Planning and Monitoring for Learning
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Transcript of Planning and Monitoring for Learning
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Planning and Monitoring for Learning
AP IL
D N
ovem
ber 8
, 201
2
Learning
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Planning for teaching vs.
Planning for learning
Brainstorm with a partner.
What are the differences between
Planning for Teaching and Planning for
Learning?
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Planning for Teaching
FRONTWARD DESIGN = LOOSELY ALIGNED
1. Topic: Identifies a
topic of study from the Scope
and Sequence
2. Learning ActivitiesDevelops
lessons and activities to
help students learn about
the topic
3. AssessmentCreates an
assessment for the end of the unit (based on what has been
taught)
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Planning for Learning
BACKWARD DESIGN = TIGHTLY ALIGNED
Performance Standards:
Closely examines
curriculum and then designs
lessons that are tightly aligned
to the Standards
(TEKS).
Evidence of Learning:
Design assessments (formative,
summative, tasks) that will allow
students to demonstrate what they have learned.
These should be tightly aligned to
the standards.
Learning Activities:
Selects strategies, structures, and
activities that will cause students to
engage in the content, context,
and cognitive rigor of the standards so that they will have
success on assessments.
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MONITORING AND REFLECTING
Monitoring & Coaching
Reflective Practice About Lesson Design & Results
Alignment
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Written
Taught Tested
Continuous Improvement Model
Elizabeth A. Clark, Ed.D.
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Lesson 1
Instructional Unit 1
Common assessment
Formative assessment (FA)
Regroup/ Re-teach
Lesson 2 Lesson 3 Lesson 4
FA FA
PLC
PLC
PLC
Curriculum
Planning for Learning Model
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Planning for Learning Model: The PLC
PLCThe primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions:
1. What do students need to know and be able to do?
2. How will we know when they’ve learned it?
3. What will we do if they haven’t learned it?
4. What will we do if they already learned it?
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What do students need to know and be able to do?
PLC
CurriculumFirst step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do?
PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested.
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How will we know when they’ve learned it?
PLC
CurriculumSecond step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it?
PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not.
Common assessment
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Lesson 1
Instructional Unit 1
Common assessment
Formative assessment
(FA)
Regroup/ Re-teach
Lesson 2 Lesson 3 Lesson 4
FA FA
PLC
PLC
PLC
Curriculum
Planning for Learning Model
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Select the standard
Partners, PreReqs, and
Process
Evidence of Learning
Strategies and Structures
Resources
ProcedureAccommodations/
Modifications/ Extensions
Reflection
Planning for Learning: The Lesson Design Level
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Planning for Learning: Expectations for Lesson Planning
The WHAT we teach within a unit will be common (the standards)
The HOW we teach may vary
Lessons DO NOT have to be lock-step
We will COLLABORATE to design quality lessons
We will MODIFY for our students’ unique needs
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Select the standard
Partners, PreReqs, and
Process
Evidence of Learning
Strategies and Structures
Resources
ProcedureAccommodations/
Modifications/ Extensions
Reflection
Planning for Learning: The Lesson
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What do students need to know and be able to do?Leading Standard
The leading standard is the target learning of a lesson.
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Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another.
For example, if the leading standard is:create brief compositions that establish a central idea in a topic sentence.[4.18Ai]
A partner standard could be:use complete simple and compound sentences with correct subject-verb agreement.[4.20C]
What do students need to know and be able to do?PARTNER STANDARDS
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Process skills are those skills needed for applying the content standards.
For example, if the leading standard is:create brief compositions that establish a central idea in a topic sentence.[4.18Ai]
Students will need to have this process skill inorder to apply the above standard:plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[4.15A]
What do students need to know and be able to do?PROCESS SKILLS
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What do students need to know and be able to do? Guiding Questions for the PLC
• What will be the leading, or target, standard for this lesson?
• Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together?
• What process skills are necessary to the student’s ability to master the standard(s)?
• What is the cognitive rigor of the standard(s)?
• What content is addressed in the standard(s) and in what context will it be assessed?
• What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?
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Activity #1Planning for Learning Activity
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Activity #1Planning for Learning Activity
Get into small groups of 3-4 Elect one scribe to record your group’s thoughts on the provided handout Elect one member to share with the whole group after the activity All group members will engage in discussion around the following questions
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Leading Standard
1. How does standard #2 serve the leading standard?
2. How does standard #3 serve the leading standard?
3. Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?
