a list of signals to the learner about the destination and a map of how they will get there.

a daily statement of what the learner is expected to learn in a given lesson.

a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.

the minimum a student must learn to reach high levels of learning.

the depth of thinking the learner will engage in as they move through the learning progression.

a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

verbal knowledge or factual knowledge

the depth of thinking the learner will engage in as they move through the learning progression.

a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

verbal knowledge or factual knowledge

the depth of thinking the learner will engage in as they move through the learning progression.

a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

verbal knowledge or factual knowledge

the depth of thinking the learner will engage in as they move through the learning progression.

a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

verbal knowledge or factual knowledge

the depth of thinking the learner will engage in as they move through the learning progression.

a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

verbal knowledge or factual knowledge