Making Thinking Visible in the Classroom, Lumbra, Summer 2024

Course Description

In a proficiency-based system, learners must demonstrate evidence of their competence with a skill. As teachers, we need to design experiences that allow learners to assess their current state and engage in learning experiences that are tailored for them to move on a progression of learning with opportunities to demonstrate their competence along the way. This course aims to provide teachers with techniques and routines that facilitate assessment for learning in all stages of the learning process.

Audience: K-12 Classroom Teachers

Course Goals & Objectives

Course Goals:

1. Refine the ability to assess for learning.
2. Explore instructional and assessment practices that allow learners to assess their current state and move through a progression to demonstrate proficiency.
3. Design learning experiences that are opportunities for learners to demonstrate their proficiency.

Course Objectives:

• Design formative assessments that make learner’s thinking visible.
• Plan for the use of routines that make thinking visible in the assessment process.
• Design instruction around the learner's current state of proficiency.
• Use learning scales as a tool for reflection and goal setting during the learning process.
• Design a learning experience that allows learners to demonstrate proficiency.

Required Readings:

Ritchhart, R., Church, M. (2020). The Power of Making Thinking Visible: Practices to Engage and Empower All Learners (1st ed.). Jossey-Bass.

President and Fellows of Harvard College. (2022). Project Zero. Harvard Graduate School of Education. https://pz.harvard.edu/thinking-routines

Instructor Biography:

Gabrielle is an educational leader dedicated to transforming educational systems to meet the needs of today's learners in preparation for an unpredictable future. With a background as a special educator, innovation coach, and Flexible Pathways Coordinator, she has developed innovative proficiency-based and personalized learning approaches focused on evidence of learning. Currently serving as the Director of Instruction and Learning at Franklin Northeast Supervisory Union, Gabrielle is working with educators everyday to transform the way think, design, and deliver instruction to increase motivation and learner agency. Her academic journey includes a sociology degree from the University of California Santa Cruz, an M.Ed. from Saint Michael’s College, and a Certificate of Advanced Graduate Studies in Education from Southern New Hampshire University.

For additional course information

Gabrielle Lumbra

802-309-5240

For additional registration information

Center for Schools Team
(802) 468-1325

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