Deconstructing Standards Summer Training 2014

Clear Targets: I can deconstruct standards to better understand and integrate contents. I can develop clear targets and essential questions.

What Can Teachers Gain by Thoughtfully Deconstructing or “Unpacking Standards?  Develop a common understanding about a Learning Expectation (LE) versus a Clear Target.  Discover the embedded science and math concepts in the standard.  Clarify what students need to know and be able to do, which provides guidance for developing assessment and instructional plans that are carefully aligned with the standard.  Establish a knowledge base for differentiating instruction so that all students have the opportunity to learn and master a standard.  Determine what evidence of performance is sufficient to establish that a student has mastered a standard.

What does the standard really mean?  8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.  8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. DECLARATIVE VS PROCEDURAL KNOWLEDGE

Analyze the Standard 1. the verbs. 2. Underline the nouns and what the verb is referring to. Circ le

Student Knowledge  Vertical alignment  Pre-requisite knowledge – What content should students have mastered before they can master this standard?  Future knowledge – After students have mastered this standard, how will they apply the content to future learning?  Connecting standards to content:  Math:  Science:

EDI: I do/We do

EDI: You do!

Support for Student Success: Alignment Among the Elements  Why is alignment of these three elements important?  How can alignment contribute to increased rigor?

Math or Science or BOTH?  We need to understand each others’ content.  Explain to your partner the content that is in your deconstructed standard.  If we can’t understand our own standards, then we can’t explain it to our colleagues for STEM purposes and we can’t effectively teach our students.

Reflection Question: How does deconstructing standards make STEM an easier process for teachers?