1. Instructional Learning Cycle:
Overview
Welcome to the Instructional Learning Cycle course!

2. Course Objectives Upon completion of this course you will:
Be familiar with the phases of the Instructional Learning Cycle.
Be able to successfully implement the phases of the Instructional Learning Cycle in your classroom.
After successful completion of this course, you will:
Be familiar with the phases of the Instructional Learning Cycle.
Be able to successfully implement the phases of the Instructional Learning Cycle in your classroom.

3. Meet the needs of all students
Outline
Overview
Benefits
This presentation will provide an overview of the Instructional Learning Cycle (ILC) and the benefits of using a robust instructional planning process. You will also learn how the Instructional Learning Cycle helps support teachers to use common formative assessment to meets the needs of all students.
Meet the needs of all students

4. Effective Instruction
Homework practice matched the lesson
Teacher is prepared
Students understand and participate
Students perform well on tests
Although there are many aspects to a successful school experience for students, effective instruction is an essential part of this experience. When you think of effective instruction, many things may come to mind—teacher is prepared, students perform well on tests and are proficient in standards, teacher uses examples and good explanations, students appear to understand the content and participate in the lesson, homework practice matched the lesson, and so on. All of these are correct, but it’s also a lot to remember especially when the list could go on and on. So let’s look at a more concise definition of effective instruction that will help guide your instructional planning.
Teachers use examples and good explanations
Students are proficient in standards

5. Effective Instruction
Assessment
Instructional Strategies
Learning Targets
You may have noticed that each of the ideas on the previous slide relate to either learning targets, instructional strategies or assessment. These are the components of effective instruction. One of the key practices in effective instruction is alignment of these three components. A learning target is a statement of “what” the student will be learning. It may be the learning of a fact, a concept, a procedure or a skill. One standard often consists of several learning targets, and it is important to address each of the learning targets in order for students to successfully achieve the standard.

6. Effective Instruction
Assessment
English/Language Arts
Instructional Strategies
Learning Targets
Science
Note that for many learning targets there may be a wide range of content that can be used to teach a standard as long as it supports the three components of effective instruction. For example, in English Language Arts, a standard or learning target will not specify the piece of literature that needs to be read to study a specific genre. The teacher can use literature of his or her choosing. Or if you are teaching potential and kinetic energy in science, there are many different ways to demonstrate this, for example, a slinky, a wind-up car, etc.

7. Alignment of Instructional Components
11/28/2018
Alignment of Instructional Components
Why did they do so poorly?
I taught all of the concepts
Learning Targets
Assessment
Have you ever wondered why after you taught students all of the definitions and concepts related to a specific topic that they performed miserably when on a test you asked them to apply the definitions and concepts to real-life situations? It most likely was due in part to “applying” being a different level of thinking than recalling definitions or understanding concepts. In this example, the assessment and the learning targets were not aligned.

8. Alignment of Instructional Components
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Alignment of Instructional Components
Assessment
Learning Targets
Instructional Strategies ? ? ?
Look at the Venn diagram and notice that there are several ways that two of the three components can overlap, but the ideal place to be is where X marks the spot, in other words where all three components are aligned. Take a moment to consider what might happen if only instructional strategies and learning targets are aligned? Instructional strategies and assessment? Assessment and learning targets? Later in this course, we’ll go into more detail on each of the components.

9. Effective Instruction and the Instructional Learning Cycle
How do you align the components?
How do you know when what you’ve planned is working and when you should make changes?
How do you align the components? How do you know when what you’ve planned is working and when you should make changes? Is there a repeatable process that you can use to help plan effective instruction?
Is there a repeatable process that you can use to help plan instruction?

10. Effective Instruction and the Instructional Learning Cycle
One answer to all of these questions is the Instructional Learning Cycle, also known as the ILC!

11. Effective Instruction and the Instructional Learning Cycle
ILC is NOT . . .
ILC is . . .
A one time event
Ongoing, iterative process
A document or report
Based on theory of regular dialogue around implementation and impact
Ensuring the perfect lesson or unit
So, what is the ILC? Before answering that question, let’s look at what the ILC is NOT. The ILC is NOT a one-time event, nor is it a document or report that you submit periodically. Let’s also be clear that going through all of the phases in the ILC does not ensure that you automatically have the perfect lesson or unit or that all of your students are going to be proficient in three to five weeks! The ILC IS an ongoing iterative process for implementation and continuous improvement of effective instruction. The ILC is based on the theory that if teachers engage in regular dialogues around the implementation of instruction and the impact of instruction on student learning, then the quality and scope of classroom instruction will improve and student learning will increase.

