Standards-Based Planning Essential Question: What is good teaching? Rigor, Consistency and Cohesiveness in Unit Planning.

Slides:



Advertisements
Similar presentations
Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 October 15, 2012.
Advertisements

Understanding by Design Day 3 Roosevelt Complex Secondary Science Training.
Understanding by Design Stage 3
LESSON-DESIGN ELEMENTS THAT REFLECT THE COLLEGE-AND CAREER- READY STANDARDS FOR MATHEMATICS AND THE STANDARDS FOR MATHEMATICAL PRACTICE. CCRS IMPLEMENTATION.
H IGHER O RDER T HINKING Q UESTIONS Lesson Plan Review.
Assessment In P.E. A Backward Design.
Bringing it all together!
Understanding by Design
Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by Sherah B. Carr, Ph.D Information adapted from training.
The Network of Dynamic Learning Communities C 107 F N Increasing Rigor February 5, 2011.
Curriculum & Instruction Webinar October 18, 2013.
Team Task Choose 1 Progression to READ: Number and Operations--Fractions Ratios and Proportional Relationships Develop “Content” Knowledge.
1 Backward Design, Assessment, and Rubrics Based on Understanding by Design By Grant Wiggins and Jay McTighe.
Educators Evaluating Quality Instructional Products (EQuIP) Using the Tri-State Quality Rubric for Mathematics.
ED 3501: Curriculum and Instruction Section GHI - Fall Understanding by Design Understanding and Creating Effective Instructional Design.
Translating Standards Into Curriculum: The Lead Standards Approach.
Understanding the Process and the Product Professional Development Spring, 2012.
UBD Backward Planning Understanding by Design - The Backward Planning Model Based on the work of Grant Wiggins and Jay McTighe Plan Backwards!
46th Annual MPESA Fall Conference
Welcome What’s a pilot?. What’s the purpose of the pilot? Support teachers and administrators with the new evaluation system as we learn together about.
USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS * Based on the thinking that if everyone has a clear picture of where they are going before they start,
A Framework for Inquiry-Based Instruction through
Planning a Unit of Study A standards-based unit of study is a coherent body of subject matter aligned with standards that focuses on a main topic or process.
Learning Targets NNMST Science Breakout Session December 8, 2011.
UNDERSTANDING BY DESIGN
Standards-Based Science Instruction. Ohio’s Science Cognitive Demands Science is more than a body of knowledge. It must not be misperceived as lists of.
 Participants will teach Mathematics II or are responsible for the delivery of Mathematics II instruction  Participants attended Days 1, 2, and 3 of.
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
 Desks in pairs or groups of 3-4  Students engaged in learning, minimal whole group instruction, students in collaborative pairs, small groups, etc.
EdTPA Teacher Performance Assessment. Planning Task Selecting lesson objectives Planning 3-5 days of instruction (lessons, assessments, materials) Alignment.
Supporting and Coaching Classroom Facilitators Oudete Taylor August 13, 2015.
21 st Century Learning and Instruction Session 3: Quality Instructional Design.
FEBRUARY KNOWLEDGE BUILDING  Time for Learning – design schedules and practices that ensure engagement in meaningful learning  Focused Instruction.
CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.
Expeditionary Learning Queens Middle School Meeting May 29,2013 Presenters: Maryanne Campagna & Antoinette DiPietro 1.
Stage 3: Learning Activities and Performance Tasks Thursday, August 4th, 2010.
The Backward Design Process
CASD Librarians: Do You Speak SAS? What We Need to Know October 25, 2011.
Understanding by Design a.k.a. Backward Design
Matthew Birtel EDUC 503 FALL 2012 November 27, 2012.
Understanding By Design
Understanding by Design the ‘big ideas’ of UbD Copyright: 2002, Grant Wiggins and Jay McTighe.
Understanding by Design, UbD - based on work by McTighe and Wiggins.
3 Stages of Backward Design 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences & instruction.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
Understanding by Design Developed by Grant Wiggins and Jay McTighe Published by the Association for Supervision and Curriculum Development (ASCD) A.K.A.
Developing an Effective Evaluation to Check for Understanding Part 1 Susan E. Schultz, Ph.D. Evaluation Consultant PARK Teachers.
SAS What is a coach to do? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education.
UbD - Stage 2 Assessment Evidence. Our Big Idea Making Best Practices, Common Practice *create a variety of assessments, to be used throughout the lesson,
Instructional Leadership: Planning Rigorous Curriculum (What is Rigorous Curriculum?)
Backward Mapping... beginning with the end in mind... NSW Department of Education & Training NSW Public Schools – Leading the Way With.
Elizabeth Stevenson Teaching, Learning and Leading In the 21 st Century EDU-650 Dr. Allison Rief May 30, 2014 Elizabeth Stevenson Teaching, Learning and.
WHAT IS EFFECTIVE INSTRUCTION? E xplicit D irect I nstruction.
Designing a Culminating Task Presented by Anne Maben UCLA Science & Literacy Coach Based on the model by Jay McTighe, Maryland Assessment Consortium.
Effective lesson planning and design By Debora Chappelle.
Adapted from ASCD Materials.  Is a framework for developing units  Begins with looking at the end.  What do we want students to know?  How will they.
“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.
Standards-based Grading and Reporting Information for Parents.
A community of learners improving our world
Bloom’s Taxonomy Investigating Cognitive Complexity
Assessment In P.E. A Backward Design.
New Goal Clarity Coach Training October 27, 2017
Understanding by Design
Understanding by Design
Connecticut Core Standards for English Language Arts & Literacy
Assessment In P.E. A Backward Design.
Understanding by Design
WHAT IS LIFE LONG LEARNING IMPORTANCE OF LIFE LONG LEARNING
Backward Design, Assessment, and Rubrics
Backward Mapping beginning with the end in mind . . .
Presentation transcript:

