IFL Tour of Texas - Creating Interactive Learning Experiences in Texas Classrooms
November 2017 - March 2018
Coherence, Continuous Improvement & Agency
Building Better Systems to Support Diverse Learners
May 8-11, 2018 | Hotel Monaco, Pittsburgh
Supporting Early Literacy Through Text, Task, and Talk
in Texas Early Learning Classrooms
March 21 | April 17 | May 2
Powerful learning for educators. Every student succeeding. Equitable change for all.
What is the Institute for Learning?
The Institute for Learning (IFL) is an outreach of the University of Pittsburgh's Learning Research and Development Center (LRDC). Comprised of scholar practitioners, the IFL helps educators bring what research tells us about teaching and learning into classrooms to help students grow their intelligence and reach the high standards demanded by today’s colleges and workforce. We believe—and research confirms—that virtually all students are capable of high achievement, if they work hard at the right kinds of learning tasks.
The Principles of Learning are a set of features that are present in classroom and schools when students are successful. They summarize decades of learning research. These theory and research-based statements form the foundation of the IFL's work and are designed to help educators analyze and improve teaching and learning for all students.
Talking with others about ideas and work is fundamental to learning. But not all talk sustains learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable Talk practices seriously respond to and further develop what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion.
The IFL's Content-Focused Coaching® (CFC) model maximizes the coaches' role as an instructional support for teachers in a content area. We take a systemic approach to supporting districts in using coaches effectively to advance student learning in ELA/literacy, mathematics, and science.
IFL fellows collaborate with teachers and leaders in schools on continuous improvement projects. These projects identify content-based problems of practice, determine their root causes, define goals and a theory of action to address the goals. Through the course of the rapid inquiry cycles, participants develop interventions and collect data to assess those interventions.
"The only way to achieve this higher level of skill and ability in the population at large is to make sure that all students, not just a privileged and select few, learn the high-level, symbolic thinking skills that our society requires. Equity and Excellence, classically viewed as competing goals must now be treated as a single aspiration."
-Lauren Resnick, From Aptitude to Effort