Planning for Common Core May 23, 2012 Lesson Planning to Prepare for Common Core 5 min. Annette.
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Planning for Common Core May 23, 2012 Lesson Planning to Prepare for Common Core Let’s get started! 5 min. Annette
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Transcript of Planning for Common Core May 23, 2012 Lesson Planning to Prepare for Common Core 5 min. Annette.
Planningfor
Common Core
May 23, 2012
Lesson Planning
to Prepare for
Common Core Let’s get
started!
5 min. Annette
Agenda
• Introduction • Outcomes• Elements of effective instruction (when teaching new
material)• Collaborative design of a lesson
– Chunked sections (including lesson plan essentials and explicit instruction)
– Partner and group feedback (w/rubrics)• Closure/evaluation
3 min. Annette
• Respect for each other’s time & participation (on-time, on-
task)• Supportive of strengths and weaknesses• Commitment to risk,
trial-and-error• Stay focused on those
things we can control
Norms
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2 min. Annette
Session Outcomes
Formal:Teachers create a thoughtful, well-developed lesson plan.
Informal:Teachers engage in reflection and discussion around effective lesson planning, thereby identifying personal strengths and areas of growth.
1 min. Annette
Think-WriteWhat automobile best represents you (as a teacher) or reflects somehow your teaching style? Complete one of the sentence stems.
The car which represents me is a __________ because…
As it pertains to my teaching style, I am a(n) __________ because…
Example: My butter colored Ford Edge SUV represents me…
because of its enduring qualities of being low maintenance, rugged, and multi-purpose. Even though it’s rugged and can handle any terrain, it is small, easy to drive, and comfortable.
4 min. Erika
Table Discussion
Share your response with your table group:
• “three-brief” (when 3 people debrief) OR
• 4 in a row • each table selects one to share out
3 min. Ken
The point as It pertains to Planning
A lesson plan, like an automobile, contains essential components carefully designed to achieve a specific purpose.
While our lessons will have the same components—given our different personalities, styles, and subject areas—they may not be delivered in the same manner.
2 min. Erika
Where are we going?
0 min. Erika
Common Core: Areas of Emphasis• Focus on text complexity• Emphasis on Reading and Writing across the
curriculum• Emphasis on informational text• Emphasis on collaborative conversations• Emphasis on writing arguments and drawing
evidence from sources• Emphasis on integrating media sources
5 min. Erika
Rigor and Relevance Framework
3 min. Erika
Research on Planning• The academic task is the basic unit of organization
within a lesson. One must view the curriculum as a collection of academic tasks. About 60 - 70 % of class time is taken up by teacher-designed tasks. The manner in which teachers design and organize these academic tasks affects student learning. --Doyle (1983)
• Everything else being equal, a teacher who designs and organizes academic tasks well will produce better student learning than the teacher who does not.
--Marzano (2007) 2 min.
Erika
Quick Write: Lesson ReflectionReflect on a lesson you planned successfully: • How did you approach the planning?• How did students respond to it? • In general, what do you think makes
a good lesson?
Fast Finishers: If you complete your list prior to the time limit, please note by each item why you think that lesson component is important. (3 min.)
3 min. Erika
Appointment #1Partner #1 = first speakerSpeaking Task: Share your successful lesson and how students responded. List the elements you believe essential to a good lesson plan.
Partner #2 = first listener Listening Task: Ask clarifying questions about partner’s lesson. Compare list of lesson essentials to your own list.
Be prepared for a brief discussion…3 min. Blanca
List of Effective Lesson Components(when Teaching New Material)
5 min. Erika
Let’s Remove the Mystery…
8-Step Lesson Essentials1. Learning objective (connected to Performance task)
2. Activate prior knowledge3. Establish relevance4. Concept Development (introduce concepts)5. Skill Development (I do)6. Guided Practice (we do) 7. Closure8. Independent practice (you do)
3 min. Annette
A Look at a Possible Design1. Learning Objective:
Performance task or Assessment: (could be daily closure or end of unit)
2. Activate Prior Knowledge:
Frequent CFU throughout this Section of Instruction
4. Concept Development: [what students need to learn, including all key vocabulary] 5. Skill Development (I DO): [how students will apply new knowledge]
6. Guided Practice (We DO): 7. Closure:
8. Independent Practice (You DO):
Instructional Norms: Base lesson on measureable
objective Integrate all four language
domains daily (e.g. vocabulary, quick writes, pair-share w/ listening task, critical reading)
Ask HOTS questions Write daily Check for Understanding
frequently
3. Establish Relevance:
Differentiation:
4 min. Annette
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” –Stephen R. Covey, The Seven Habits of Highly Effective People, 1989/2011
We begin with backward design.
