1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. 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