Calvert Digital

Learning Design and Research Base

The Calvert Digital Framework
Calvert Digital is designed based on the principles
outlined in the National Academies of Science,
Engineering, and Mathematics publication, How People LEARNER KNOWLEDGE
CENTERED CENTERED
Learn. In this comprehensive report, Bransford et al.
(2018) summarize a large body of research around
how students learn, integrate, and retain concepts.
ASSESSMENT
The authors describe a framework that provides the CENTERED
optimal learning environment for fostering long-term
learning: an environment that centers on the learner,
knowledge, and assessment.

Calvert Digital uses the PLUS Framework to deliver high-quality curriculum that
embodies these three important principles. The framework consists of four elements:

P L U S

Project Learn Use Show

Projects are embedded Courses contain Students complete Students have many
throughout Calvert a variety of active mastery assessments opportunities to show
courses to give students learning activities that at the end of each what they've learned
fun and engaging encourage students to lesson to ensure that and receive teacher
real‑world opportunities think independently and they can use what feedback.
to creatively show what formatively assess their they have learned and
they have learned. understanding. demonstrate mastery.

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The Research Behind Calvert Digital

The Calvert Digital curriculum brings the PLUS framework to life through principles of learning design
featured in the work of John Hattie. John Hattie conducted a meta-analysis of over 800 evidence-based
educational research studies to identify practices with the highest positive impact on student learning,
which he ranked by effect size (Hattie, 2009, 2015). Calvert Digital’s learning design is based on high-impact
instructional practices identified by Hattie: explicit instruction, active learning, project-based learning,
scaffolding, feedback, and evaluation and reflection.

Explicit Instruction Active Learning

Structured instruction Students actively
that supports participate in doing
successful learning with as they learn, rather
clear skill statements, than receiving a one-
teacher preparation, way transmission of
and predictable steps. knowledge.

Project-Based Scaffolding
Learning Just-in-time supports
Projects motivate students buoy all students to
and provide authentic achieve grade-level
opportunities for sustained learning; scaffolds are
inquiry, reflection, revision, removed as learners
and sharing. gain independence.

Feedback Evaluation and Reflection

Teachers are supported Prompts throughout the
in providing expert curriculum ask students to
feedback in Teaching reflect on their work and learning
Notes and Quick Checks process; resources support
to clarify student students in evaluating and
misconceptions. revising their work as needed.

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Explicit Instruction
Explicit instruction refers to a variety of research-based practices that deliver instruction in a clear
and concise way with the specific goal of reducing students’ cognitive load (Adams & Engelmann,
1996; Hattie, 2009). Calvert Digital uses direct skill statements to focus student attention on the most
important concepts, as well as offering rubrics for supporting student success Other explicit instruction
features include:

Stated objectives that describe lesson Clear definitions of quality work, defined
learning outcomes. by rubrics and student models.

Effective teaching
methods, such
as modeling,
experiments,
exploration, and
practice
(e.g., shared writing,
problem sets,
simulations, and Use
for Mastery checks).

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Active Learning
Active learning occurs when students have
opportunities to determine relevance, self-organize
information, and integrate learning with their prior
knowledge. (Mayer, 2004, 2009; Mayer et al., 2009;
Hattie 2012). Calvert Digital integrates questioning
techniques and quick student responses within
learning experiences that serve this important
purpose. Examples can be found in Teaching Notes,
Quick Checks, and Use for Mastery features. These
elements focus students on big ideas and lead
learners from discrete skills to deeper understandings. Projects leverage unit learning, integrate with
daily activities, and support discussion between students and Family Learning Guides or peers.

Project-Based Learning
Many Calvert curriculum units include Projects that motivate
students with real-world scenarios and opportunities for
extended learning application. The Projects are woven
throughout the unit as motivating opportunities for independent
skill practice that spark memorable learning. Aligned to the Seven
Essential Project Design Elements of Gold Standard PBL developed
by PBLWorks (formerly Buck Institute, 2020), Projects include
challenging problems, sustained inquiry, authenticity, student
choice and selection, revision, and a public product.

Scaffolding Web  A  Graphic Organizer

Title:  ______________________________________  

Instructional scaffolding is a process in which temporary supports are provided to

help students master new content and are then systematically removed as students
gain independence (Hattie, 2015, p. 129). Volman & Beishuizen (2010) also note
that scaffolding keeps students on track, helps them meet task requirements, and
facilitates performance while decreasing frustration. Calvert Digital offers multiple
scaffolds, as well as Teaching Note guidance on when to remove them, including:

fillable graphic organizers

math manipulatives
word banks
sentence frames
multimedia support

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Feedback
Feedback from a teacher or a learning system
in response to student work draws student
attention to a gap in knowledge and fosters
improvement. Feedback can address processes,
information, misunderstandings, or motivation
to lead students to success (Hattie & Timperley,
2006). In Calvert Digital, Teaching Notes support
adults in providing student growth-producing
feedback. Quick Check formative assessments
describe why answers are correct and repair
student misconceptions.

Evaluation and Reflection

Research underscores the importance of helping students evaluate their work, identify mistakes, and
create a plan to improve (Nuckles, Hubner, & Renkl, 2009). According to Hattie (2012), “students can
use prompts to monitor and reflect on their own learning approaches.” Within the lessons, reflection
prompts ask students to think critically about their process and resulting work (e.g., Was the problem in
your experiment solved?) Similarly, each lesson contains Use for Mastery guidelines that ask students to
evaluate the quality of their response before submitting for grading. Finally, a Project rubric prompts
student self-evaluation and reflection of their work.

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References
Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 20 years beyond DISTAR. Educational
Achievement Systems.

Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school
(Expanded ed.). National Academy Press.

Gold Standard PBL: Essential Project Design Elements. (n.d). Retrieved from https://www.pblworks.org/
what-is-pbl/gold-standard-project-design. (2020)

Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Routledge.

Hattie, J. A. C. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Hattie, J. A. C., & Timperley, H. (2006). The power of feedback. Review of Educational Research, 77 (1),
81–112.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for
guided methods of instruction. American Psychologist, 59, 14–19.

Nuckles, M.; Hubner, S.; & Rendl, A. (2009) Enhancing self-regulated learning by writing learning
protocols. Learning and Instruction, 19, 259-71.

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