Where do we begin?
1 min. Annette
The “Big Ideas” of Backward Design
• Design with clarity as it pertains to desired learning• Focus on evidence of real learning (understanding/
transfer)• Focus on learning priorities—“big ideas” & “core
tasks” of transfer to frame curricula• Focus on anticipating student misunderstanding
(and learning rough spots)• Make assessments central to curriculum design,
not an afterthought Grant Wiggins & Jay McTighe, 2004
2 min. Annette
3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and instruction.
then and only then
Grant Wiggins & Jay McTighe, 20042 min. Annette
Typical ERROR in Design
1. Identify content.
2. Brainstorm activities.
3. Come up with an assessment and link it to some Standard.
Without checking
for alignment
Grant Wiggins & Jay McTighe, 20043 min. Annette
3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and instruction.
then and only then
Grant Wiggins & Jay McTighe, 2004 1 min. Annette
Planning Graphic
Big Idea…OR Standard
Performance Task
Day 1: ObjectiveClosure
Day 2: ObjectiveClosure
Day 3: …
The BIG IDEA OR Unit OBJECIVE and the PERFORMANCE TASK frame each day’s work.
Begin with the End in Mind…an example
Big Idea: Students will use specific evidence from a text to support a claim.
Unit Objective: Students will analyze the function of irony in Poe’s The Cask of Amontillado.
Daily Objective: Students will explain the function of two examples of irony in Poe’s The Cask of Amontillado on an exit slip.
Formative/Closure: Students will complete an exit slip on which they identify two examples of irony in the text and explain how the
examples contribute to mood, develop character, or create setting.
Summative Measure/Performance Task: Students will write an essay in which they analyze the function of all three types of irony in The Cask of Amontillado.
3 min. Annette
Begin with the End in Mind…an exampleBig Idea: Students will solve for missing lengths in triangles…
Unit Objective: Students will determine the appropriate method to solve for missing lengths in right triangles given various combinations of angle measures and side lengths.
Daily Objective: Students will determine which trigonometric ratio (sin, cos, tan) to apply to a given triangle and solve for the missing side lengths.
Formative/Closure: Students will complete an exit slip on which they will solve a given problem and explain their choice of trigonometric ratio justifying their result.
Summative Measure/Performance Task: Students will examine the given information for a right triangle and apply the appropriate trigonometric ratios and theorems to solve for the missing side lengths and angle measures.
2 min. Annette
You deserve a BREAK!(10 min.)
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Performance Task or Assessment
When designing your performance task or assessment, be sure that it…
• is focused on big ideas and standards.• accurately measures your objective.• is at the appropriate level of rigor.
1 min. Erika
To achieve high levels of rigor in instruction, the plan, implementation, and student tasks must be built around all of the following components:
1. Alignment to the standards and curriculum
2. A high cognitive demand: high level of Bloomsand application
3. Release of responsibility
Rigor and Relevance Framework
1 min. Annette
State Test Common CoreCreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.
Vary the sectors so that the probability to win a desired prize is much less than the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.
Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which prize has the greatest probability and which prize has the least probability?
4 min. Annette
English 9 & 10: Sample Performance Task
Review the definitions of crisis, problem, and emergency at http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml.
Then classify the following scenario as a crisis, problem, or emergency. Justify your conclusion in a journal entry with evidence and valid reasoning. Based on your reading, predict what the family's next step will likely be.
Where does the journal write fall on the Rigor and Relevance quadrant?
Jim's mom Alice has recently completed an alcohol abuse program. After waiting for two hours for his mom to pick him up from school, Jim, who is 10, decides to walk home. Once Jim gets home, he finds an empty booze bottle in the trash and bills spread all over the kitchen table. However, his mom is not home. Jim lives alone with his mom, and as it gets late into the evening, Jim wonders what he should do.
