View
214
Download
1
Category
Preview:
Citation preview
Housekeeping Items
Sign-In each dayContracts (sign and return)RestroomsLunchIntroductions
Name, School, Something you’ve done/will do this Summer
Why are we doing this?
State InfluenceInitiative—Essential Standards/Common Core
Standards Adoption 2010-11: Current SCOS taught and assessed 2011-12: Current SCOS taught and assessed 2012-13: Common Core/Essential Standards taught
and assessedHow were the Standards Created? How will this help us
now?http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/PhilDaro_MathStandards/PhilDaro_MathStandards.html
http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/PhilDaro_CollegeReadiness/PhilDaro_CollegeReadiness.html
Math Standards Advances
Focus in early grades on number (arithmetic and operations) to build a solid foundation in math
Evened the pace across the grades
High school math focus on using math and solving messy problems, similar to what would be seen in the real world
Problem-solving and communication emphasized
Plan to Support and Transition
Instructional Toolkits including:
o Crosswalks between Old and New
o Vertical Learning Progressions
o Glossary of Terms
o Unpacked Content
o Assessment Prototypes
o Lesson Plans, Unit Plans
o Diagnostic, Formative, and Benchmarking Assessment Tools
Tools
For All New Standards5
Why are we doing this?
Local Influences:Focus on Developing Professional Learning
Communities Research by Rick DuFour and Robert Eaker Practice embedded in School Reform Models Practice embedded in NC Teacher and Principal
Standards and Evaluation
Research on Best Practiceshttp://www.allthingsplc.info/articles/articles.php
Professional Learning Communities
Essential/Guiding Questions for our PLCs
What do students NEED TO LEARN?What evidence will we gather to monitor student
learning—how will we know WHEN THEY HAVE LEARNED IT?
What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING?
What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY?
How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?
PLC ESSENTIALS
COMMON Curriculum Goals (Aligned with SCOS)
COMMON AssessmentsCOMMON Planning and Collaboration
Common Goals + Common Assessments = Team Approach to teaching and learning
WHY DISTRICT MAPS and ASSESSMENTS?
How can we use our SMART goals and evidence of student learning to inform and improve our practice?
This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….
DESIRED OUTCOMES
Create DRAFT District Curriculum Pacing Guides for Core Subjects K-12
Create DRAFT Unit Plan Frameworks Create DRAFT Common Assessments
for Benchmarking Student Attainment of Goals
Begin the process for Continuous Improvement of Teaching and Learning
What’s the GOAL?
With a partner or others at your table, discuss the question:
WHAT IS THE GOAL OF TEACHING?and
WHAT DOES THE END PRODUCT LOOK LIKE?
Math Needs a Makeover?
Dan Meyer:“Math class needs a makeover…”http://www.freetech4teachers.com/2010/05/dan-meyer-math-class-needs-makeover.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+(Free+Technology+for+Teachers)
Stages of Designing Effective Units
LT
OE
R
U
K
Q
CS
Stage 1 Stage 2 Stage 3
Understandings
Questions
ContentStandards
Knowledge & Skill
Task(s)
Rubric(s)
OtherEvidence
LearningPlan
Why “backward”?
The stages are logical but they go against habits
We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students
By thinking about the essential learning and assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results
The “big ideas” of each stage:
Assessment Evidence
Learning Activities
Understandings Essential Questions
stage
2
stage
3
Standard(s):
stage
1
Performance Task(s): Other Evidence:
Unpack the content standards and ‘content’, focus on big ideas Analyze multiple
sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2
What are the big ideas?
What’s the evidence?
How will we get there?
Subject:Grade Level:Unit Title:
Timeframe Needed for Completion:Grading Period:
Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:
Essential Skills/Vocabulary: Assessment Tasks:
Integration Opportunities:
Essential Questions To Guide Our Work
What is ESSENTIAL to Understanding?
How can the this be organized to maximize understanding?
How can we assess them?
SCOS GOALS
What are the BIG IDEAS or THEMES for this content area K-12?
(Consider the CORE STANDARDS as you look at the current SCOS)
Activity-- Come up with 5 (or more) themes
“Big Ideas” are typically revealed via –
Core conceptsFocusing themesOn-going debates/issuesInsightful perspectivesIlluminating paradox/problemOrganizing theoryOverarching principleUnderlying assumptionKey questionsInsightful inferences from facts
Some questions for identifying truly “big ideas”
Does it have many layers and nuances, not obvious to the naïve or inexperienced person?
Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?
Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?
Is it (therefore) prone to misunderstanding as well as disagreement?
