Using the English Language Arts Foundation for Implementation Document (FFI) An FFI document is the...

Using theEnglish Language Arts

Foundation for Implementation Document (FFI)

An FFI document is the teacher’s “toolbox” for planning for quality instruction and

assessment for/as/of learning.

Planning for Quality Learning, Instruction, and

Assessment

• This tutorial is designed to help educators make meaning of the English Language Arts: Foundation for Implementation, 1998 document (FFI).

• Planning with an FFI document ensures that best practices are being implemented in Manitoba classrooms.

• Learning to use this document for planning is an effective and efficient means to quality learning, teaching, and assessing learning and teaching.

About this Tutorial

Navigating around the tutorial:• Part One - Knowing Where to Start

• Part Two - Targeting Learning Outcomes

• Part Three - Planning for Quality Learning, Instruction, and Assessment

• Part Four - Quality Assessment

• Part Five - An Example Theme/Unit: Goal Setting

Select Your Learning Part

You can click on each “Part” to

enter that section …

You can return to this slide at any time by clicking on the Home

button.

… or travel through the tutorial one

slide at a time by clicking on the next

button.

The tutorial consists of five parts:• Part One - Knowing Where to Start

• Part Two - Targeting Outcomes

• Part Three - Using the Four Column Planner

• Part Four – Focusing on Quality Assessment for/as Learning

• Part Five - An Example Theme/Unit: Goal Setting

Select Your Learning Part

Part One

Knowing Where to Start

Use the Organizational Features of the Foundation For Implementation (FFI) to Navigate through the Document

Classroom Library

•Quality literature.•Text sets.

Select criteria for observation.•BLM 2•BLM 5

Choose strategies:•Activate•Acquire•Apply

Target 2-3 learning outcomes.

Learning Teaching Resources.

Suggestions for Assessment

Suggestions for Instruction

Specific Learning Outcomes

4 Columns

Part One - Knowing Where to Start

GLO Icons

General Learning Outcome Maps


The General Learning Outcomes (GLO) are represented by Icons which help you connect to the big idea that each represents.

It is through a GLO, or a big idea, that you will find an “entry point” into the document.

This literacy curriculum (FFI) is organized around five integrated General Learning Outcomes (GLOs)

Icons of the Five General Learning Outcomes (GLOs)

GLO 5

GLO 1

GLO 2GLO 3

GLO 4


GLO 1

Explore Thoughts, Ideas, Feelings, and Experiences.


GLO 5

GLO 1

GLO 2 GLO 3

GLO 4


GLO 2

Comprehend and Respond Personally and Critically to

Oral, Literary, and Media Texts.

Icons of the Five General Outcomes (GOs)

GLO 5

GLO 1

GLO 2GLO 3

GLO 4


GLO 3Manage Ideas and

Information.


GLO 5

GLO 1

GLO 2GLO 3

GLO 4


GLO 4Enhance the Clarity and

Artistry of Communication.


GLO 5

GLO 1

GLO 2GLO 3

GLO 4


GLO 5

Celebrate and Build Community.

You will use the GLO icons to find an entry point into the Foundation for Implementation (FFI) document.

GLO 5

GLO 1

GLO 2GLO 3

GLO 4


Set an instructional goal based on the strengths and needs of my learners.

Determine the evidence of learning.

Design a literacy rich learning environment.

Target a General Outcome for your entry point into the FFI.

1

2

3

4

A Learner-Centered Approach to Planning


I need to STOP and REFLECT before I target

specific learning outcomes. This reflecting

is all done in pencil because formative

assessment for learning informs instruction. Plans

will change as you go.

setting an instructional goal based on the strengths and needs of my learners.

possible evidence of learning.

creating a literacy-rich learning environment.

targeting a General Learning Outcome as the entry point into the FFI.

1

2

3

4

In a learner-centered approach to planning we need to reflect on:




creating a literacy rich learning environment.


1

2

3

4



What do I want my students to know and be able to do at the end of this learning experience?





1

2

3

4



What will the evidence of student learning look and sound like?





1

2

3

4



How will I design the classroom contexts and processes to facilitate learning?





1

2

3

4



What General Learning Outcome will guide instruction, learning, and assessment through this learning experience?

Goal:

Performance(s)Demonstration(s)Product(s):

ClassroomProcesses:

GeneralLearningOutcomes:

1

2

3

4

What do I want my students to know and be able to do in this learning experience?



