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.

In this article you will learn…

• The Learning Application is the phase of the lesson during which connections are made from the current learning to subsequent learning.
• Students who are clear about the future application of a skill or content are more likely to retain the skill or content, apply the skill or content in a variety of ways, and transfer the skill or content to other situations.
• Teachers who have a classroom full of students who can articulate how they will continue to use the learning 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…

• Teaching is a constant stream of decisions made before, during, and after interactions with students and it is critical for teachers to deliberately make the decisions that will increase students’ probability of learning.
• The purpose of a focused Learning Model is to support a teacher to reflect on their own decision-making as they decide what they and their students need to know for each lesson, thereby increasing students’ probability of learning and motivation.
• Teachers utilizing a Learning Model will be supporting their students in knowing what they are learning, why they are learning it, how they will learn it, how they will show they have learned it, how they will continue to use what they learned, and what their role is in the learning.

In this article you will learn…

• The metacognitive side of learning builds students’ motivation, pushes them to higher academic growth, and develops their ownership of their own learning.
• That to build motivation and learnership, teachers need to plan instruction using a focused Learning Model every day and in every lesson.
• Teachers utilizing a Learning Model will be supporting their students in knowing what they are learning, why they are learning it, how they will learn it, how they will show they have learned it, how they will continue to use what they learned, and what their role is in the learning.