Plan 2b: The How of Daily Vision Setting

PLAN 2b: The “HOW” of Daily-Vision

Setting

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Do Now

“The journey of a thousand miles

begins with a single step.” -- Confucius

How do you think this quote applies to daily lesson planning?

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Sequence of 3 Linked Sessions on Vision-Setting

Objective: Corps members will write a daily lesson vision that will drive appropriate method selection and student mastery of the objective because it contains:

•Key points that describe all the new knowledge and skills students need to master an objective.•A lesson assessment that measures whether students have mastered the objective, and gives information regarding why or why not.•An exemplar student response that illustrates student mastery of the objective at the appropriate level of rigor.

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Session Agenda

Area of Focus

Do Now & Opening

Overview: Five Steps of Vision-Setting Process

Step One: Understand Your Objective

Step Two: Draft Key Points

Step Three: Draft Lesson Assessment

Step Four: Check Key Points and Lesson Assessment for Alignment

Step Five: Write Exemplar Student Response

Closing

• Why is this step necessary?

• How do we take this step?

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Five Basic Steps to Daily Vision-Setting

Handout 1 (pg 81-82): The “HOW?” of Daily Vision-Setting

1. Understand the Objective

2. Draft Key Points

3. Draft Daily Lesson Assessment

4. Check Key Points and Lesson

Assessment Against Each Other

5. Write an Exemplar Student Response as

a Final Check

Mr. Rolle’s 5th Grade Math Objective:

SWBAT convert numbers between decimal and percent notation.

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Session Agenda

Area of Focus

Do Now & Opening







Closing



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WHY do we take this step?

HOW do we take this step?

Handout 2 (pg 83): Understanding Mr. Rolle’s Objective

To build our understanding of the knowledge and skills required by the objective

Three specific actions:

•Examine exemplar assessments, curricular materials, student work, etc.

•Use Bloom’s Taxonomy to analyze the verb

•Connect the objective to the big ideas at the heart of this content

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Understand the Objective: Action #1

– Examine exemplar assessments, curricular materials, student work, etc. SO THAT we can build a picture of desired student outcomes.

Objective-Linked ISAT Pre- and Post-Assessment Items

1) Marina has $0.35. What percent of one dollar does she have?

a. .0035% c. 35%

b. 3.5% d. 350%

2) Isaiah scored an 85% on his last math quiz. Convert this percent to the equivalent decimal.

a. .85 c. 8.5

b. .085 d. 85.0

3) Marcus has completed 9 out of 10 practice problems for his math homework – he is 90% done.

Convert this percent to the equivalent decimal.

a. .09 c. .90

b. 9.0 d. 90

4) Annabelle’s mother gives her $0.75 each day for doing her chores. What percent of one dollar

is her daily allowance?

a. 75% c. 750%

b. 7.5% d. .0075%

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Takeaway #1: How will students ultimately be held accountable for mastering

this objective? What do they need to know and be able to do?

– Convert ___________________________________________________________

– Convert ___________________________________________________________

– Do these conversions in the context of ___________________________________

– Work with percents up to _____________________________________________

– Work with decimals to the _____________________________________________

decimals to percents

percents to decimals

simple word problems

100%

hundredth place

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Use Bloom’s Taxonomy to analyze the verb to plan at the right level of rigor.

Handout 3 (pg 85): Bloom’s Taxonomy

Lower Level

Knowledge List, match, tell, label, name, locate, memorize, repeat

Comprehension

Describe, explain, summarize, restate, identify, translate

Higher Level

Application Solve, classify, demonstrate, dramatize, manipulate

Analysis Debate, compare, differentiate, separate, group, research

Synthesis Create, produce, reconstruct, arrange, pretend, assemble, organize, blend, generate

Evaluation Assess, justify, rate, revise, defend, support, prioritize

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Takeaway #2: What level of rigor does the verb indicate?

•The verb ________________ is a ___________________________________________

on Bloom’s Taxonomy.

•Students who master this objective at the right level of rigor need to be able to

________________________________________________________________________.

•It is not enough for students to just _____________________________________________.

convert higher-level application skill

independently apply knowledge/skills to make conversions

choose the correct conversion

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– Connect the objective to the big ideas at the heart of the content SO THAT our planning isn’t too narrow in scope.

ISAT Big Idea

Upper-elementary Math is about building problem-solvers for whom math makes sense. Daily objectives, units, and entire courses of study should build toward students who can:

•Accurately solve problems in a variety of ways•Clearly communicate how and why they approached the problems as they did•Use experience and prior knowledge to make sense of new knowledge

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Takeaway #3: How is this objective connected to the “big ideas” of this content?