Planning for Quality …


What GLO will be my entry point into the ELA Foundation for Implementation?

Quality refers to targeted learning outcomes for determining appropriate assessment criteria. When teachers in Manitoba use their FFI for planning for quality, all students are being assessed on the same criteria.

Four Steps in Planning with the End in Mind (adapted from McTighe)

Goal:


ClassroomProcesses:

General LearningOutcomes:

1

2

3

4







Before planning units, themes or learning sequences, I need to reflect on the needs of the

learners and the English language arts processes and

content.

Goal:


ClassroomProcesses:


1

2

3

4







This may be focused observations of processes/performances; demonstrations; student products; student and teacher reflections …

Goal:


ClassroomProcesses:


1

2

3

4







This may be whole group or co-operative/flexible groups; workshop; reading process and writing process; goal-setting and reflection; explicit / implicit instruction; formative assessment for/as learning; inquiry…

Goal:


ClassroomProcesses:


1

2

3

4







What General Learning Outcome

will best fit the learning needs?

Goal:


ClassroomProcesses:


1

2

3

4







This is my “entry point” into the FFI

document.

Goal:


ClassroomProcesses:

GeneralLearningOutcome:

1

2

3

4







Then, the FFI document will show me where to go and what to do next.

Goal:


ClassroomProcesses:

GeneralLearningOutcome:

1

2

3

4







Four Steps in Planning with the End in Mind (adapted from McTighe)

Set an instructional goal based on the strengths and needs of my learners.

Determine the evidence of learning.

Design a literacy rich learning environment.

Target a General Lerning Outcome for your entry point into the FFI.

1

2

3

4

A Learner-Centered Approach to Planning


Now I am ready to start targeting

specific learning outcomes.

Scenario 1- Teacher’s Goal: I want my students to be able to access and organize information from a variety of sources for their science inquiry. [GLO3]

Scenario 2- Teacher’s Goal: I want my students to be able to set and reflect upon attainable learning goals. [GLO1]

Scenario 3- Teacher’s Goal: I want my students to be able to write a reflection in their co-operative groups. [GLO5]

Scenario 4- Teacher’s Goal: I want my students to be able to choose from a broad variety of quality literature for enjoyment and learning. [GLO2]

Scenario 5- Teacher’s Goal: I want my students to explore a variety of forms and techniques in quality literature to be able to communicate ideas and information to a real audience. [GLO4 and/or GLO2]

Part One - Knowing Where to StartPause , Practice and Reflect…

Pause and take some time to become acquainted with your FFI document. You may want to practice your developing understanding by working through the following scenarios: What’s the GLO?

Reflect…What do you notice about the teacher’s goals?What connections can you make to your practice?How might setting goals for instruction help you use your FFI more effectively and efficiently?

Part Two

Targeting Learning Outcomes

Foundation For Implementation K-4 and 5-8: Overview p. 5-6

• “In a balanced language arts program, the language arts and the learning outcomes are integrated into logical and developmentally appropriate learning sequences.”

• “…single learning outcomes are rarely taught in isolation. Effective integrated language arts classroom learning experiences typically address many learning outcomes simultaneously.”

• “The specific learning outcomes listed in the four columns are not intended to be taught in the order in which they are written.”

• “Language arts instruction and assessment should always occur within meaningful literacy contexts.”

Part Two – Targeting Outcomes

Goal:


ClassroomProcesses:


1

2

3

4






What GO will be my entry point into the ELA Foundation for Implementation?

What General Learning Outcome will best fit the

learning needs of my students?


A General Learning Outcome Map is my “entry point” to the FFI document.

I want my students to organize

information from a variety of sources.


What GLO will be my entry point into the

Foundation for Implementation (FFI)

document?


General Learning Outcome 3 includes the

specific learning outcomes I need

to consider.


I want my students to

identify a variety of sources and to

organize new information.

3.3.1

3.2.2

I have targeted specific learning outcomes

3.2.2 Identify Sources, and

3.3.1 Organize Information.


Now, I can choose from a variety of appropriate instructional strategies

in column 2 …


and assessment criteria in column 3 - for learning and instruction.


• Identify the GLO that will be your “entry point” into your FFI document. • Locate the GLO outcome map in your FFI document and target 1 or 2

specific learning outcomes (SLO’s) that will meet the learning needs of your students. The SLO’s will guide your planning for quality learning, teaching, and assessment.

