A common theme running through many of our readings is student responsibility. Many of our authors cite this as a benefit of differentiated instruction. However, students do not magically develop responsibility because you differentiate. Rather, if you plane out the necessary steps, it is something that will develop overtime. One strategy for developing student responsibility are by creating learning contracts. Describe are the basic elements of learning contracts and how might you use them to help you to differentiate instruction? Explain appropriate times to use them and cautions to consider before introducing them to your students.
I like what you shared about using these a guide so that students are able to see the big picture. This past year we went along with the pacing guide and the other teachers already knew what was coming up next but for me it was almost like follow the leader. I like the idea of analyzing the unit as a whole with the students and having them participate as facilitators of their own learning. Very cool.
ReplyDeleteI have never used learning contracts before, but it seems like an interesting idea. We have used action plans that seem similar but they address behavior issues and another that is used for student led conferences where the students see where they are and create goals for the next term. I would have liked to try this with my fourth graders, seems perfect for projects if you wanted to try something other than checklists. These learning contracts are used as a guide and a way for students to self assess their work and work ethics. This is like an outline of what the student will be doing, how they will be doing it, and what resources or materials they may need while working on the assignment. I would be cautious about using them with younger students because they may not be able to read or sequence properly. With older students I would be careful not to overly use contracts and mainly use them for more lengthy (time wise) assignments like projects. I do think this would be a nice intervention to use with students that lack motivation, procrastinate, or have difficulty staying focused.
ReplyDeleteI have never used learning contracts in my classroom. I have heard of them, but the opportunity never arose for me to use one with my students. Learning contracts are when a teacher and a student make an agreement on schoolwork. The agreement identifies the outcome of what is learned and how it will be learned. It also denotes how the learning will be evaluated. Students could be pre-assessed in a topic that I was going to teach. For students who excelled in the subject, I would introduce them to the learning contract. They would work independently while I did direct instruction with the ones who did not know the topic. Possible times to use a learning contract could be during a unit of study or a topic the students already have an advanced understanding of. I believe cautionary times of using a contract would be when it involved younger students and in the beginning of its use.
ReplyDeleteSome students like to know from the beginning what needs to be done. They want to know what is expected of them the entire time. They can manage their time wisely to accomplish the task.
ReplyDeleteI like that too- specifically for the kids that need to see where we are headed!
ReplyDeleteI have never used true learning contracts before in my classroom. We, like Shunta, have a behavior contract, which I am sure is similar with the focus on a different topic. The learning contract would map out the outcome and how the student will get there. I would like to use a learning contract with my 6th grade students next year when we dive into our independent studies. I feel that this would be a self-checking tool for the kids to use to stay on track, as they can often get distracted when working on a lengthy project!
ReplyDeleteI have never used learning contracts but I think it is a good idea. The teacher and the student both know what is going to be studied and what is expected during a unit. This would help the students guide their own learning understanding what is due, when it is due, what is required, and how many points it is worth. To me, it is similar to our learning modules. We know what we have to do, we have a rubric to show what has to be completed for each grade, and we have a time when it is due. This is basically a learning contract that is not signed.
ReplyDeleteI like the idea of contracts, because they are a way of keeping students accountable. Contracts are a part of everyday life for adults, so there are many teachable moments to share about how and why they work. We enter into a contract with our students and their significant adults about serving their needs as gifted students so it would sound logical that students should enter into a contract with us as a way of understanding what they are expected to do as well. Last year I was surprised to realize that they know so little about how the gifted program works.
ReplyDeleteContracts could be used as a tool to explain how regular classes or the program fits into the three elements of grading described by Heacox. Contracts can be standard use, for example if you borrow my books you agree to return them in a timely manner in good condition or negotiated where students understand that they don’t have to sign them without asking for modifications. Rewards can be given for early completion. They can be used on an individual or whole class basis.
If we can increase intrinsic motivation in our students, then we have achieved something. When students work with their teacher and agree to a learning contract (the goals of the contract, obligations of each person involved, and time frame for everything to be completed), it can give them a sense of ownership to their education which in turn, can create the intrinsic motivation we want to see in our students. They are no longer just working for points on a test or a letter grade. They are working for something that they helped to create. The teacher facilitates this and places all of it within the guidelines that need to be, but allows the student or students to feel like they are part of the decision making process. Structure is key for the teacher. The teacher must maintain order and accountability to keep everything together and see that everything is followed through.
ReplyDeleteThe basic elements of a learning contract are as follows:
ReplyDeleteOutcomes: What needs to be accomplished, how it will be accomplished, and proficiency level required to meet the outcome.
Resources: Any materials needed to accomplish the learning outcome.
Learning Alternatives: The different types of learning the student may use or encounter during the achievement of the learning outcome.
Reporting Alternatives and Assessment: Type of evidence that will determine that the outcome has been met. This includes a self-assessment as well as the multiple ideas/options for products.
Learning contracts are a wonderful way to differentiate instruction. Students should be heavily involved in the creation of the learning contract, and as such, they can guide and direct their own learning. These contracts can extend and enrich learning, which is essential in the development of a gifted student’s gifts and talents. Learning contracts also allow student developed challenges that are appropriate for the student’s learning potential. Pacing is dependent upon the student and can be adjusted based on the prior knowledge of the student as well as how fast the student grasps concepts.
Learning contracts can be applied to any learning situation for gifted education, as long as the student is ready for the semi-autonomy and self-pacing responsibilities that come with these opportunities. Specifically, learning contracts would be ideal for students who are advanced far beyond their peers in a particular subject or for the student who has a particular passion or interest and wishes to pursue research in that area.
A few cautions in using learning contracts: the criteria to meet the learning outcomes must be clear and concise; outcomes need to be linked to appropriate standards for the unit; directions for the student need to be clear; the criteria for assessment needs to be related to the learning outcomes; and a timeline for completion of products or attainment of outcomes must be readily available and accessible to the student at all times.
Learning contracts must involve good management by the teacher and student. Not all students will respond to or like to use learning contracts. For those students who do like learning contracts, each must be personalized for the student in order for maximum effectiveness.
A learning contract is a document, containing outlined behavioral/learning objectives that are the result of consultation between teacher and student (sometimes parents), which is signed by the students and teacher, indicating agreement on those goals. The main elements of a LC are Statement of Purpose (Why?); Students Actions (What?); Teacher Actions (Shared investment in learning outcomes); and Sign-Off (promissory contract). LCs are great tools for creating differentiated instruction because they can serve the same purpose as IEPs, documenting precise plans and goals that accommodate the individual learner. Here, gifted or advanced students can go into detail about how they want to approach enrichment material and thereby establish a reference point to go back to- a guide to encourage self-directed behavior.
ReplyDeleteI think this tool could be successfully implemented in a group or with an individual, the point being that students and teachers have publically made a promise and feel a sense of accountability through that. That being said, underachievement is an issue that may be improved through the use of LCs. Before singling out a student for this or any individualized attention, I would be aware that other students are watching how much singular interaction you engage in with certain students and will formulate conclusions about why that is the case. Each student should get some form of individualized attention. Also, students may be resistant to contracts at first, however, we should recognize that being proactive is harder than being reactive, and this is part of their making that transition. Lastly, it is imperative for teachers to include themselves in the contract and then uphold their end of the bargain if they want to see successful outcomes.