Are you likely to change your mind about its meaning and importance over a lifetime?
Does it reflect the core ideas as judged by experts?
Big Ideas in Math: Examples
• Variables can have different meanings, depending on their use
• "objects and groups“ • Place value (digits have different value based on
placement)• Area• Proportion (part-whole relationships) • Estimations• Patterns and functions• Numeration
SCOS GOALS
What are the BIG IDEAS or THEMES for this content area K-12?
Come up with 5 (or more) themes
Central to Teaching and Understanding
Our goal in designing district units and pacing guides is to provide a guide and minimum standard for curriculum delivery.
ALL students should be taught at the higher level of Bloom’s.
Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.
BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingEvaluating
Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging
AnalysingAnalysing
Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding
ApplyingApplying
Using information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstanding
Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining
RememberingRemembering
Recalling informationRecognizing, listing, describing, retrieving, naming, finding
SCOS GOALS
What are the BIG IDEAS or THEMES for this content area K-12?
Come up with 5 (or more) themes
For one theme, create a question that addresses each area of Bloom’s as it relates to the theme
•VIEW THE QUESTIONS POSED FOR EACH LEVEL AND COMMENT OR POST QUESTIONS REGARDING THE ALIGNMENT WITH BLOOM’S.
Gallery Walk
From Big Ideas to Understandings about them
An understanding is a “moral of the story” about the big ideas
What specific insights will students take away about the the meaning
of ‘content’ via big ideas? Understandings summarize the
desired insights we want students to realize
Understandings, defined:
They are... specific generalizations about the “big ideas.”
They summarize the key meanings, inferences, and importance of the ‘content’
can be framed as a full sentence “moral of the
story” – “Students will understand THAT…” Require “uncoverage” because they are not
“facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood
Exercise: Understandings
For the one unit identified:
Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit.
GREAT THOUGHT PROVOKING OPENERS
GUIDES THE UNIT DELIVERY
OPEN ENDED ASSESSMENT TOOL
ESSENTIAL QUESTIONS
Essential Questions used in teaching
Role of Essential Questions: Asked to be argued Designed to “uncover” new ideas, views,
lines of argument Set up inquiry, heading to new
understandings Deepens understanding Leads to more questions Helps to organize material
Essential Questions
What questions – are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional
work, adult life, as well as in classroom inquiry?
raise more questions – provoking and sustaining engaged inquiry?
often raise important conceptual or philosophical issues?
can provide organizing purpose for meaningful & connected learning?
Sample Essential Questions:
How is math relevant in my life? How does the position of a digit affect the
value of a number? In what ways can numbers be composed or
decomposed? What is the purpose of data displays and
statistical measures? How can the results of a statistical
investigation be used to support an argument?
Why use exponents? How are roots and powers related?
Working on the Work….
For each Theme/Big Idea created in the first activity:
Determine the Essential Understandings List the Curriculum Goals associated with the
Theme/Big Idea Create Essential Questions Identify Essential Skills and Vocabulary
Subject:Grade Level:Unit Title:
Timeframe Needed for Completion:Grading Period:
Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:
Essential Skills/Vocabulary: Assessment Tasks:
Integration Opportunities:
Debrief Day I
3-2-1 Activity List 3 things that you were expecting
when you came in today List 2 “pleasant” surprises Write 1 question that you may have
PositivesPositivesThings to Reconsider ∆Things to Reconsider ∆
Time to Collaborate/Teamwork It was a good pace! Teacher helping out having
participated last week Easy integration and collaboration Working with someone I know High time on task Ease of understanding expectations Something to use this year/product
work Being part of the big picture BREAKFAST!/Healthy food choices Temperature was good Smooth day Have an understanding of what
needs to be done Professionally treated Meeting Pam Working on the computer
Need more time Could have used last year’s
materials Chilly room! More frequent breaks Sat for a while this morning Accountability for all? Technology—when not
working Getting started Less introductions—let’s get
busy! Confused at first as to how it
would all come together Lacked some resources Break down middle group
better
Day 1 Reflections
Expecting to break down the SCOS Collaboration Creation of common assessments Share ideas/get ideas from other
teachers Hard work Teamwork w/ grade Understanding Essential Questions Initiating development of
curriculum map Discussion of essential ideas To be way behind everyone else Learn more about EQ Map out 8th and Algebra Long day/Time pass slowly Expected to be lost in math jargon A new way of writing lesson plans All subjects to be in attendance
To have a better understanding of the sequence of Math SCOS (what should be taught together)
Where the curriculum is going Accomplish a timeline for teaching
math objectives. Plug in resources and activities The task to be more challenging To be overwhelmed with the amount
of work Not to get much done Align standards to make sense to me Easier than last week Didn’t know what to expect To be busy Begin framework for curriculum map Expected difficult program like
Rubicon Expected to be lost in math jargon A new way of writing lesson plans All subjects to be in attendance
3-2-1 Reveals: Expectations BEFORE
Pleasant SurprisesPleasant Surprises Points to ClarifyPoints to Clarify Great people to work with! Accomplished a lot! Cooperation (across the board) Lunch Positive climate (mood and
temp) Seeing/hearing others ideas Fun/Relaxed environment Questions answered/assistance Template provided/Word Good instruction Review of Blooms’ Getting a head start Time flew
Assessment changes? Will this be mandated for all? What if our timeline for Science and
SS doesn’t match the reading guide?