4 min. Annette
English 9 & 10: Sample Performance Task
Review the definitions of crisis, problem, and emergency at http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml.
Then classify the following scenario as a crisis, problem, or emergency. Justify your conclusion in a journal entry with evidence and valid reasoning. Based on your reading, predict what the family's next step will likely be.
Where does the journal write fall on the Rigor and Relevance quadrant?
College & Career Readiness Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection and research.
Objective: In an analytical paragraph, students will apply informational-text concepts to real-world social situations.
4 min. Annette
Science 10: Sample Performance Task
Newton’s laws describe and quantify the relationship between forces and motion. Students are usually introduced to Newton’s laws in middle school. In more advanced physical science classes, students usually get to explore the laws of motion in a more in-depth way. You’ve been asked to help prepare a PowerPoint presentation that can be used to help introduce middle school students to Newton’s laws. Carry out the following steps to help complete the task:
1. Use a textbook or another resource to review Newton’s laws. As you read the information, pay particular attention to any diagrams used to explain the concepts. Look for relationships between the key terms in the text. Take notes to summarize the key points that you review.
2. Then, plan a 10-slide PowerPoint presentation that could be used to introduce Newton’s 1st, 2nd, and 3rd laws to middle school students. Include text, diagrams, and related formulas or equations. Keep in mind your audience—middle school students
who are completely unfamiliar with Newton’s laws. Have a classmate review your written plan and offer feedback. Incorporate any required changes into your presentation.
3. Using your plan, create the PowerPoint Presentation. 5 min. Annette
College & Career Readiness Anchor Standard: Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
•Write info/expl text: Create a 10-slide PPt•Examine/convey complex ideas: Newton’s 1st, 2nd, 3rd laws•Effective organization: Plan the PPt. •Convey ideas clearly and accurately: Peers review
plan and creators revise accordingly•Effective selection and analysis: target audience identified
as middle school students unfamiliar with Newton’s laws
3 min. Annette
When Designing Performance task or Assessment, Ask…
To what extent do the activities and assessments• Require complex problem-solving as opposed to simple plug-in
exercises?• Provide minimal cues as opposed to telling the student exactly what
content is needed and what/how to think? • Reflect “real-world” use of the content as opposed to typical school
questions, “core” tasks?• Validly address the targeted standard(s) as opposed to being merely
interesting or fun?• Provide sufficient work to cover the entire standard as opposed to
providing only one piece of many needed lessons and assessments?
Adapted from Grant Wiggins & Jay McTighe, 2004 2 min. Erika
Design your Performance task or
Assessment…15 min. Erika
Learning ObjectiveObjective: A complete sentence which includes specific content, verb/skill, and context.
Examples: English: Students will write the commentary portion of a paragraph which clearly explains the relationship between evidence and topic idea.
Earth: Students will summarize the process of weathering and erosion by completing a graphic organizer. (100% accuracy is implied.)
Art: On the color wheel, students will illustrate the difference between a color, a shade and a tint. (100% accuracy is implied.)
6 min. Erika
Write Your Own
1. Take a few minutes to brainstorm some BIG ideas you might like to use as the focus of your lesson. If you have content standards, begin with the standards (as opposed to content).
2. Write your own objective. Be sure it…a. is written in a complete sentence.b. includes specific content, verb/skill, and
context.
5 min. Erika
Appointment #2Partner #1 = first speakerObjective: Share your objective and
general lesson ideas with a partner.
Partner #2 = first listener Objective: Listen for the logic of the ideas. Ask clarifying
questions as they occur to you.
Switch roles
Be prepared for a brief discussion…3 min. Erika
Matching Performance Task/Assessment to the Objective
An important element of backward mapping is to match the rigor of the performance task/assessment to the rigor of the learning objective—that is, to assess students at an appropriate level of rigor so that we know the performance task demonstrates the essential learning. Ask yourself:
Does the rigor of the objective match the rigor of the assessment?