• Return to the scenarios in Part One “Knowing Where to Start: Pause, Practice and Reflect” for further practice targeting outcomes.

Reflect…• What do you notice about your goals and learners’ needs?• How might targeting outcomes help you use your FFI more effectively and

efficiently?• How might targeting outcomes improve learning and teaching in your

classroom?

Part Two – Targeting Learning OutcomesPause , Practice and Reflect…

Pause and take a few moments to reflect and practice targeting outcomes to meet the needs of your students, and to uncover curriculum. Based on your reflections:

Part Three

Using the Four Column Planner

Another organizational feature of your FFI document is the Four

Columns

Prescribed Learning

Outcomes



Suggested Learning

Resources

COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4

Part Three – Using the Four Column Planner

The Four Column PlannerThe Four-Column Planner is a template for recording plans. This planner is the same format as the four columns in your FFI document.


Note your reflections and “Think Abouts…” at the top of the planning template.

Always plan in pencil because formative assessment for learning informs instruction. Plans will change as you go.

Download the Four Column Planner

How will my students show what they know and can do?

How will I design the literacy learning teaching context?


What do I want my students to know and do?





Go to the GLO outcome map to target 1-2 specific learning outcomes - Column 1





Choose strategies for activating, acquiring, applying - Column 2.





Record 1-2 criteria from the top section of Column 3 in FFI, Focus for Assessment - Column 3.





Build text sets, plan field trips…

note this in Column 4.

Part Three – Using the Four Column Planner Pause , Practice and Reflect…

Pause and take a few moments to practice using Scenario 4 in Part One. The teacher’s goal is that her students will choose from a broad variety of quality literature for enjoyment and learning. [GO2]. You may want to download the Four Column Planner to practice the following task: (Word) (PDF)

• Locate the GLO 2 map in your FFI. Target 1-2 specific learning outcomes.• Turn to the first page of the targeted SLO(s) in your FFI. (The SLOs are in

column 1.)• In column 2, browse the wide variety of suggestions for instruction and

consider strategies for a learning teaching sequence (activating, acquiring, applying) to meet your learners’ needs.

• Choose the strategies for learning and teaching and note them on your Four Column Planner. (Note a strategy like KWL may be appropriate for activating, acquiring, and applying learning.)

• Continue practicing with the other scenarios, or, apply your understanding to your own reflections, goal (s), and learners’ needs.

Part Four

Focusing on Quality Assessmentfor/as/of Learning

Prescribed Learning

Outcomes



Suggested Learning

Resources

COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4

Quality assessment is based on the targeted learning outcomes (column 1) and their criteria (column 3).

Part Four – Focusing on Quality Assessment For/ As/ Of Learning





Generally during the activating and acquiring phases of instruction, teachers reflect on their plans,

focus and re-focus their observations, and adjust

instruction to meet the needs of all learners.





This is Formative Assessment.

Formative Assessment





Formative Assessment

Summative Assessment

Summative Assessment occurs when students are able to apply new understandings in a variety of authentic contexts and over time, often at the end of a unit, theme, term...




The 4 Column Planner and Focused Observations

To monitor what you “see” and “hear” in relation to the targeted learning outcomes in Column 1 and criteria in Column 3, you will observe 2-3 students in a variety of authentic literacy-rich contexts (Column 2) over time.





The 4 Column Planner and Focused Observations

To monitor what you “see” and “hear” in relation to the targeted learning outcomes in Column 1 and criteria in Column 3, you will observe 2-3 students in a variety of authentic literacy-rich contexts (Column 2) over time.


To do this you can use a form for recording

focused observations.

Recording Focused Observations: Formative Assessment forLearning

After jotting down the targeted specific learning outcomes

(Column 1 in FFI) and the criteria for observation (Column 3 in FFI)

on the Four-Column Planner, transfer this information to a recording form such as this Focused Observation Form

BLM 5.


Recording Focused Observations: Formative Assessment for Learning


Now, select 2-3 students to observe over time in a variety of

literacy-rich contexts for instruction/formative

assessment.


BLM 5 – Focused Observations

This is an example from Independent Together: Supporting the Multilevel Learning Community, 2003.




