Effective learning is cyclical in nature. Needs are identified, goals are put into place, learning occurs either individually or in groups, and then coaches follow up on the extent to which the learning goals were met. Then new goals can be made and the process repeats. Lifelong learning means that no one is ever really “done” learning.
Due to this cyclical nature, I feel it is appropriate to incorporate evidence I used for substandard 4A (identifying needs) to this substandard (evaluating results).
A framework for which to provide feedback is a valuable tool for coaches. In my 2018 post on Tools to Evaluate 21st Century Learning, I explain three resources and provide forms that coaches can use in the evaluation process. An overview of those resources can be found below. For more detailed information and additional documents, please see my post.
Evaluation Tool 1: Council for 21st Century Learning
The Council for 21st Century Learning is committed to supporting 21st-century learning by offering consulting and training to districts and schools. Their work begins with a diagnostic to identify areas of need. Support is then provided through coaching, workshops, and presentations.
Evaluation Tool 2: Strengthening Your Reflective Commentary
This tool was created by AJ Castley and is included in various methods on the Warwick Learning and Development Centre for teachers to self-assess. The form provides teachers with 7 open-ended questions to consider their teaching across 3 areas: teaching, assessing, and curriculum design. Within each broad question are more particular questions designed to walk teachers through a deep analysis and reflection of what went well and what could be improved within a given lesson. Some of the guiding questions include “Why did you do it that way? How else might you have done it?”
Evaluation Tool 3: Learning Design Matrix
The Learning Design Matrix was adapted from Eeva Reeder, a frequent Edutopia contributor on Project Based Learning. Within the four-square matrix, teachers and coaches can consider elements of a 1) Standards-Based Task, 2) Engaging Task, 3) Problem-Based Task, and also how technology enables and/or accelerates learning of that given task. Rather than viewing the matrix as a comprehensive to-do list, it is helpful to choose several key elements and consider how a lesson you’ve taught or want to teach fits within those elements.