In this article you will learn…

• The Learning Context is the phase of the lesson when the teacher informs students about what they will learn, why this learning is important, and how it connects to previous and future learning, and this information is restated during the Learning Application
• Students who know why they are learning a skill are more able to connect lessons and understand how each lesson builds upon each other and leads toward an identified future application.
• Teachers who have a classroom full of students who can articulate why they are learning a skill will have students that take ownership of where they are in the learning process towards an identified future application.

In this article you will learn…

• The Learning Outcome is the phase of the lesson during which students specifically understand what they will be learning and how they will show they have learned it.
• The learning outcome should be stated, written, discussed, or addressed as determined by student needs, and students will have the opportunity to produce or demonstrate the learning of this outcome during the Learning Demonstration
• Teachers who have a classroom full of students who can articulate what skill they are learning will have students that buy-in to their learning as they see value and progress in meeting the identified learning demonstration of the lesson.

In this article you will learn…

• The Learning Process is the phase of the lesson during which students are actively engaged in learning the skills stated during Learning Outcome.
• That at the end of this phase, students will be able to successfully complete the Learning Demonstration.
• Teachers decide which instructional strategy or methodology will most effectively and efficiently teach students the outcome of the lesson, and students must understand these choices if they are to build metacognition and answer the question, “How will I learn this?”

In this article you will learn…

• The Learning Demonstration is the phase of the lesson during which students produce work that shows they can demonstrate the skill independently and accurately.
• Students who know how they will demonstrate their learning will understand and articulate how they will know that they have learned, via a demonstration or product, by the end of the lesson.
• Teachers who have a classroom full of students who can articulate how they know when they are learning will have students who take ownership of where they are in learning the skill or content during the lesson and can articulate what differentiated or additional supports they may need to meet the identified learning demonstration.