• IRIS Center
  • COVID-19 RESOURCES
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • IRIS Alignment Tools
      HLPs, SiMRs, & CEEDAR ICs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • For Faculty
      Sample syllabi, curriculum matrices, & more
    • For PD Providers
      Sample PD activities, planning forms, & more
    • For Independent Learners
      Resources & tools for independent learners
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • Glossary
      Disability related terms
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • School & District Platform
      A powerful tool for school leaders
    • Log in to Your IRIS PD
    • Micro-credentials
      Short. Focused. Intense.
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • Learner Outcomes
      Summaries of module effectiveness
    • Consumer Satisfaction
      Feedback and testimonials from IRIS users
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • About
    • Who We Are
      Our team, experts, & advisors
    • What We Do
      Our resources & process
    • Contact Us
      Get in touch with IRIS
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • AAA
  • Module
  • Challenge
  • Initial Thoughts
  • Perspectives & Resources
  • Wrap Up
  • Assessment
Challenge
Initial Thoughts
Perspectives & Resources

How can faculty present important content to be learned in ways that improve student learning?

  • Page 1: Overview of the HPL Framework
  • Page 2: Learner-Centered Learning Environments
  • Page 3: Knowledge-Centered Learning Environments
  • Page 4: Assessment-Centered Learning Environments
  • Page 5: Community-Centered Learning Environments
  • Page 6: Balanced Learning Environments

Is there a tool or format that helps faculty organize effective instruction?

  • Page 7: What is the STAR Legacy Cycle?
  • Page 8: How Is HPL Embedded Into the Cycle?

Are there modules available for faculty use that are based on learning science research and, therefore, really do increase student learning? If so, how can faculty use them?

  • Page 9: IRIS Overview
  • Page 10: Considerations for Application

Resources

  • Page 11: References & Additional Resources
  • Page 12: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

Is there a tool or format that helps faculty organize effective instruction?

Page 7: What is the STAR Legacy Cycle?

The STAR Legacy model is actually an inquiry cycle that was designed with the basic principles of the HPL framework embedded in it. It helps instructors create lessons, and it facilitates the creation of a balanced learning environment. Click on the movie that follows to hear John Bransford describe STAR Legacy (time: 2:10).

/wp-content/uploads/module_media/hpl_media/movies/hpl_page07_bransford.mp4

View Transcript

Transcript: John Bransford, PhD

Well, this STAR Legacy Module was developed at Vanderbilt in collaboration with Dan Schwartz and Sean Brophy and Xiaodong Lin and myself. And what we tried to do is create a framework that would facilitate learning, that really meshed with a lot of teachers’ intuitions about what would help them teach more effectively and was consistent with the research literature on how people learn. So, in a nutshell, what we do is we start with a Challenge that you can see in front of you, and that’s usually some kind of vignette, hopefully that grabs people’s interest and that they can see very quickly is relevant to them or not. That vignette always ends in a Challenge where then you ask people to write down in some way their Initial Thoughts, their initial thinking about the Challenge. So you want them to capture their preconceptions about it.

Once they do that, then this really sets them up for a much more interesting experience of listening to Perspectives and Resources, because even if a perspective says something that you recognize as being true but you didn’t think about it in your Initial Thoughts, it still gives you this insight like, “Oh boy, I didn’t think about that.” So you get a lot of “ah-hah” experiences by listening to a number of different experts’ ideas about a Challenge. After Perspectives and Resources, we really want people to kind of be able to test their mettle through Assessment, and self-assessment for adult learners is a really good way to do this. And they can see if they’ve really captured the essential parts or not and you look at the double arrow here: If they haven’t, then they can go back and re-look at some resources to just make sure they’ve really got the points. And then finally we do a Wrap Up, which is a summary for them of kind of what were the initial points here, and then they get to write down their later thoughts as well. And one nice thing about that is then they can compare them to their initial thoughts and get a sense of how much they’ve learned. And then we looking at the modules can also see if there’s a module and there wasn’t much change from Initial Thoughts to the Wrap Up, we know that we haven’t done a good job, and so we can undergo continuous improvement on it.

Print Friendly, PDF & Email
Back Next
1...56789101112
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Our Values
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2021 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College