Evidence-Based Learning Map

6 Elements

The following six elements (Learner, Teacher, Target, Assessment, Instruction and
Management) are addressed within each of the 4 stages of the Learning Map.
Characteristics of each of the elements are listed below to help guide teachers’ thinking
about the design and implementation of instruction for all learners.

TK12 Learners
·​ ​Academic Levels (upper, middle, lower)
·​ ​Life Experiences (e.g. cultural interests, SES)
·​ ​Gender Considerations
·​ ​Language(s) Considerations
·​ ​Social-Emotional (e.g. self-actualization, resiliency, independent/dependent,
social/individual, self-efficacy, locus of control)
·​ ​Aspiration, Interests, Preferences, Strengths (e.g. Gardner’s’ MIs)
·​ ​SEL Factors
·​ ​Cognitive Abilities (e.g. attention span, memory, organizational, critical thinking)
·​ ​Psychomotor Abilities
·​ ​Attitudinal Factors (e.g. motivation)
·​ ​Exceptionalities

Teacher​ (Knowledge, Beliefs, Practices)

·​ ​Self as Teacher and Learner
o​ ​Biases/Stereotypes
o​ ​Funds of Knowledge (e.g. biography/life experiences, influencers, cultural, linguistic)
o​ ​Healthy and Resilient
o​ ​Community
·​ ​Dispositions (e.g. STARS, positive view of self & others, empathy, openness to
change, commitment)
·​ ​Social-Emotional Learning
·​ ​Expectations of Students
·​ ​School / Community
·​ ​Curricular Approaches (e.g. Humanistic, Academic/Classics, Social Reconstruction,
Cognitivist, Holistic)
·​ ​Guiding Tenets (e.g. Learning Theories, Philosophies, Ethics)
Target
·​ ​Academic Standards (e.g. CA-CCSS, NGSS, academic language development,
frameworks)
·​ ​Goals/Outcomes: Group and Individual(s)
a. Academic (cognitive, psychomotor, affective)
b. Management/Behavioral/Social Skills
c. IEP, 504
d. Socio-Emotional (e.g. character, moral & ethical development)
·​ ​Key and Supporting Subject-Matter Knowledge and/or Skills Areas as well as
Possible Misconceptions

AIM​ (Assessment, Instruction, Management)

·​ ​Assessment – Continuous (ongoing) for Learning
o​ ​Formal/Informal Types (e.g. prior/during/after; formative/summative; criterion/norm
referenced)
o​ ​Student-self Assessment
o​ ​Subject-Matter Embedded Assessment (Learning Assessing Activities … Learning
Products/demonstrating learning)
o​ ​Behavioral/Social Skills (e.g. performance-based, observations, running records,
frequency rates)

·​ ​Instruction ​ (Research-Based/Situated/Contextualized/Experiential)
o​ ​Behavioral (e.g. Direct Instruction, Mastery Learning)
o​ ​Information-Processing (e.g. Concept Attainment, Concept Development)
o​ ​Social (e.g. Cooperative Learning, Group Investigation, Knowledge Construction)
o​ ​Inquiry / Cognitive (e.g. Problem-Based Learning, Research/Inquiry-Based, Group
Investigation)
o​ ​Student-Centered (e.g. Project-Based Learning, Concept Development)
o​ ​Teacher-Directed (e.g. Direct Instruction, Concept Attainment, Explicit Teaching)
o​ ​Culturally Relevant Pedagogy
o​ ​Technology Mediated (e.g. blended, online, video-games)

·​ ​​ anagement / Environment Models

M
o​ ​Discipline Models (e.g. Behavior Management, Assertive Discipline, Positive
Behavioral Support)
o​ C
​ lassroom Management Models (e.g. Choice Theory, Wm. Glasser, B. Coloroso,

Jones, Wong)
o​ ​Community Building / Social – Restorative Justice
o​ ​Organizational strategies within classroom setting