What does this big idea mean in terms of Mr. Rolle’s daily objective?

– It’s not enough for ____________________________________________________.

– The ability to make this conversion needs to be grounded in

_____________________________________________________________________.

– The conversion process needs to ______________________________________.

Students need to be able to explain ____________________________________.

students to know a “trick” for the conversion process

an understanding that decimals and percents represent the same quantity

make sense

why it works

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Understand the Objective: Why Is This Step Critical?

What will Mr. Rolle’s 3 takeaways drive him to do in his vision planning?

– Takeaway #1: Specific list of knowledge and skills indicated by the objective

– Takeaway #2: Level of rigor indicated by the objective

– Takeaway #3: Connection between objective and big ideas

Focus planning very specifically – list will lend itself to the creation of key points

Prevent “shooting too low” – informs the lesson-level assessment

Teach in a way that reaches short- and long-term goals – helps with investment

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Session Agenda

Area of Focus

Do Now & Opening







Closing



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WHY do we take this step?


Key points tell the knowledge and skills students need to master an objective

All instructional methods and activities are built around these key points

• Use the NOUNS in the objective to draft knowledge-based key points

• Use the VERB(S) in the objective to draft skill-based key points

• Use the “BIG IDEAS” to ensure that our key points drive not only toward the knowledge and skills required for objective mastery but also toward the lasting understandings that will eventually help students “connect the dots” between daily lesson objectives

• Use the CRITERIA to fine-tune

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Step Two: Back to Ms. Elder (2nd-Grade Writing Key Points)

How do Ms. Elder’s key points show evidence of Step Two?:

- Look for evidence of NOUNS, VERBS, BIG IDEA

Objective: SWBAT revise their own writing by adding detail

• Details make our writing clearer and more interesting to our readers.

• A detail is a piece of information that:– Supports the main idea– Answers questions our readers might have– Helps our readers build a picture in their minds.

• To add details to our writing, we should:– Step One: Think about where we could add information to answer one of the

following questions:• When did it happen?• Where did it happen?

– What was it like?– Step Two: Add words that support the main idea, that answer the question, and

that help the readers build a picture in their minds.

NOUN

VERBS

BIG IDEA

We already know the key points meet the CRITERIA!

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Step Two: Your Turn (10 minutes)

Draft KEY POINTS for Mr. Rolle’s Objective!

Don’t strive for perfection – just get something down on paper

Use these questions as a guide:

NOUNS: What do the nouns tell me my students should know?

VERBS: What do the verbs tell me my students should be able to do?

BIG IDEAS: Why is it important that my students master and retain this list of knowledge and skills?

CRITERIA: Does what I have on paper meet the bar for each criterion?

* 5th-graders should be coming into this lesson already having a strong understanding of fractions. You may want to build on this prior knowledge!

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Step Two: Mr. Rolle’s Exemplar Key Points

• Decimals and percents are two other ways of representing fractions. Any number can be expressed equivalently as a fraction, decimal, and percent.

25/100 = .25 = 25% 6/100 = .06 = 6%

• Decimal: a way to represent a part that’s less than a whole• If I answered 62 out of 100 questions correctly on a test, I got 0.62 of them correct.• If I needed $1.00 but had only collected 72 pennies, I have 0.72 of the total.

•Decimals to the hundredths place should be read as “_____ hundredths”

.25 = twenty-five hundredths = 25/100 .09 = nine hundredths = 9/100

• Percent: a way to represent a number if it’s out of 100 • If I answered 93 out of 100 questions correctly in a test, I got 93% of them correct.• If I made 57 out of 100 practice free throws, I am shooting 57%.

•The word percent means “_____ out of 100” and also means “hundredths”

35% = thirty-five percent = thirty-five hundredths = 35/100

60% = sixty percent = sixty hundredths = 60/100

• Because they represent the same number, decimals can be converted to equivalent percents and percents can be converted to equivalent decimals by asking: What are these numbers saying? What part of 100 do they represent?

•Decimal to Percent: .25 = twenty-five hundredths = 25/100 = 25%•Percent to Decimal: 35% = thirty-five percent = thirty-five hundredths = 35/100 = .35

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Step Two: How Did Mr. Rolle Develop His Key Points?

Where do we see evidence that Mr. Rolle thought about the following when drafting his key points:

- The nouns?

