Standards Based Planning Session Two When I was Share Out Sort into groups Color Questions Answer the question printed in the same color as the candy you selected. COLOR QUESTION What should be considered when identifying and delivering essential content and skills? What would you share with a colleague about the material you have learned so far? Analyze one indicator in the rubric and indicate the implications for planning. Create a slogan or statement that would represent the information from this course. When considering the factors that affect student achievement, what impressed you the most? Curriculum Mapping Partner Check In Lab Work Time Curriculum Mapping & Unit Planning Article Preview Read article assigned Complete the summary frame. Article Preview Each group to draw a graphic image or create physical movements to represent the content of their article. Each group selects members to present the following: Explanation of visuals (graphic or kinesthetic) Implications for planning General conclusion Article Preview Clink on the link to the Google Docs page sent to you Each person will complete their assigned slide, summarizing the information. You may add 1-2 more slides or graphics. Be sure to click save. Backward Design Beginning With the End in Mind Backward Design Keeps teachers focused on essentials Allows teachers to critically think about what they are going to teach and how they will know students know it Helps keep us at grade level proficiency Helps with ensuring alignment of standards, instruction, and assessments Backward Design Requires that teachers think critically about how they assess student proficiency Requires that teachers understand the thinking that they want students to do and provide ongoing feedback on the skill of thinking Requires that teachers examine their assessments Backward Design - Alignment In a standards based approach to planning, alignment means that the planning, instruction, and assessment all engage students in demonstrating the standards through the verb (or type of thinking) and the content information. Typical Performance Objective PO 1. Identify that matter is made of smaller units called: molecules (e.g., H 2 O, CO 2 ) and atoms (e.g., H, N, Na) PO 2. Distinguish between mixtures and compounds. PO3. Describe changes of matter: physical cutting wood, ripping paper, freezing water; chemical burning of wood, rusting of iron, milk turning sour Whats Important PO 1. Identify that matter is made of smaller units called: molecules (e.g., H 2 O, CO 2 ) and atoms (e.g., H, N, Na) PO 2. Distinguish between mixtures and compounds. PO3. Describe changes of matter: physical cutting wood, ripping paper, freezing water; chemical burning of wood, rusting of iron, milk turning sour Possible Assessments PO 1. Identify that matter is made of smaller units called: molecules (e.g., H 2 O, CO 2 ) and atoms (e.g., H, N, Na) List 5 molecules you find in this classroom. Identify the correct symbol and the item the molecule can be found in. Identify these molecules: H, O, and CO with their appropriate names. Possible Assessments PO 2. Distinguish between mixtures and compounds. Use a graphic organizer to show the similarities and differences between mixtures and compounds. Provide a conclusion about why it would be important for a scientist to know the difference. Develop a classification chart for the following mixtures and compounds. List the important characteristics of both and then classify the items. What is important about knowing the difference between these two? Possible Assessments PO3. Describe changes of matter: physical cutting wood, ripping paper, freezing water; chemical burning of wood, rusting of iron, milk turning sour Select a physical and chemical change in matter. Describe each change with details about the change in matter. Describe the changes in matter of freezing water and burning wood. Also, identify what kind of changes these are physical or chemical and why. Backward Design - Alignment The most important aspect of examining the standards is understanding the kind of thinking a student should be able to do with the content. Moving from teaching isolated content and facts to critical thinking about the content. Backward Design How To Identify the verbs and the content in the standard, concept, & performance objectives. Describe what the verb means. Develop steps that students will need to complete in order to demonstrate the thinking. Connect the content with the thinking. Backward Design How To Work backwards develop pre-assessments and post-assessments Develop activities that help students to acquire new knowledge, extend learning, and apply learning aligned with the standards. Check for Understanding PO 203. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) Verb? Content? Sub-Content, examples? PO 203. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) Verb = Develop Content = plans for his or her own artwork Sub-Content, examples = sketches, models, and notes PO 203. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) Verb = Develop What does develop mean? What steps must students complete to demonstrate this level of thinking? PO 203. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) Verb = Develop What does develop mean? Create, organize, plan, make What steps must students complete to demonstrate this level of thinking? Determine a theme Select materials Sketch, plan design, make a model Incorporate design elements Write notes, label design, determine gridding PO 203. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) What content is connected with the thinking? Possible Assessment? PO 203. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) What content is connected with the thinking? Plans for own artwork Possible Assessment? In your sketchbook, develop a plan for your pen & ink drawing. Write a paragraph on the following page describing your theme and how you will incorporate principles of design. Make a list of the materials needed. In your sketch, label the scale measurements and the design. Backward Design Questions or Concerns? Backward Design - Alignment Select a standard to analyze from yesterdays map. Determine verb & what verb means Determine content Create a possible aligned assessment Trade with a partner Discuss Concept Review Partner Find: locate a person in the room who is wearing the same or similar color shoes Log onto computer Go to delivered applications and open Inspiration Make an image to represent the key learnings from this morning. Concept Review Presentations Questions/Concerns Unit Planning Consult curriculum map and select one of the chunks of learning Develop essential questions to guide the learning Re-check standards and performance objectives Identify building content and skills Develop pre-assessment methods for building content and skills Develop summative assessments Sequence the performance objectives Unit Planning - Chunking Research We automatically chunk information Newspaper Long term retention is increased when learning, activities, and materials are connected For learning to occur, students must be provided with workable chunks for learning no more than 7 chunks of learning Unit Planning - Essential Questions Essential questions make big connections with the content and skills in a chunk of learning so students can tie learning back to meaningful, real life issues. Essential Questions Higher order thinking questions Open ended Create curiousity Lend themselves to future consideration Have relevance to students lives Lend themselves to multidisciplinary investigations Essential Questions - Examples How important is understanding how parts of things work? How has the definition of an American changed over the last 230 years? How can understanding cells improve how we live? How does reading stories help us make better decisions? Essential Questions Card Sort Work with a partner to sort the cards into two categories: Effective Essential Questions Ineffective Essential Questions Use the handout to guide you in your determination. Unit Planning Performance Obj. Use performance objectives to build proficiency towards a standard. (Reeves, Marzano) Recheck standards and performance objectives. Unit Planning Building Content/Skills Develop building content and skills and develop assessments to know where to start. (Hunter, Marzano) Unit Planning - Assessments Align, align, align performance objectives and assessments. (Hunter, Kovalik) Use multiple intelligence research to develop multiple methods of assessment for unit. (Gardner) Lab Work Time: Unit Planning What do you think? Find a partner Read the set of cards Sort the cards into a category that makes sense Thinking Levels Thinking is the hardest work there is, which is the probable reason so few engage in it. - Henry Ford - Thinking Skills Mastery of the basics is not sufficient to fulfill human potential or meet the demands of the labor market Broad range of competencies are needed to prepare children for an unpredictable future Thinking Skills Higher order thinking skills are required because individuals cannot store sufficient knowledge in their memories for future use. Individuals need transferable skills to enable them address different problems in various contexts throughout their lives. Thinking Skills Complexity of modern jobs require people who can comprehend, judge, and participate in generating new knowledge and processes. Must be able to assimilate information from multiple sources, determine truth, and make sound judgments. Blooms Taxonomy (original) Evaluation Synthesis Analysis Application Comprehension Knowledge Blooms Taxonomy Revised (2001) Creating Evaluating Analyzing Applying Understanding Remembering Blooms Taxonomy Revised (2001)oms_taxonomy.htm Re-evaluate With your partner, look at your cards again Sort by using the New Blooms Taxonomy Did you change your groupings? Lab Work Time: Unit Planning