Making common assessments? Are they expected to be complete
for all by the end of the week? How detailed do “Understandings”
need to be? How is this being posted/shared? Will we do the same for Science? Why weren’t last year’s materials
used? Will someone go over our work and
make changes? Am I doing this right? How will results of district
assessments affect instruction? Is Early College using same maps?
3-2-1 Reveals
From Big Ideas to Understandings about them
An understanding is a “moral of the story” about the big ideas
What specific insights will students take away about the meaning of
‘content’ via big ideas? Understandings summarize the
desired insights we want students to realize
Understanding, defined:
They are... specific generalizations about the “big ideas.”
They summarize the key meanings, inferences, and importance of the ‘content’
framed as a full sentence “moral of the story”
– “Students will understand THAT…” Require “uncoverage” because they are not
“facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood
Essential Questions used in teaching
Role of Essential Questions: Asked to be argued Designed to “uncover” new ideas, views,
lines of argument Set up inquiry, heading to new
understandings Deepens understanding Leads to more questions Helps to organize material
Essential Questions
What questions – are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional
work, adult life, as well as in classroom inquiry?
raise more questions – provoking and sustaining engaged inquiry?
often raise important conceptual or philosophical issues?
can provide organizing purpose for meaningful & connected learning?
Sample Essential Questions:
How is math relevant in my life? How does the position of a digit affect the
value of a number? In what ways can numbers be composed or
decomposed? What is the purpose of data displays and
statistical measures? How can the results of a statistical
investigation be used to support an argument?
Why use exponents? How are roots and powers related?
The big idea for Stage 2
The evidence should be credible & helpful. The assessments should –
Be grounded in real-world applications, supplemented as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent, and minimize secrecy
Be valid, reliable - aligned with the desired results of Stage 1 (and fair)
Assessment of Understanding via the 6 facets
i.e. You really understand when you can: explain, connect, systematize, predict it show its meaning, importance apply or adapt it to novel situations see it as one plausible perspective among others,
question its assumptions see it as its author/speaker saw it avoid and point out common misconceptions,
biases, or simplistic views
For Reliability & Sufficiency:Use a Variety of Assessments
Varied types, over time:authentic tasks and projectsacademic exam questions,
prompts, and problemsquizzes and test itemsinformal checks for understanding student self-assessments
Scenarios for Authentic Tasks
Build assessments anchored in authentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience?
What is your Situation (context)?
What is the Performance challenge? By what Standards will work be judged in the
scenario?
SPS
GRA
Subject:Grade Level:Unit Title:
Timeframe Needed for Completion:Grading Period:
Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:
Essential Skills/Vocabulary: Assessment Tasks:
Materials Suggestions:
Reliability: Snapshot vs. Photo Album
We need patterns that overcome inherent measurement error
Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot
Formative Assessment
A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning, which helps student improve their achievement of intended outcomes.
Questioning Discussing Learning Activities/Projects Conferences Interviews Student Reflections
Formative Assessments
Are assessments found at the classroom level and happens in short intervals/cycles.
Formative Assessments:Not graded or used in accountability systemsFeedback is DISCRIPTIVE in nature so the
student knows what exactly is needed for improvement.
Summative Assessments
Summative assessments are found at the classroom, district, and state level and can be graded and used in accountability systems.
Summative assessments are:Used to evaluateUsed to categorize students in comparison to
others
Summative Assessments
Summative Assessments provide evidence of student competence or program effectiveness.
Selected Response Items (T/F, MC, Matching)Short Answers (Fill in/ 1-2 sentence
response)Extended written responsePerformance Assessments
Formative vs. Summative
ONE is NOT BETTER THAN THE OTHER
Both are essential to student learning when the information gathered is used to inform
students, teachers, and parents of progress.