IF YES, THEN ASK…
What will constitute success? 2 min. Erika
Appointment #3
Partners #1 and #2 DiscussionShare your performance task/assessment.• Explain the level that must be achieved to
constitute success. • Explain how the rigor of the objective matches
the rigor of the assessment.Make changes as appropriate…
3 min. Erika
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Lunch
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Lesson Essentials
Before you begin planning the body of your lesson, consider the following:
•All lesson pieces should be framed by the objective and performance task. •There are foundational skills and/or knowledge embedded in all objectives. We must consider what those skills are and what gaps our students may have. We must address those in our planning.
2 min. Erika
When Building in Relevance…Comparing Learning to… Use the Real World
• Student’s life• Family’s life• Student’s community and
friends• Our world, nation, state• World of work• World of service• World of business and
commerce with which we interact
• Moral, ethical, political, cultural points of view and dilemmas
• Real world materials• Internet resources• Video and other media• Scenarios, real-life stories• News—periodicals , media
Lin Kuzmich, 2011
1 min. Erika
Write this Section of your Lesson
Activate Prior Knowledge: connect new learning to past learning and/or to personal or universal experience.Establish Relevance: personal, academic and/or real-life importance
Get creative, have fun!
5 min. Erika
Planning Pair-Share
Partners #1 and #2 DiscussionWith an elbow partner…• Share your strategies for activating prior
knowledge and establishing relevance.• Explain the rationale for your choices.
Make changes as appropriate…Be prepared to share out…
4 min. Erika
Lesson Essentials
Concept Development… introduce/review academic vocabulary, examples, non-examples
Skill Development… how to use the skills introduced in the learning objective
♦ I DO… model, think aloud, teach thinking process.♦ HOTS is critical here!
1 min. Annette
Cornell Notes: Concept/Skill Development
Directions: • Read and annotate the notes provided on the right. • Record three or more questions and/or
observations relative to that material in the space provided on the left.
• Complete the reflection/self-assessment.
5 min. Annette
Pair-Share Discussion
Regarding your Cornell Note sheet...• What did you annotate? Why? • What questions did you write?• What are your areas of focus as we move into
this stage of planning?
5 min. Annette
Concept Development
Model
Thank you, Linda Lima, Pre-AP Engl. 2, GVHS
2 min. Annette
Concept Development
ModelThank you, Linda Lima, Pre-AP Engl. 2, GVHS
• an insight or idea about life—something we may have thought of or realized before
• an insight or idea about human nature• a complete sentence• a summary of the plot (what
happens)• a message about the character(s)• a word or phrase• a moral (a rule of conduct)
2 min. Annette
Concept Development
Model Thank you, Linda Lima, Pre-AP Engl. 2, GVHS
2 min. Annette
Planning for Concept/Skill DevelopmentWrite this Section of your Lesson
Consider the following as you proceed:Explicit Instruction Regarding:
• Content vocabulary • Academic (common academic words)
Utilizing Strategies such as:• Examples/Non-examples• Visuals/video clips• Modeling/demonstration• Memory strategies/metacognitive processes
(think alouds)15 min. Annette
Content Development Pair-Share
Share with an Elbow Partner• What did you decide on for how you will
introduce your content? Why? • How will your strategies help support your
diverse learners?
3 min. Annette
Guided Practice (We DO)
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Lesson AnalysisLook at the Guided Practice Model with a partner or partners:
• Read through the model • Mark I DO, We DO, You DO w/partner and You DO
independently• Make observations regarding the process and what
appeals to you in the structure… also identify the subject area where this progression might be appropriate. Be prepared to share out.
10 min. Annette
Scaffolding Analysis in Thinking, Dialogue and WritingIf students struggle with any form of analysis:• Cause and Effect—use with multiple scenarios, conditions, variables,
both predictable and unpredictable (If students can’t do this, go back.)
• Compare and Contrast—use complex comparisons• Same and Different—categorize items and determine what rules
apply to “sameness” and “differentness”• Summarize… • Point of View… • Paraphrase Orally• Determine importance or main idea
– If students can’t discern main ideas: • Re-teach vocabulary with more relevance and practice• Web all ideas in text• Fill in the middle of the web last to help students determine the main ideas from the details…
use many visuals with the web Lin Kuzmich, 2011
1 min. Annette
Strategies for Helping Students Access Information
1. Use a post-it note to mark an important page—containing an example/model, map, timeline, etc.
2. Teach students to use text—cross reference… “look at model”/ “look at your work.”
3. Teach students to color code steps in a process, classification of ideas, causes/effects, etc.
4. Use thinking pauses between chunks of information by giving students something to do with information—talk, quick write, highlight, predict, etc.
