Engaged learners

Architecture of Learning

INSTRUCTIONAL DESIGN PROGRAM

How can teachers engage students in ways that capitalize on their ability to gather information, use it to fuel inquiry, and produce growth and solutions for today’s world?

It all depends on learning. When we understand how learning occurs, we can develop instruction that equips students to learn well (know what), respond wisely (know how), and contribute meaningfully (think critically and creatively).

This kind of instruction requires a tested, rubber-meets-the-road strategy; something that is solidly researched, accessible for any educator, and proven reliable. We call it the Architecture of Learning.

I have gained valuable planning and thinking skills in this course.

As I develop my Architecture of Learning Blueprint strands for several Latin grammar concepts, I’m looking at ways to tie to the pattern so that we can keep referring to it in “real life” as well as keep it fresh for Latin connections. I’m also developing a Blueprint for my Anatomy & Physiology class.

The course was so very helpful. I was encouraged and stretched by the comments of other participants, and I have shared what I learned with several colleagues.

Eve Marks, Middle and Upper School Teacher

Architecture of Learning Online Course Participant

This was exactly what I needed to begin the new school year.

I feel re-energized and hopeful, like it’s my first year all over again.

Courtney, Middle School Math Teacher

Architecture of Learning Course Participant

GOOD NEWS! The Architecture of Learning Basic Course is now available ONLINE.

Spring course enrollment opens mid-November 2020.

Online course details

It’s Official! Foundations & Frameworks is now a Clerestory Learning program. Program revisions underway! Watch this brief video for details.

Foundations & Frameworks

 

INSTRUCTIONAL READING PROGRAM

You know your students are capable of deeper book discussions, but helping them discover greater meaning on their own is often unsuccessful. Why?

Understanding reading comprehension—the thinking it requires and knowing how to develop that processing—is the key and requires focused, strategic instruction.

Research tells us to start with foundational knowledge of several areas—reading comprehension, visual tools, collaborative comprehension, vocabulary, and assessment—and then establish solid frameworks and strategies for deep thinking and comprehension. We call it Foundations & Frameworks.

I love how what I learned makes so much sense.

I think about what could be done in my classroom to make teaching and learning so much better. I get so excited when I attend a Clerestory course.

Kristin, Middle & Upper School Learning Specialist

Architecture of Learning and Foundations & Frameworks Course Participant

Fantastic leadership by Kevin—his wealth of knowledge is contagious!

Carrie, Foundations & Frameworks Coordinator

Foundations & Frameworks Advanced Course Participant

GOOD NEWS! The Foundations & Frameworks Basic Course is now available ONLINE.

Spring course enrollment opens mid-November 2020.

Writer’s Stylus

INSTRUCTIONAL WRITING PROGRAM

You know you’re supposed to teach writing, but the textbook is basically a mechanics manual. You cover it all well, but when you ask students to write a draft, their submissions are lacking. What is happening?

Pieces are missing between grammar basics and well-crafted communication. When mechanics, revision, and genre are interconnected, students understand grammar in context. When students experience well-crafted writing examples, are directed through a pre-writing process with idea organizers, are held accountable by rubrics, and coached by teachers who understand their role as editors, skilled writers emerge.

“It puts the focus on communicating clearly and well,” said a course participant. That’s the hallmark of Writer’s Stylus.

My approach to grammar has changed over the course of this training.

While we talked about grammar and mechanics, it didn’t feel like a weight or a burden like it often does within writing.

The modeling and the coaching methods fit extremely well with our organization’s values and purpose of discipling and mentoring.

Hannah, High School English Teacher

Writer's Stylus Course Participant

Kevin challenged us to write our own piece, and this alone forced me to do what I should have been doing all along: writing.

James, High School History Teacher

Writer's Stylus Course Participant