What is learning, how does it happen, and what does it look like? 

No set of questions is more complex and relevant in driving the work of our school. And while simple answers don’t exist, simple frameworks that can guide our inquiry do. To this end, CIS has adopted a concise framework developed by the Common Ground Collaborative to guide our ongoing inquiry into student learning and how we can best foster and grow it.

The framework begins and ends with a clear definition of learning: Learning is the ongoing process of growing and demonstrating Conceptual Understanding, Competencies, and Character in lasting, impactful ways. If we are serious about making learning the core of our school, it is essential that we work from a shared definition. Conceptual understanding has to do with “big ideas” that stick with students. Competencies are both content specific, as well as timeless, interdisciplinary skills than demonstrate understanding and prepare students for success in the world. Character refers to both personal values as well as to dispositions towards learning. These “3 Cs” are not causes of learning. Nor are they checklists that indicate learning. Rather, these three strands are conceptualized as intrinsic, interwoven, and interdependent features of learning.

To ensure our definition of learning is more than words on a page, we have to deeply understand the key concepts implicit in it. The CIS Learning Principles are articulations of the foundational concepts. Their purpose is to guide all of our work and provide clarity in important decision making.

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