Standards-Based Planning Essential Question: What is good teaching? Rigor, Consistency and Cohesiveness in Unit Planning

Standards-based Curriculum-mapping The unit has a clear focus on THE BIG IDEAS/ The unit has a clear focus on THE BIG IDEAS/CONCEPTS –Begin with the Content and ELA standards and sub-standards being addressed –Analyze Content standards to make the implied big ideas clear, using Bloom’s Taxonomy –Organize content around key concepts –Show how the big ideas offer a purpose and rationale for the student

What is the level of rigor required by each standard??? Bloom’s Taxonomy Chart A cognitive tool to reach consensus on the relationship between: A cognitive tool to reach consensus on the relationship between: – What the standard asks students to KNOW and – What the standard asks them to be able to DO.

Bloom’s Taxonomy Chart

ConceptualProcedural LD7’s Bloom’s Levels of Cognitive Domains Remember UnderstandApplyAnalyzeEvaluateCreate Think-Pair-Share: Think about your own HS experience - Plot where you think the majority of your HS tasks fell in Bloom’s Taxonomy

ConceptualProcedural LD7’s Bloom’s Levels of Cognitive Domains Remember UnderstandApplyAnalyzeEvaluateCreate Pair-Share: What Bloom’s Levels do you think students need to be proficient at in order to successfully handle college work??

TYPES OF KNOWLEDGE FactualMetacognitive Basic elements for understanding a discipline: terminology, details, vocab, dates, people How subject matter is organized, parts & information connected and how they function together Knowledge of different “processes,” subject specific skills, methods & algorithms; WHEN to use them Knowledge about one’s own thinking: strategies, cognitive tasks, self-knowledge of strengths & weaknesses ConceptualProcedural

ConceptualProcedural Types of Knowledge LD7’s Bloom’s Levels of Cognitive Domains Remember UnderstandApplyAnalyzeEvaluateCreate Factual Metacognitive Conceptual Procedural Pair Share: What is the connection between the Types of Knowledge and Blooms Levels?

