Deconstructing Standards: Building a Common Understanding
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Transcript of Deconstructing Standards: Building a Common Understanding
Deconstructing Standards:
Building a Common Understanding
Rick Stiggins
“Students can hit any target they can see and will hold still.”
What do you know?
What do you hope to learn?
Define CCSS Success by June 2013
To serve you!
1. What did you learn that others need to know? Brain
2. What did you do that you think others should do? Hands
3. What resources do my teachers and administrators need? Hands
4. What reactions will your administrators or teachers have when they are involved in similar activities? What are the issues that they will need to overcome? Stomach and/or heart
5. Do I need to visit someplace to learn more or go somewhere to get items I need? Feet
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What Do I Need to Learn
My Targets for This Session
Understand the importance of the process Know why each step is integral in developing
standards literacy Look at how the Deconstruction Process is
connected with the Common Core State Standards
Curriculum Alignment Research shows that a well-articulated curriculum,
aligned to standards, is critical for student achievement. (Marzano 2003, 2006)
Survey of Enacted Curriculum• Pervasive misalignment of standards and instruction –
particularly the level of rigor (CCSSO, 2010)• 50% of the variance in student achievement can be
explained by the extent to which curriculum, instruction, and assessment are aligned to state standards (CCSSO, 2004)
NO ONE SHOULD TEACH THE STANDARDS
We should be teaching all of the requisite content and skills necessary for students to hit the target – independently
The focus should be on student learning with an emphasis on improving our instructional practice
The Deconstruction Process1. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify terms that may lead to multiple interpretations
6. Construct a list of skills that are essential to become proficient in the identified standard
7. Determine that skills:1. Are aligned to the Learning Target categories2. Have the level of rigor necessary to meet the expectations of the
standard
8. Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills
Standards Literacy
8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
The Process 1. Identify nouns and noun phrases to identify key concepts
8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Step 11. Identify nouns and noun phrases to identify key concepts
8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Step 21. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Step 21. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Step 31. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
• Knowledge
• Reasoning
• Demonstration (Performance)
• Products
Classifying TargetsKnowledgeMastery of substantive subject content where mastery includes both knowing and understanding it.
ReasoningThe ability to use knowledge and understanding to figure things out and solve problems.
DemonstrationThe development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills.
ProductsThe ability to create tangible products, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.
Examples: Knowledge Targets
Identify characters, settings, and major events in a story
Define words by category Name the author and illustrator of a story Identify parts of an expression using mathematical
terms Define a coordinate system Recognize opposite signs of numbers
Examples: Reasoning Targets Make logical inferences Analyze the structure of texts Compare and contrast treatments of the same topic Interpret data on a single count or measurement
variable Relate counting to addition and subtraction Explain the reasoning used Summarize numerical data sets
Examples: Demonstration Targets
Retell familiar stories, including key details Respond to questions and suggestions from peers Describe the connection between two individuals Tell the number of objects Describe and compare measurable attributes Decompose a fraction into a sum of fractions
Examples: Product Targets
Construct viable arguments produce rhyming words Write arguments to support claims in an analysis of
substantive topics Model shapes in the world by building shapes from
components Produce an equivalent sum Develop a probability distribution for a random
variable
Examples: Learning Target Categories
Knowledge Reasoning Demonstration Product
Explain Predict Observe Design
Describe Infer Perform Produce
Identify Classify Compose Make
Define Compare Conduct Write
Recall Summarize Speak Draw
Recognize Analyze Operate Represent
Select Evaluate Investigate Display
List Generalize Collect Model
Verbs in Context
Describe 3 characteristics of metamorphic rocks Knowledge (simple recall)
Describe the difference between igneous and metamorphic rocks
Reasoning (requires cognitive processing to determine the difference between the two types of rocks)
Describe a model that you might use to represent the relationship that exist within the rock cycle
Demonstration (requires deep understanding of the rock cycle and the determination of how best to represent it)
Step 4
1. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
Securely Held Content represents the concepts and skills that students must master and hold with them in order to be fully prepared for the next grade level.
Step 51. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify any terms that may lead to multiple interpretations
Terms, concepts, or vocabulary that might have multiple uses or interpretations should be discussed and a common understanding developed to improve consistency.
Vague/Ambiguous Terms
Understand Decompose Know Interpret Analyze Synthesis Establish a situation Recognize Integrate
Moving from Targets to Skills
Skills Criteria Considerations
• Expressed as seeable and measurable verbs • Are precise and exhibit active demonstrations of learning• Focused on the skills students learn rather than activities• Establishes what students needed to know and be able to do• Not a list of standards, but rather the skills students acquire as
they work toward mastery of the standards
Step 71. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify terms that may lead to multiple interpretations
6. Construct a list of skills that are essential to become proficient in the identified standard
7. Determine that skills:1. Are aligned to the Learning Target categories2. Have the level of rigor necessary to meet the expectations of the standard
Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills
Surveys of Enacted CurriculumConcept L1 L2 L3 L4 L5
Word meaning from context
Level II Level III Level IVPerform Procedures,
Explain Generate, Create. Demonstrate Analyze, Investigate
Follow instructions Create / developconnections among text,self, world
Categorize / schematize information
Give examples Recognize relationships Distinguish fact and opinion
Check consistency Dramatize Compare and contrastSummarize Order, group, outline,
organize ideasIdentify with another's point of view
Identify purpose, mainideas, organizationalpatterns
Express new ideas (orexpress ideas newly)
Make inferences, drawconclusions
Gather information Develop reasonablealternatives
Predict probableconsequences
Generalize
Step 81. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify terms that may lead to multiple interpretations
6. Construct a list of skills that are essential to become proficient in the identified standard
7. Determine that skills:1. Are aligned to the Learning Target categories2. Have the level of rigor necessary to meet the expectations of the standard
8. Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills
Define figurative meaning
Identify where
figurative meaning is used in a piece of writing
Provide an example of figurative
meaning and write a piece
exemplifying figurative meaning
Describe how figurative meanings impact a piece of writing
Define “analogy” and describe how
figurative meanings
support the tone or
meaning of the text
Compare two pieces of
writing that use figurative meaning and
create an argument why
one uses figurative
meaning to enhance
meaning over the other
Develop a piece of
writing that utilizes
figurative meaning and contrast that to another
piece of writing either published or peer written
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
The Deconstruction Process1. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify terms that may lead to multiple interpretations
6. Construct a list of skills that are essential to become proficient in the identified standard
7. Determine that skills:A. Are aligned to the Learning Target categoriesB. Have the level of rigor necessary to meet the expectations of the
standard
8. Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills