1. Cambourne’s Seven Conditions of Learning Dr. Brian Cambourne Dr. Brian Cambourne Head of the Center for Studies in Literacy Head of the Center for Studies in Literacy Wollongong University in Australia Wollongong University in Australia

2. 1. IMMERSION Immerse students in the content and context Immerse students in the content and context Use multi-sensory approach ( sights, sounds, tastes, feelings) Use multi-sensory approach ( sights, sounds, tastes, feelings) Saturate the classroom with meaningful and relevant content Saturate the classroom with meaningful and relevant content

3. 2. DEMONSTRATION Give practical and concrete models Give practical and concrete models Demonstrate using explicit action, giving a visual or auditory representation of the new learning Demonstrate using explicit action, giving a visual or auditory representation of the new learning Use multi-sensory approaches Use multi-sensory approaches Use frameworks to aid memory Use frameworks to aid memory

4. 3. EXPECTATIONS Be clear about what you expect your students to know, be able to do, or value Be clear about what you expect your students to know, be able to do, or value Start and end every lesson with a focus on the expected learning Start and end every lesson with a focus on the expected learning Encourage students to reach for the highest level of performance Encourage students to reach for the highest level of performance Provide rubrics when large tasks are assigned Provide rubrics when large tasks are assigned Use anchor charts to define high quality work Use anchor charts to define high quality work

5. 4. RESPONSIBILITY Teach problem solving Teach problem solving Give choices of ways students can demonstrate their learning Give choices of ways students can demonstrate their learning Provide leadership opportunities Provide leadership opportunities Speak about students being accountable for their own learning Speak about students being accountable for their own learning

6. 5.APPROXIMATIONS Celebrate close approximations Celebrate close approximations Identify the classes’ “zone of proximal development” in relation to what you are asking them to learn Identify the classes’ “zone of proximal development” in relation to what you are asking them to learn Modify expectations as needed for Special Needs students Modify expectations as needed for Special Needs students

7. 6. PRACTICE Keep contexts authentic Keep contexts authentic Many practice opportunities are needed Many practice opportunities are needed Start with near transfer practice and move to far transfer practice as students gain confidence with the new skill or knowledge Start with near transfer practice and move to far transfer practice as students gain confidence with the new skill or knowledge Give practice opportunities that involve whole group, small group, and individual practice Give practice opportunities that involve whole group, small group, and individual practice

8. 7. FEEDBACK/SUPPORT/ CELEBRATIONS Give feedback continuously Give feedback continuously Be realistic Be realistic Be specific about strengths and weaknesses/ next steps for learning Be specific about strengths and weaknesses/ next steps for learning Celebrate! Celebrate!