- The verb?

- The “big ideas” of his content?

- The criteria for effective key points?

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The nouns?

•There are four nouns in this objective: number, decimal, percent, notation

•The noun “number” does not need to be defined for 5th grader

• The most critical nouns– the terms decimal and percent--- are clearly and explicitly defined

•While “notation” is not explicitly defined, the first Key Point clearly establishes the connection between decimals, percents, and fractions– that they are different notations of the same number

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The verbs?

• The final key point makes explicit the steps a student should take to convert numbers between decimal and percent notation

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The Big Ideas?

• This entire set of key points is geared toward the following big idea:

• Math should make sense to students• Rather than learning a “trick” for the conversion, students will learn how to make the conversion in the context of why doing so is even possible

• Students should be able to clearly communicate how they solved a problem

• Decimals and percents (and fractions) can represent the same number

• When converting decimals and percents, they need to consider what part of 100 the number represents

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The criteria?

• Mr. Rolle was likely thinking about his key points being “student friendly” when he made the decision to add sub-bullets with examples.

• The numeric examples help contextualize the wordy definitions in a way that is helpful to 5th graders learning.

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Reflection

• To what extent could you explain the steps used to develop key points?

• To what extent could you employ the steps used to develop key points?

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Session Agenda

Area of Focus

Do Now & Opening







Closing



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Step Three: Draft Daily Lesson Assessment

WHY do we need to take this step?


Lesson assessments give us preliminary information about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way

• MODEL assessment after exemplar assessments, curricular materials, key points, and other aligned resources

• Ensure that assessment contains both “BIG-PICTURE” and “BUILDING-BLOCK” items

• Create a lesson assessment that considers CONTEXT (the content, time available in class, age of students, etc.)

• Use the CRITERIA to fine-tune

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Step Three: Back to Ms. Elder (2nd-Grade Writing Assessment)

How does Ms. Elder’s lesson assessment show evidence of Step Three?

• Use of Models?

• “Big Picture” Items?

• “Building Block” Items?

• Consideration of Context?

Checklist for Draft #3 modeled after overarching rubric, and generated from the steps and questions outlined in the key points

Checklist tells in a holistic way if students “did” the objective – if they revised their writing by adding details

Informal checks for understanding, self-evaluation, and the way the checklist is broken down help show where student comprehension may have broken down

Students working on piece of writing already in-progress ; balance of formal and informal assessment.

We already know the key points meet the CRITERIA!

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Step Three: Your Turn (10 minutes)

Draft a DAILY LESSON ASSESSMENT for Mr. Rolle’s Objective!• Don’t strive for perfection – just get something down on paper• Use Mr. Rolle’s exemplar key points as a reference

Use these questions as a guide:

MODELS: What materials should I mimic?

BIG-PICTURE: Am I assessing mastery of the objective as a whole?

BUILDING BLOCKS: Am I assessing mastery of the building block steps that lead to objective mastery (i.e., the key points)?

CONTEXT: What’s the best way to assess this content on the lesson level?

CRITERIA: Does what I have on paper meet the bar for each criterion?

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Step Three: Mr. Rolle’s Exemplar Daily Lesson Assessment

How would you say the following numbers in different ways?

1) 83 = ____________________ = ____________________ = ____________________

100 (spell it out) (decimal) (percent)

2) 3 = ____________________ = ____________________ = ____________________


Change the following numbers.

3) .24 =__________________ 5) 38% =________________

(percent) (decimal)

4) .90 =____________________ 6) 7% =________________

(percent) (decimal)

Solve the following problems.

7) Orange sodas cost $1.00 and Kristen only has $0.75. What percent of a dollar does she have?

a. 75% c. 75%

b. .075% d. .75%

8) Tanisha completed 84% of her math homework, and proudly told her mother she can write this as the decimal 8.4 Identify and correct Tanisha’s mistake.

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Step Three: How Did Mr. Rolle Develop His Daily Lesson Assessment?

Where do we see evidence that Mr. Rolle thought about the following when drafting his daily lesson assessment:

- Using models?

- Big-picture items?

- Building-block items?

- Context?

* Timing

* Students

* Content

- The criteria for effective assessments?

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Using models?

* Question #7 is modeled directly from the ISAT assessment

* Question #1 and #2 assess student mastery of Key Points leading up to the actual conversion process. These are the Key Points which ensure students understand that decimals and percents can represent the same number

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Big Picture Items?