#2#3
Planning for Learning Activity
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Leading Standard
#2
#3
1. How does standard #2 serve the leading standard?
2. How does standard #3 serve the leading standard?
3. Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?
Planning for Learning Activity
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1. Should a lesson contain so many standards? Why or why not?
Planning for Learning Activity
Leading Standard
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2. Which example of grouped standards will lead to the most effective backward design of aligned instruction? Why?
3. How can this learning help you support the teachers on your campus?
Planning for Learning Activity
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Questions to Monitor Learning
• As you look at your curriculum to plan for learning, what criteria did you use to select the standards that you would teach?
• When you selected your leading standard, what was your thinking in selecting partnering and process standards?
• How do you know when to include partnering standards and process standards and when to limit the number?
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Select the standard
Partners, PreReqs, and
Process
Evidence of Learning
Strategies and Structures
Resources
ProcedureAccommodations/
Modifications/ Extensions
Reflection
Planning for Learning: The Lesson
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Evidence of Learning: How will we know when they’ve learned it?
• How exactly will students demonstrate evidence of their learning at the end of the lesson cycle?
• How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.)
• What formative assessments and tasks can be used throughout the lesson cycle to monitor student progress?
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Evidence of Learning: How will we know when they’ve learned it?
Evidence of Learning
Formative:-Frequent
-Occurs before or during the unit of
instruction
-For instructional purposes
-Can be anything that informs you on student
progress- May not be for a
grade
Summative:- Less frequent
- Occurs after unit of instruction
- For evaluative
purposes- Can be a test, a
project, an essay, a presentation, etc.
- Example: Major test grade
Tasks:Task=Performance
-Quality work products that allow students to
engage in aligned learning
-Lead students to the desired learning
outcomes- May be scaffolded in order to help students work toward mastery
of the standard(s)
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Student Task(s)
Resources
Strategies and Structures
Standard(s)
= Desired Outcome
Evidence of Learning: What tasks will help students learn the standard(s)?
Student Task(s)
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Evidence of Learning
The best way to monitor teaching is to closely examine the learning: what are kids actually doing?
Monitoring for Learning Activity
Please rejoin your small
groups.
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Scenario: Two science teachers have designed two different lessons, both focused on the same standard.
Both lessons are engaging and interactive. Both lessons have sound instructional practices.
Take 5 minutes to examine both lessons. Focus on what the kids are doing.
Upon initial examination, would you be pleased to witness both of these lessons? Why or why not?
Monitoring for Learning Activity
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Now, take 3 minutes to examine the TEKS UNWRAPPED! handout.
Both teachers cited 5.5B as the target learning of the lesson.
What should the students know and be able to do as a result of the lesson?
Monitoring for Learning Activity
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Key Question: Which lesson is aligned appropriately to the Student Expectation?
Monitoring for Learning Activity
Read through both lessons againCollect evidence that supports your conclusionBe prepared to share in 5 minutes
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What if the evidence reveals a lesson that is not aligned to the standard?
Let’s Brainstorm !
Monitoring for Learning Activity
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• As you taught this lesson, what did you have students to do that would indicate that all the standards that were selected were adequately addressed?
• What did you expect students to learn from this lesson? Was that outcome accomplished? If no, then why?
• When you teach the lesson again, what modifications will you make?
Questions to Monitor Learning
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Student Work SamplesMonitoring for Learning: Debrief
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Select the standard
Partners, PreReqs, and
Process
Evidence of Learning
Strategies and Structures
Resources
ProcedureAccommodations/
Modifications/ Extensions
Reflection
Planning for Learning: The Lesson
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Select the standard
Partners, PreReqs, and
Process
Evidence of Learning
Strategies and Structures
Resources
Planning for Learning: The Lesson Plan in Forethought
What do students need to know and be able to do?
How will we know when they’ve learned it?
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ProcedureAccommodations/
Modifications/ Extensions
Reflection
Planning for Learning: The Lesson Plan in Forethought
What will we do if they haven’t learned it?
What will we do if they already learned it?
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Planning for Learning in Forethought
PLCProcess
alignmentand it will save teachers’ time!
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Forethought should be like a member of the PLC: keep it open and put it to work during PLC meetings
Study the Standard Clarification documentsUtilize the Team PlannerUtilize My ActivitiesTrailblazers are getting this training now, but it
is posted for everyone to see.
Planning for Learning in Forethought