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Table 1.
Dimensions of adaptation.
AnalysisStrategy for Adaptation
  • 1.

    Identify learning expectations and expected learning outcomes or “Learning Performances.”

 
Recast learning goals in terms of expected Learning Performances to determine if students understand the learning goal (i.e., recast as “Students will be able to…”). 
  • 2.

    Identify the driving question for students' inquiry in each instructional activity.

 
Make the driving questions explicit, and use them to direct and constrain the inquiry. 
  • 3.

    Identify resources and activities that relate to Learning Performances (#1) and driving questions (#2) directly.

 
Ensure that resources and activities are all related to #1 and #2, by identifying the learning performances that should result from each activity, and ensure that they build toward the Performance Expectation. Eliminate those that are not directly related! Ensure that resources provided can support the performances. 
  • 4.

    Clarify how students will make meaning, and how you will use the Learning Performances formatively.

 
Look for opportunities for students to make meaning through the Learning Performances, e.g., by analyzing data, reflecting on observations, discussing and synthesizing the implications of their work. 
  • 5.

    Identify what evidence students will use to draw and communicate conclusions.

 
Students can derive evidence from several types of data; remember that students learn when transferring knowledge from one representation to another. 
  • 6.

    Assemble the revised instructional activities.

 
Now examine the sequence for pedagogical coherence between Learning Performances, and for the best use of materials and resources. 
  • 7.

    Prepare your own inquiry: What questions are you left with about the clarity, sequence, and depth of the unit as you've adapted it?

 
Identify two or three areas or elements that seem particularly important to observe, and decide what will count as evidence to you that the materials and their sequence support students' successful Learning Performances. 
AnalysisStrategy for Adaptation
  • 1.

    Identify learning expectations and expected learning outcomes or “Learning Performances.”

 
Recast learning goals in terms of expected Learning Performances to determine if students understand the learning goal (i.e., recast as “Students will be able to…”). 
  • 2.

    Identify the driving question for students' inquiry in each instructional activity.

 
Make the driving questions explicit, and use them to direct and constrain the inquiry. 
  • 3.

    Identify resources and activities that relate to Learning Performances (#1) and driving questions (#2) directly.

 
Ensure that resources and activities are all related to #1 and #2, by identifying the learning performances that should result from each activity, and ensure that they build toward the Performance Expectation. Eliminate those that are not directly related! Ensure that resources provided can support the performances. 
  • 4.

    Clarify how students will make meaning, and how you will use the Learning Performances formatively.

 
Look for opportunities for students to make meaning through the Learning Performances, e.g., by analyzing data, reflecting on observations, discussing and synthesizing the implications of their work. 
  • 5.

    Identify what evidence students will use to draw and communicate conclusions.

 
Students can derive evidence from several types of data; remember that students learn when transferring knowledge from one representation to another. 
  • 6.

    Assemble the revised instructional activities.

 
Now examine the sequence for pedagogical coherence between Learning Performances, and for the best use of materials and resources. 
  • 7.

    Prepare your own inquiry: What questions are you left with about the clarity, sequence, and depth of the unit as you've adapted it?

 
Identify two or three areas or elements that seem particularly important to observe, and decide what will count as evidence to you that the materials and their sequence support students' successful Learning Performances. 
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