Visit the Independent Together Multilevel Online Learning Community to view many online resources. http://www.edu.gov.mb.ca/k12/cur/multilevel/community.html

• Open your FFI at any page immediately following a GLO map. (Note the criteria for assessment in column 3.These criteria are not a check list but rather a guide for your observations in a variety of authentic learning teaching contexts as suggested in column 2, and, over time.)

• Examine each criterion and select 1 or 2 which reflect the needs of your learners at this point in time. (Criteria which you identity in October may be different from that in March.)

• Continue working through your FFI document in this manner to gain confidence in using it for quality assessment for/as/of learning.

• Examine BLM 5. This is one way to monitor the targeted specific learning outcomes and the criteria for assessment as you observe your learners throughout daily instruction (activating, acquiring, applying).


Pause , Practice and Reflect…

Part FiveAn Example Theme/Unit:

Goal Setting

The following example theme is built around a reflection and goal-setting learning experience in a multilevel classroom, K-8. It is adaptable to any K-8, multilevel or single-grade, classroom.

Part Five – An Example Theme/Unit: Goal Setting

Part Five – An Example Theme:/Unit Goal Setting


The teacher’s before planning Think About is at the top of the Four Column Planner.


GLO 1 and GLO2 are the entry points to the FFI document and the targeted outcomes from the outcome map are penciled into Column 1.


The learning and teaching strategies from Column 2 in the FFI document are chosen to meet the needs of the learners. (Choose 1-2 strategies when you are just starting out. Your repertoire will grow with practice.)


The formative and summative assessment criteria from Column 3 in the FFI document are also noted in column 3 on this planner.


The student learning resources for the learning and teaching experience are listed in column 4.


Also, connect to BLM 5 – Focused Observations. Independent Together:

Supporting the Multilevel Learning Community,

2003.

To learn more about planning for inquiry visit the Multilevel Learning Community at http://www.edu.gov.mb.ca/k12/cur/multilevel/community.html



Consider using BLM 9 (The Four Column Planner) and Appendix B: Planning Model (for Inquiry)

Appendix B: Planning Model (for Inquiry) at http://www.edu.gov.mb.ca/k12/cur/multilevel/integrated_inquiry.html


BLM 9 (The Four Column Planner) can be downloaded at http://www.edu.gov.mb.ca/k12/cur/multilevel/blm/blm_9.doc


Learning through Integrated Inquiry can be accessed at

http://www.edu.gov.mb.ca/k12/cur/multilevel/integrated_inquiry

.html

Appendix B: Planning Model (for Inquiry) can be downloaded at http://www.edu.gov.mb.ca/k12/docs/support/multilevel/appendices.pdf


This Four-Column Planner has been adapted to show curricular integration (Column 1)



Column 3 allows for planning of guided inquiry which reflects the Gradual Release of Responsibility from teacher-led to student-led inquiry.

Reflect on…

• Your students’ learning needs and your instructional goal(s).• Using the icons to enter your FFI “toolbox”.• Scanning the GLO outcome maps to target 1-2 SLO’s.• Reading the four columns to determine activating, acquiring, and applying

strategies (column 2) for learning, teaching, and assessment.• Noting the Focus for Assessment in column 3 to ensure appropriate criteria

is being referenced.• Choosing a planning template and assessment recording form to work for

you.

Responsive practice starts andculminates with reflection-

it is on-going and cyclic.

Part Five – An Example Theme/Unit: Goal Setting

Reflect on… The English language arts curriculum in your classroom

Hear

Notice / See

Think / Feel / Wonder?

My Next Step(s)…

Use BLM 1.http://www.edu.gov.mb.ca/k12/cur/multilevel/blm/index.html


Bibliography

Independent Together: Supporting the Multi Level Learning Community. Manitoba Education

and Youth, 2003 http://www.edu.gov.mb.ca/k12/cur/multilevel/index.html

Kindergarten to Grade 4 and Grade 5 – 8 English Language Arts: A Foundation for Implementation. Winnipeg, MB: Manitoba Education and Training, 1998. http://www.edu.gov.mb.ca/k12/cur/ela/curdoc.html#A%20Foundation%20for%20Implementation

McTighe, Jay and Wiggins, Grant. Understanding by Design. Association for Supervision and

Curriculum Development. 1998. http://www.jaymctighe.com/articles.html

Planning for Quality Learning, Instruction, and Assessment

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