It is ALL about the TIMING and the USE of the assessment.
Check-up vs. Autopsy
OUR DEFINITION:“QUARTERLY” WRITING OR
MULTIPLE CHOICE ASSESSMENTS BASED ON PREVIOUSLY TAUGHT
SKILLS OR OBJECTIVES USED FOR INFORMING INSTRUCTION AND
FOR PROGRAM EVALUATION
Benchmark Assessments
Creating Benchmark MATH Assessments
Using ClassScape, and your unit plans, design quarterly benchmark assessments that align with your sequence of teaching.
Questions are tied to passages—consider the genre/style of writing (and how it might relate to studies “typically” done during each quarter)
Benchmarks should be about 20-35 questions—some variations for 3rd and/or the beginning of the year.
15-20; 20-25; 25-30
COMPLETE AND/OR REVISE:
BIG IDEAS/THEMECURRICULUM GOAL/OBJECTIVE
ESSENTIAL QUESTIONSESSENTIAL SKILLS/VOCABULARY
Work on the Work
Pass the Paper Feedback
Working as partners/teams, examine some of the units designed during yesterday and today’s sessions.
Provide feedback through questioning—Does this understanding match the goal?Is/Are the essential question(s) broad/deep enough
to spark inquiry?Will the timeframe be sufficient?
Pass the paper to the next team.
COMPLETE AND/OR REVISE:BIG IDEAS/THEME
CURRICULUM GOAL/OBJECTIVEESSENTIAL QUESTIONS
ESSENTIAL SKILLS/VOCABULARY
Work on the Work
Debrief Day 2
Where are you in the process?What do we need to adjust to tomorrow’s
agenda?
What worked for you today?What needs to be considered for
improvement?
PositivesPositives Things would be better if…Things would be better if… Things go smoother each week
Lunch Lots of time to work Plenty of time in computer lab Great session; better today An extra helper Time to finish products Better understanding Almost completed units Much more accomplished Expectations are clear Resources—great support Great discussions with
colleagues
Need more time on computer
COLD Would like more feedback Unsure of EQ—too specific Difficult working by myself VERY Cold Templates are not the same
for each grade Less group discussion; more
work time Server down : ( Passwords, etc. update given
before needed—down time
Day 2 Reflections
When should they be given?
Looking at the school calendar for next year, when would you propose that the assessments be given in order to provide feedback to teachers and students?
Should there be one designated day? Or should there be a window?
What other options should be considered?
Each element is found behind a menu tab when designing units
LT
OE
R
U
K
Q
CS
Stage 1 Stage 2 Stage 3
Understandings
Questions
ContentStandards
Knowledge & Skill
Task(s)
Rubric(s)
OtherEvidence
LearningPlan
AGENDA
Review Feedback from Day 3
WHEN should assessments be given?
Work on the Work (Assessment Generation/Refining Units)
Lunch (about 11:45)
Work on the Work (Assessment Generation)
Evaluation and Next Steps (2:30)
PositivesPositives Things would’ve been better if…Things would’ve been better if… A lot accomplished!
Better understanding of the types of assessments
LUNCH!!! Fabulous… Good feedback Seeing the light at the end of
the tunnel Collaboration Forced to examine SCOS even
more…(very good thing) Working with ClassScape Teamwork Best workshop in years! Finished Assessments! Very productive!
ClassScape difficulties Make sure teachers get to the
right “role” before creating assessments
Finalizing Assessments Finding out we “messed things
up” I had more training on D5 Lunch was shorter—leave
earlier I could see my books and
folders to easily add assessment stuff
Not able to “remember” SS stuff
Day 2 Reflections
Stage 3 – Plan Learning Experiences & Instruction
A focus on engaging and effective learning, “designed in”What learning experiences and
instruction will promote the desired understanding, knowledge and skill of Stage 1?
How will the design ensure that all students are maximally engaged and effective at meeting the goals?
L
Think of your obligations via W. H. E. R. E. T. O.
“Where are we headed?” (the student’s Q!)
How will the student be ‘hooked’?What opportunities will there be to be equipped,
and to experience and explore key ideas?What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?How will the work be tailored to individual
needs, interests, styles?How will the work be organized for maximal
engagement and effectiveness?
WHE
E
R
L
TO
Next Steps– Planning Daily Lessons
BOY Workdays…
Meeting with GL/Department PLCs
Develop Lesson Plans
Provide Feedback on pacing/unit guides
Meet again as group (October? November?)
Feedback: 3 Day Project and The Day
How can this process be improved?What would you suggest that we do
differently for the next group?
What worked for you today?What would have made it better?
Recommended