Clarifying expectations for focus and connectivity in the technology-rich, standards-based classroom Dr. Elizabeth Clark Donna Solley Crysten Caviness Birdville ISD

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CLARIFY Understand the design process for creating a standard clarification document FOCUS Design learning with a focus on the standards CONNECT Understand how to connect learning tasks to a standard and integrate technology to maximize learning in a high-stakes, standards-based system

Clarify the WHAT Focus on the WHAT to design the HOW Connect lesson design to DESIRED LEARNING OUTCOMES

Unit of Instruction Frontloaded Curriculum Development Backward Design of Instruction so that teachers can employ backward design principles when planning instruction. As curriculum developers, we must frontload from the standards and provide specificity through the clarification documents

Standard Clarification Document

8 th Grade Science (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy

Cognitive Requirement Content Context What is the cognitive requirement of the standard? What is the VERB? At what level of complexity should students be working? What content is addressed in the standard? What is it about the content that the students will (insert verb here)? What is the context of the content and its relationship to the cognitive requirement? How will students interact with the content of the standard?

 Clarifies for the teacher WHAT students should know and be able to do – Cognitive Rigor, Content, Context, Assessment  Focuses the teacher on the PURPOSE of strategies, structures, and technology  Empowers the teacher to design HOW instruction will unfold

Design assessments based upon Standard Clarification documents Conduct Assessments Obtain Data Analyze Relevant Data Determine Conclusions Plan Instruction Implement Instruction

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 Each lesson component’s PURPOSE is focused on student mastery of the standard  Decisions about strategies, structures, and technology are focused on engaging students in the THINKING required by the standard  Use of technology should CONNECT the learning process to the desired learning outcomes

 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)

 Does the application of this technology align to the standards? Will it lead students to the desired outcomes?  Will this technology help to make the students’ cognition more tangible for the teacher and students?  Will this technology cause students to be more engaged in the learning? Does it distract from or promote the desired learning outcomes?  Will the technology in this learning task aid in the scaffolding of instruction?

Example Standard: analyze the way in which a work of fiction is shaped by the narrator's point of view.[E1.5C] Cognitive Rigor: What should students be doing?. analyze: to examine methodically by separating into parts and studying their interrelations Content: Students must be able to identify the point of view of a work or fiction in order to understand the impact of the point of view on a story. Point of view shapes meaning by helping the reveal a perspective. Students should be able to discuss the advantages and disadvantages to a point of view and discuss how the point of view of a fictional work shapes the meaning. Students will provide text evidence when appropriate. Context: Students will analyze point of view orally and in writing. Sample Assessment Item: The narrator’s point of view is important to the plot because ____________

Example Standard: analyze the way in which a work of fiction is shaped by the narrator's point of view.[E1.5C]  Example Learning Task: In small groups, students read a short fiction passage for 5 minutes Teacher has set up a Poll Everywhere question so groups can send a text message stating the Point of View (POV) of the passage Whole class, led by teacher, briefly discusses which POV and why This is repeated for three different short passages At the end of class, the small groups use an iPad to create an electronic poster to illustrate their favorite of the three passages and which point of view it represents. They must include a definition of the type of POV.

 Does the sample learning task align to the cognitive rigor, content, and context of the standards? No. This task calls upon students to IDENTIFY POV but stops short of analyzing how it shapes a work of fiction  Does it cause students to demonstrate their thinking? Yes and No. The whole class does discuss why the passage represents a certain POV, but the thinking about the way it shapes the fiction is not depicted.  Will it likely engage the students? Yes. Students get to collaborate with peers using personal cell phones and get to use creativity on the iPad.  Does it engage students in the desired learning? No. Students are not called upon to analyze anything in this task.  Will the technology in this learning task aid in the scaffolding of instruction? Possibly. This task does aid students in first being able to identify POV. If it is followed up by a task that asks students to apply the knowledge of POV in the form of analyzing its impact on the work of fiction, it could be on track to leading students to mastery.

What modifications could be made to the learning task to better align the technology, and the lesson as a whole, to the standard?

What is a Flipped Classroom? Basically, the Flipped Classroom inverts traditional teaching methods, delivering instruction online outside of class and moving “homework” into the classroom

8 th Grade Science teacher in Birdville ISD, Whitney Isbell

8 th Grade Science Example

6.8A States of Energy: Flipped Lesson WSQ Form: Teacher's View Focus of classroom activity: 1.Teacher reviews WSQ responses in the morning to determine what needs to be clarified at the start of class 2.Students work in small groups to design and implement a lab to compare and contrast potential and kinetic energy 3.Teacher works with small groups and individuals to address their questions and diagnose whether certain students need further instruction

Cognitive Rigor: What should students be doing? Analyze: to examine methodically by separating them into parts and studying their interrelations Formulate: to state as or reduce to a formula Solve: to work out the answer or solution to (a mathematical problem) Content: What concepts will the students need to analyze, formulate, and solve? Problem situations, Equations and inequalities, and Problems Context: In what context will they analyze problem situations, formulate equations and inequalities, and solve problems? Exponential functions Sample Assessment Item: Algebra II Example

11.F Exponential Function: Flipped Lesson Focus of classroom activity: 1.Based on WSQ form data, any confusion that students have are addressed. 2.Students work in groups on application activity. They have white boards to collaborate on the work before answering the questions on the activity. 3.While students are working, teacher walks from group to group to hear their discussion and facilitate their learning.

One teacher’s students had 200 zeroes in one six- weeks…she sought out the flipped model and by the end of the semester, had zero zeroes! Students learn at different paces (slow, medium, fast). Students were missing important pieces of information from class even though they were “present”. We wanted a student-centered classroom and to be able to do more engaging activities. Students are absent sometimes (sick, sports, etc.) and miss critical lessons.

Students not completing homework fully at home because they “forgot” how to do it from class (or simply copying from a friend). Teacher spending most of class time giving direct instruction and not giving students a lot of practice on their own with support. Teachers spending many extra hours tutoring and re- explaining to students who didn’t “get it” during class. Students working in class in groups allows teachers to make higher order thinking activities/assignments.

Responsibility for learning flipped from teacher’s hands to student’s hands Face to face time flipped from teacher-centered to student-centered Focus of class time flipped from lower-order to higher-order thinking

“We both [Algebra 2 teachers who flipped their classrooms] had 100% passing for our students who took TAKS AND for our students who took STAAR!!! That has NEVER happened for me in all my years of teaching Algebra 2. Our on-level students who scored commended on TAKS were VERY close to the amount of PAP students who scored commended. Our last April Alg2 CBA results were so much higher than they ever were!! I am so proud of my students for adapting to this new way of learning and succeeding and it proves to me that as educators, we have to do something different!!! I am excited to see how we can improve on this for next year!!” - Carla Dalton, Algebra 2 Teacher

What factors are most important to consider when designing a technology-infused lesson? How could technology strategies, such as the flipped learning model, impact student success in your school(s)? How can curriculum designers support teachers in aligning instructional technology to the standards?