Welcome to Day 2 Math 6th Grade: Gallery Walk GPS Day 2 Training Mathematics 6th Grade Welcome to Day 2 Math 6th Grade: Gallery Walk When you enter the room, please take out your follow-up assignment from day one. (The assignment was to unpack a standard.) Get a easel chart page and flipchart marker. Copy your homework assignment on the page and post on the wall. Walk around and view others’ work. Draw a star by any statements you find particularly insightful. 1 Georgia Department of Education

Training for the New Georgia Performance Standards GPS Day 2 Training Mathematics 6th Grade Training for the New Georgia Performance Standards Day 2: Unpacking the Standards Georgia Department of Education

Module Overview: Day Two GPS Day 2 Training Mathematics 6th Grade Module Overview: Day Two Introduction (0:60) Large Group Demonstration (1:35) Unpacking a Single Standard (1:30) Unpacking a Multiple Standards (1:00) Summary and Follow Up Work (0:20) 3 Georgia Department of Education

GPS Day 2 Training Mathematics 6th Grade Day Two Objectives Define and describe the rationale for identifying big ideas, enduring understandings, essential questions, and skills and knowledge for a standard. Develop, for a given standard, the big ideas, enduring understandings, essential questions, and skills and knowledge (unpack the standard). Unpack multiple standards to create cohesive units of study. 4 Georgia Department of Education

Group Norms and Housekeeping GPS Day 2 Training Mathematics 6th Grade Group Norms and Housekeeping Group Norms: Participate and share Listen with an open mind Ask questions Work toward solutions Honor confidentiality Meet commitments or let others know if you are struggling to do so Housekeeping: Phone calls Rest rooms Breaks Lunch 5 Georgia Department of Education

Matching Game There are 13 terms and 13 definitions. GPS Day 2 Training Mathematics 6th Grade Matching Game There are 13 terms and 13 definitions. Work as a team to match each term to its definition. First team to correctly complete the task is the winner. 6 Georgia Department of Education

Creating a Graphic Representation Choose a metaphor to represent the elements in the GPS and in backward design. Create a graphic organizer, using the following terms (and more as needed) Content Standards Elements Performance Standards Student Work Tasks Teacher Commentary Enduring Understandings Big Ideas Essential Questions Skills and Knowledge Statements Stage 1 in Backward Design Stage 2 in Backward Design Stage 3 in Backward Design 7

Day One Follow-up Assignment What important similarities do you see among the work of various participants? What important differences do you see among the work of various participants? What questions and/or concerns do you have about the process of unpacking standards? 8

GPS Day 2 Training Mathematics 6th Grade Essential Question 1 What are the steps in unpacking a standard and why is each one important? 9 Georgia Department of Education

The Process of Backward Design GPS Day 2 Training Mathematics 6th Grade The Process of Backward Design big ideas understandings and essential questions skills and knowledge evidence 10 Georgia Department of Education

GPS Day 2 Training Mathematics 6th Grade Big Ideas What are the big ideas and core processes at the heart of this standard? What do I want to concentrate on and emphasize in this unit? 11 Georgia Department of Education

Enduring Understandings It is important for students know why facts are important. It is a tool for teachers to help focus students on deeper understanding. They help build conceptual structures in students’ brains that help them make sense of new, related knowledge. They help teachers have shared understanding of the standard, to promote vertical and horizontal articulation. 12

Enduring Understandings: Bad to Best “Students will understand the Civil War.” Bad: what should they understand? “Students will understand the causes of the Civil War.” Better: narrows the focus but still does not state what insights we want students to leave with. “Students will understand that the Civil War was fought over states’ rights issues more than over the morality of slavery.” Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding. 13

Enduring Understandings: Format NO: “Students will understand principles of persuasive speaking.” NO: “Students will know how to speak persuasively.” NO: “Speak persuasively in public.” YES: “Students will understand that persuasion often involves an emotional appeal to the particular wishes, needs, hopes, and fears of an audience, irrespective of how logical and rational the argument.” 14

Enduring Understandings Students will understand that real-world objects may or may not be symmetrical. Students will understand that scale provides a mechanism by which we can study objects that are extremely large or small. 15

Developing Essential Questions Create one to five per unit. Should be big and open-ended. Look at how (process) and why (cause and effect). Consider various levels in Bloom’s taxonomy. Use language appropriate to students. Sequence so they lead naturally from one to another. Use as organizers for the unit, making the “content” answer the questions. Share with other teachers. 16

From Understandings to Questions Students will understand that real-world objects may or may not be symmetrical. Essential Question: Students will understand that scale provides a mechanism by which we can study objects that are extremely large or small. 17

Essential Questions: Overarching (units or unit) and Topical (daily, lesson, key) —We Need Both! Overarching: More abstract and general; does not have a definite answer; pertains to several lessons within a unit EX: Why is it important to understand symmetry? Topical: More specific; does have a definite answer; related to a single lesson EX: What is the difference between line and rotational symmetry? Ex: How are a reflection and line symmetry related? 18

Skills and Knowledge KNOWLEDGE (declarative) SKILLS (procedural) 19 Facts Concepts Generalizations Rules, laws, procedures Skills Procedures Processes KNOWLEDGE (declarative) SKILLS (procedural) 19

What squares with my thinking? What’s still rolling around in my mind? GPS Day 2 Training Mathematics 6th Grade Essential Question 1 What are the steps in unpacking a standard and why is each one important? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 20 Georgia Department of Education

GPS Day 2 Training Mathematics 6th Grade Essential Question 2 How can unpacking a standard enrich our assessment and instructional practices so that all students can reach mastery of the GPS? 21 Georgia Department of Education

What squares with my thinking? What’s still rolling around in my mind? GPS Day 2 Training Mathematics 6th Grade Essential Question 2 How can unpacking a standard enrich our assessment and instructional practices so that all students can reach mastery of the GPS? What squares with my thinking? What’s still rolling around in my mind? What do I need to change? 22 Georgia Department of Education