Embedded Files
The Archdiocese of San Francisco curriculum includes rigorous standards that serve as a foundation when designing instruction for the students in our schools. The progression of learning for every student to meet and exceed these standards is provided by the ADSF Proficiency Scales. The proficiency scales provide clarity and calibration of high expectations for every student/child, are based on prioritized critical concepts, knowledge, and skills that serve as building blocks for current and future learning, and serve as the guaranteed curriculum. Proficiency scales combine overlapping and repetitive standards in an efficient and clear manner providing educators, students, and parents with a clear and consistent visible curriculum.
ADSF Essential Standards and Proficiency Scales
Proficiency Scales
Proficiency scales articulate learning progressions and can inform how teachers plan lessons and assessments.
Teachers can consider three types of lessons when using a proficiency scale to plan instruction: (1) direct instruction lessons, (2) practicing and deepening lessons, and (3) knowledge application lessons.
By examining the levels of a proficiency scale, teachers can determine the kinds of assessments and assessment items that are best suited to 2.0, 3.0, and 4.0 content.
Instruction in the Archdiocese of San Francisco is engaging and motivating, addressing the diverse needs and capabilities of each student. ADSF educators demonstrate an understanding of high-impact research-based instructional strategies and how students progress through the curriculum. College and Career Readiness instruction includes creativity, collaboration, communication, and critical thinking through the use of technology, tools, and a variety of materials. Educators are adaptive and respond in the moment, with in-depth knowledge and skills of their content. Faculties collaborate to continuously develop, implement and improve the effectiveness of the curriculum and instruction resulting in high levels of student achievement. Professional learning is embraced to improve learner outcomes and meet the challenges of a diverse, globalized, high-tech, and rapidly changing world.
“Children must be taught how to think, not what to think.” Margaret Mead
“Children must be taught how to think, not what to think.” Margaret Mead
For learners to thrive in the 21st century, they must be able to share their thinking in the most accessible way for ‘active engagement ’ with others.
Thinking Routines (Project Zero-Harvard)
Thinking Routines (Project Zero-Harvard)
A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking.
EduProtocols
EduProtocols
“EduProtocols are instructional lesson frames that are designed to engage students in learning through critical thinking, collaboration, communication, and creativity. EduProtocols can be used with any subject, any grade level.”
How to use EduProtocols for ADSF (videos, samples, etc.)
CyberSandwich CyberSandwich (copy and use today)
Iron Chef Iron Chef (copy and use today)
Thin Slides Thin Slides Deck (copy and use today)
8 Parts of Speech 8 Parts Help Doc & Sample
Random Emoji Power Paragraph Fast and Curious
How to use EduProtocols Social Studies
A Teacher’s Guide to Visible Thinking Activities
A Teacher’s Guide to Visible Thinking Activities
For many students, the thinking behind answers and how other students and teachers reach conclusions is ‘invisible’. By making thinking ‘visible’ students are let into the ‘secret’ of learning by seeing teachers and peers explain their thinking and reasoning.
See Think Wonder Compass Point Peel the Fruit
Question Organiser 3-2-1 Bridge Organiser Six Thinking Hats
Think Puzzle Explore Plus Minus Interesting Think Pair Share
Venn Diagram I Used to Think… Now I Think Jigsaw Strategy
Mind Map Connect Extend Challenge KWHL Chart
About Inquisitive Further Research Concept Map
Tug of War Colour, Symbol, Image Infographic
Step Inside: Perceive, Know, Care About 10 x 2 Visual Thinking Strategy
Blended Learning
Blended Learning
Blended learning is the combination of active, engaged learning online combined with active, engaged learning offline to provide students with more control over the time, place, pace, and path of their learning.
- Catlin Tucker
Archdiocese of San Francisco Academic Excellence Goals and Pathways
Archdiocese of San Francisco Academic Excellence Goals and Pathways
(click button above to access the Educator Pathway webpage
Visible Learning
Visible Learning
The world's largest evidence base on what works best in schools to accelerate student learning
The world's largest evidence base on what works best in schools to accelerate student learning
John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving 300 million students around the world.
Hattie wanted to understand which variables were the most important. Although “almost everything we do improves learning,” why not prioritize the ones that will have the greatest effect?
Hattie set about calculating a score or “effect size” for each, according to its bearing on student learning and taking into account such aspects as its cost to implement. The average effect size was 0.4, a marker that represented a year’s growth per year of schooling for a student. Anything above 0.4 would have a greater positive effect on student learning.
Together with John Hattie, Corwin's Visible Learning+ professional learning enables schools and districts around the world to effectively implement the core findings of John Hattie's research. Explore the Visible Learning MetaX website.
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