary tasks, negotiate work on what they need to learn Provides motivation to reach goals Avoid feeling of doing needless work or learning what they already know

Responsibilities of the Teacher: Provide students with learning objectives, expectations, and framework of activities and assignments Provide the students with feedback and assessment throughout Meet with the student and modify the contract as necessary Responsibilities of the Student: Student: Assess their prior knowledge and be honest about what they need to learn Continually do work Take control and responsibility over their own learning Reflect back on meeting objectives Track their own progress and meet with the teacher when experiencing frustration

Advantages: Can be written for any curriculum area Can be used to target specific learning activities for individuals or groups Promote flexible grouping in the classroom Promote creative and critical thinking for students Develop students’ time-management, planning, and decision–making skills Allow students to work at an appropriate pace Recognize students’ prior knowledge Eliminate boredom by minimizing repetition for students Increase students’ independence, motivation and class participation

Creating Learning Contracts: Identify the essential curriculum standards and indicators for the unit of study Determine how students will be assessed (pre- and post-) and mastery expectations Identify opportunities to differentiate based on student readiness as well as interest and/or learning profile Determine timeline for introducing skills/concepts; start small Create schedule of due dates and conferences Determine working conditions Collect or create resources/materials that will cover the curricular concepts Note relevant text page numbers or concepts Include options that allow for student choice Note or create a log to document due dates and progress Describe expectations of final product and working conditions

Introducing Learning Contracts to Students: Meet with the student(s) or group to explain contract procedures Discuss timeline Share due dates and how to keep track of completed work if there is a log Explain working conditions and expectations of the final project Explain how and when student should seek out teacher assistance

Assessing Learning Contracts- Teacher: Before beginning: Find out what student(s) already know (KWL or pre-tests) During: Checklists and anecdotal record on student behavior to assess self- directed learning Conferences with students to assess progress and problems Evaluate their work by using checklists or rubrics Give a grade for behavior and work habits for particular days or class period When contract is completed: Give a grade for completion of the contract Give feedback to the student on work habits and behavior throughout the contract. Regina Public Schools and Saskatchewan Learning website /contract/index.html

Assessing Learning Contracts- Student: Before beginning: Student can assess what they already know and what they want to learn(KWL or pre-test) During: Self-evaluations on how well they have used their time and help them reflect and make changes as they work. Self-evaluate behavior daily and determine what changes may need to be made for the next day When contract is completed: Self-evaluation sheet using a rubric Have students evaluate their own work or peers using a rubric Regina Public Schools and Saskatchewan Learning website /contract/index.html

Resources Starko, A.J. (1986). It’s About Time In-service Strategies for Curriculum Compacting. Mansfield Center, CT: Creative Learning Press Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed- Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development Tomlinson, C.A. (2003). Instructional Strategies for the Differentiated Classroom: Video and Facilitator’s Guide for Learning Contracts. Alexandria, VA: Association for Supervision and Curriculum Development Tomlinson, C.A. (1999). The Differentiated Classroom Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development Tomlinson, C.A. & Kiernan, L.J. (1997). Differentiating Instruction Facilatator’s Guide. Alexandria, VA: Association for Supervision and Curriculum Development Learning Contract generator: nology.com/web_tools/contract/Contract generatorwebsite Regina Public Schools and Saskatchewan Learning website /contract/index.html