5. Create thinking tips—an acronym, a kinesthetic response, steps in a thinking process, etc.
3 min. Annette
Thank you, Linda Lima, Pre-AP Engl. 2, GVHS
Consider giving students an opportunity to explore what they know how to do in a nonthreatening activity. Encourage them to examine the metacognitive processes they have in place.
2 min. Annette
Thank you, Linda Lima, Pre-AP Engl. 2, GVHS
Consider allowing your students to apply a new concept to previously taught material. (Here the class had studied 1984 previously.) The next step is for students to apply this new concept to new material.
2 min. Annette
Math example
Thank you, Marc Parsons, Geometry, GVHS
Consider allowing your students to search for patterns to identify rules.
Quick Write on Lesson IdeasTake some time to brainstorm your ideas for how you might go about teaching your lesson.
a. What step-by-step instruction is needed? b. What should you model? c. How can you improve students’ thinking
around the concept? d. How can you guide them toward
independence?3 min. Erika
Skill Development (We DO)Consider the following as you proceed:
• Teacher and student (side-by-side) task completion• Academic language modeled and reinforced (required)• Student-teacher interaction (feedback on student responses)
Chunked pieces Formative assessment/CFU (to address remediation needs)
• Student-student interaction (partners or groups, with share out)• Gradual release of work responsibilities
proximity…monitor…reinforce…redirect
1 min. Erika
Plan for Guided Practice What will you do? What will they do?
15 min. Erika
Pair-Share
Partners #1 and #2 DiscussionWith an elbow partner:• Talk your partner through your I-DO and We-
DO phases. Explain your logic.• Ask clarifying questions of one another.
Make changes as appropriate…
6 min. Erika
Lesson Essentials
Closure (the final CFU)… done prior to independent practice (important so that teachers can assess intervention needs and students don’t practice errors).
2 min. Erikahttp://www.bing.com/images/search?
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Why Closure?
• It reinforces (and reviews) the objective.• It provides an opportunity for students to
demonstrate the effectiveness of their learning.
• It facilitates retention and transfer.• It provides the teacher and the student
with an opportunity to measure the success of the lesson.
2 min. Erika
Nothing Motivates Like Success
4 min. Ken
Closure Ideas• Read (skim and scan) the “40 Ways to Leave
a Lesson” document.• Put a check mark next to strategies you have
used or might consider trying in your classroom.
• On the reflection guide identify 3 strategies you might use in your classroom and explain their application.
4 min. Erika
Matching Closure to an ObjectiveObjective: Students will write the commentary portion of a paragraph which clearly explains the relationship between evidence and topic idea.
Closure Options:1. Identify two questions you asked yourself about what your
audience needs to know to understand your point. Explain how you approached answering those questions in your commentary.
2. Identify the types of evidence you included to support your topic idea.
3. List and explain the strategies you used for breaking down the evidence in your commentary.
5 min. Annette
Lesson EssentialsIndependent Practice: YOU DO…provides repetitions to ensure learning, to help transfer information, to help develop fluidity, speed, and accuracy. (Practice must reflect content and rigor of the day’s instruction.)
Make sure the content and rigor of the independent practice matches that of the instruction (the I do, and we do pieces).
3 min. Erika
The Art and the Science of Teaching“Effective teaching is part art and part science. The science part of effective teaching is founded on decades of research that has provided guidance for the general categories of behaviors that constitute effective teaching….
The art part is founded on the dual realizations that research cannot provide answers for every student in every situation and that the same behaviors can be employed in a different order and fashion by two different teachers with equally beneficial results.”
--Marzano: The Art and Science of Teaching 2 min.
Erika
1 min. Erika
1 min. Erika
Thank you and one last piece.
http://www.een-northeast.co.uk/3_pages/technology-database/