* Question #3-8 all demonstrate mastery at the objective level. Students would not be able to answer these questions successfully if hey were not able to convert decimals to percents and vise versa

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Building Block Items?•Question #1-2 show that students have mastered the building block

step of understanding that the same number can be represented in different ways

• This conceptual understanding is what will enable them to make the appropriate conversions

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Context?• Timing:

• It will likely take a 5th grader just 5 minutes to complete• it is appropriate to spend 10% of class time on this type of formative assessment

• Students:• Fifth-graders are strong enough writers to spell out numbers and are strong enough readers to make sense of word problems

• Content:• This assessment aligns to both the key points and to the way students will be expected to demonstrate mastery on the summative ISAT assesment

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Reflection• To what extent could you explain the steps used to develop a daily

lesson assessment?

• To what extent could you employ the steps used to develop a daily lesson assessment?

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Session Agenda

Area of Focus

Do Now & Opening







Closing



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Step Four: Alignment Check



The two parts of the lesson vision must also be aligned to each other

Students who have mastered every key point should be able to succeed on the entire lesson assessment

If it’s on the assessment, it probably should be a key point

The lesson assessment should tell us whether students have mastered the key points

If it’s important enough to be a key point, it probably important enough to be assessed

Match every key point with an assessment item (or vice versa)

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Step Four: Alignment Check


Match every key point with an assessment item (or vice versa)

1.Number Mr. Rolle’s Key Points #1-4

1.Examine the assessment, each time you see a question that tests student knowledge of a Key Point, place the coinciding number next to it

1.Check to see that each and every key point aligns with at least one question (ideally more than one question)

1.Check to see that each and every assessment question aligns with one key point

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Step Four: Your Turn (3 minutes)

Show how each of Mr. Rolle’s assessment items matches up with a key point (or vice versa)!

• Questions 1 & 2:

• Questions 3-7:

• Question 8:

Correspond to first 3 key points about the overarching concept of equivalent numbers

Correspond to the final key point about the process of how to make conversions

Corresponds to all key points – students need to understand both the concept and the process to correct and explain the error

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Step Four: Your Turn Continued (3 minutes)

Why would an alignment check indicate to Mr. Rolle that he might not want to include the following item on his assessment?

•`Ms. Masterman’s class needs 100 points to earn a pizza party. So far they have earned 53 points. What percentage of 100 do they still need to earn?

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Session Agenda

Area of Focus

Do Now & Opening







Closing



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• Helps answer the following questions:

- Does this represent the type of work my students need to do to:

- Demonstrate mastery of the daily objective at the level

indicated by rigorous exemplar assessments?

- Build a deeper understanding of the big ideas of my content

area?

- If yes to the above, will my key points drive students to this kind

of work?

• Complete the lesson assessment as if we were a student who has fully mastered the objective –answers should represent the highest level of rigor we want to see in our students’ responses

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Use Mr. Rolle’s assessment to generate an exemplar student response!How would you say the following numbers in different ways?

1) 83 = ____________________ = ____________________ = ____________________


2) 3 = ____________________ = ____________________ = ____________________


Change the following numbers.

3) .24 =__________________ 5) 38% =________________

(percent) (decimal)

4) .90 =____________________ 6) 7% =________________

(percent) (decimal)

Solve the following problems.

7) Orange sodas cost $1.00 and Kristen only has $0.75. What percent of a dollar does she have?

a. 75% c. 75%

b. .075% d. .75%

8) Tanisha completed 84% of her math homework, and proudly told her mother she can write this as the decimal 8.4 Identify and correct Tanisha’s mistake.

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Use Mr. Rolle’s assessment to generate an exemplar student response!

• What does completing this exemplar student response tell you about Mr. Rolle’s vision?

• How does the completed exemplar student response help you picture the types of methods Mr. Rolle might use to teach his key points?

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Session Agenda

Area of Focus

Do Now & Opening







Closing



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Summary: The “HOW?”

Handout 1: The “HOW?” of Daily Vision-Setting

1. What steps do we take?

2. Why is each step necessary?

3. How do we take each step?

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Self-Evaluation

Fist to Five:

• I have a basic understanding of how to:• Make meaning of my objective• Draft Key Points• Draft Lesson Assessment• Check Alignment• Write Exemplar Student Response

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Moving on to CMA 3

Putting it all into practice with our own ISAT

objectives!

Plan 2b: The How of Daily Vision Setting

Documents

Transcript of Plan 2b: The How of Daily Vision Setting