ConceptualProcedural Types of Knowledge LD7’s Bloom’s Levels of Cognitive Domains Remember UnderstandApplyAnalyzeEvaluateCreate Factual Metacognitive Conceptual Procedural Deepening the work

Biology-an Example

Standards-based Curriculum-mapping 1.What are the Content, I & E and ELA standards and sub-standards being addressed?

Standards-based Curriculum-mapping 2.What is the Level of Rigor (knowledge level & cognitive domain) being asked for?

Standards-based Curriculum-mapping 3.Identify the Essential Question or Student Learning Goal for this task. Evolution: Why are there so many different forms of life on earth? Why are there so many different forms of life on earth? How can we explain the physical similarities between species living in similar habitats on different continents? How can we explain the physical similarities between species living in similar habitats on different continents? Why can’t we kill all the predators and pests? Why can’t we kill all the predators and pests?

Standards-based Curriculum-mapping 4.Design an Assessment / performance task Should be grounded in real-world applications Should be grounded in real-world applications Provide useful feedback to the learner, be transparent, and minimize secrecy Provide useful feedback to the learner, be transparent, and minimize secrecy Be valid, reliably aligned with the content standards Be valid, reliably aligned with the content standards

CONCEPT(S)PROCESS SKILLS Standards-based Curriculum-mapping 4.Design a culminating task that assesses both the concepts and process skills (I & E) called for in the standards.

4. Design an Assessment/performance task G R A P S S

Standards-based Curriculum-mapping 5. Collaboratively develop a rubric that will be used for the task What other evidence will be collected to build the case for understanding, knowledge, and skill? What other evidence will be collected to build the case for understanding, knowledge, and skill?

6. Scaffolding: A focus on engaging and effective learning What learning experiences and instruction will promote the desired understanding, knowledge, skills and concepts of the clustered standards? What learning experiences and instruction will promote the desired understanding, knowledge, skills and concepts of the clustered standards? How will the scaffolded lessons ensure that all students are fully engaged and effectively meeting the goals? How will the scaffolded lessons ensure that all students are fully engaged and effectively meeting the goals?

Standards-based Curriculum-mapping 6. Using Bloom’s Levels and the 5E model, what is the scaffolded lesson sequence necessary to develop student understanding? Activity 2 (Understand) Engage Explore Explain Extend Evaluate Activity 3 (Apply) Engage Explore Explain Extend Evaluate Activity 4 (Evaluate) Engage Explore Explain Extend Evaluate Culminating task Activity 1 (Recall) Engage Explore Explain Extend Evaluate

Lesson Design 7.What teaching strategies will support student-centered learning?

Lesson Design 8.What literacy strategies will increase student achievement?

Standards-based Curriculum-mapping 10.What materials and resources are needed to teach each part of the unit?

Standards-Based Planning In groups, use a Double-bubble Map or a Venn diagram to Compare and contrast Traditional vs Standards-based Instructional Practice d

Process of Instructional Planning Traditional PracticeStandards-based Practice Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move onto new topic Select and group key standards Design an assessment/task for students to demonstrate they have mastered the standard(s) Decide what key activities/learning that students need to show proficiency Plan scaffolded instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, re-teach or move to next level

Think of your obligations via W. H. E. R. E. T. O. “ Where are we headed?” (the student’s Q!) “ Where are we headed?” (the student’s Q!) How will the student be ‘hooked’? How will the student be ‘hooked’? What opportunities will there be to be equipped, and to experience and explore key ideas? What opportunities will there be to be equipped, and to experience and explore key ideas? What will provide opportunities to rethink, rehearse, refine and revise? What will provide opportunities to rethink, rehearse, refine and revise? How will students evaluate their work? How will students evaluate their work? How will the work be tailored to individual needs, interests, styles? How will the work be tailored to individual needs, interests, styles? How will the work be organized for maximal engagement and effectiveness? How will the work be organized for maximal engagement and effectiveness? E E R T O H W

Standards-based Bulletin Board Make the scaffolding VISIBLE to the students - they need to know where their going…

Developed by Fremont and UCLA Content and Literacy Coaches