12. ILC Process
Now let’s look at the ILC a little more closely. From the ILC graphic, you can see that it is a cyclical process consisting of three phases: Pre-Planning, Instructional Planning and Follow-Up.
Each of these phases consists of collaborative tasks and individual tasks. This ongoing collaboration provides an opportunity for teachers to determine a focus for the ILC and to intentionally plan for assessment and instruction. During this collaborative time, teachers analyze student data and reflect on the implementation of the instructional plan. One purpose of the ILC is to build a sense of collective responsibility for the learning of all students.

13. ILC Activities
In each phase, following the collaborative tasks, there are actions that the teachers take in their individual classrooms. Examples of these actions include implementing the instructional plan and gathering student data through formative assessments. Each teacher also collects data on their implementation of the instructional plan. All data collected in the individual classrooms from common assessments is then combined and analyzed in the collaborative with the results of the analysis used to inform the next phase of the cycle.
The remainder of this course will provide detailed information and resources for each of the three phases.

14. Teacher Teams or Individual Teachers
The ILC is presented as a process consisting of individual and collaborative tasks that support instructional planning. As you proceed through this course you will hear the term “teacher teams” when referring to collaborative tasks. However, it is important to note that individual classroom teachers can successfully implement the ILC process. Not all school configurations consist of multiple teachers in the same grade level or content area, but the lack of common content should not be seen as a barrier to the implementation of the ILC. In these cases, collaborative tasks become intentional reflective dialogue with another teacher, an instructional coach or the principal.

15. Why the ILC? Provides a structure for using data to inform instruction
Systematizes monitoring of impact of instruction
Identifies which students are on track and which aren’t
Why the ILC? Because the ILC is a repeatable and iterative process that provides a structure for the continuous use of data that can be used to inform and differentiate instruction. It systematizes the continual monitoring of the impact of instruction on students through the use of formative assessments. The ILC helps teachers identify who is on track for expected learning, who is ahead of expected learning and who needs further support. Additionally, the ILC provides ongoing opportunities for teachers to discuss teaching and learning at the classroom level and make instructional practices visible and transparent.
Provides ongoing teacher team discussions
Makes instructional practices visible and transparent

16. The ILC in MI Excel Schools
Use of an instructional planning process that promotes the continuous use of student data to inform and differentiate instruction to meet the academic needs of individual students.
ALL teachers in ALL schools should be using an instructional planning process that helps to ensure effective instruction leading to increased student achievement. MI Excel Schools, however, are required to use an instructional planning process that promotes the continuous use of student data to inform and differentiate instruction to meet the academic needs of individual students. The Michigan Department of Education has defined the Instructional Learning Cycle, as an instructional planning process that meets this requirement.

17. The ILC in MI Excel Schools
Collaborative tasks and reflective dialogues
Identification and alignment of learning targets, state standards and assessment
Creation of an intentional instructional plan that addresses the needs of all students
Implementation of instructional plan
Collection and analysis of student data
Regardless of the instructional planning process selected for implementation, the required features include:
Collaborative tasks and reflective dialogue
Identification and alignment of learning targets, state standards and common assessments
Creation of an intentional instructional plan that addresses the needs of all students
Implementation of instructional plan
Collection and analysis of student data
Collection and analysis of implementation data on the instructional plan
Reflection and next steps
There may be acceptable variations of the “gold standard,” but the variations need to be agreed upon at the building level.
Click on the link on the screen for more details about the implementation of the required features.
Collection and analysis of implementation data on the instructional plan
Reflection and next steps
Gold Standard for Implementation

18. Review
You must answer each question in the review before you can continue to the last slide of the presentation
On the next slide you will be presented with a series of questions to review the content from this presentation. Once you begin the questions, you must answer them all before you move on. After completing the review, you will continue to the final slide of this presentation.

19. Question 1 What are the three components of effective instruction?
Learning Targets, Instructional Strategies, Assessments
Homework, Instructional Strategies, Assessments
Learning Targets, Homework, Assessments
Learning Targets, Instructional Strategies, Student Participation
The components of effective instruction are Learning Targets, Instructional Strategies, and Assessments.

20. Question 2
In how many phases of the Instructional Learning Cycle are there collaborative tasks? 1 2 3 4
C. Each of the three phases include at least one collaborative tasks.

21. Question 3
A(n) _________________ is a statement of “what” the student will be learning.
Learning Target
Instructional Strategy
Assessment
Instructional plan
A learning target is a statement of “what” the student will be learning. It may be the learning of a fact, a concept, a procedure or a skill.

22. Meet the needs of all students
Conclusion
Overview
Benefits
This presentation provided an overview of the Instructional Learning Cycle along with its benefits and how it meets the requirement for Priority Schools of having an instructional planning process that meets the needs of all students. The remainder of the course will provide information on professional learning communities and details on each phase of the ILC.
Meet the needs of all students