1. Network for New Math & Science Teachers Meeting 1, Year 3 September 22, 2011 Brought to you in part by KDE Delivered by P12 Math Science Outreach division of PIMSER

2. Your facilitators Terry Parkey – Regional Teacher Partner tparkey@windstream.net Susan Mayo – Regional Teacher Partner susan.mayo@pikeville.kyschools.us P-12 Mathematics and Science Outreach of PIMSER

3. 3 Group Norms - RESPECT Rejoin whole group when signaled Everyone participates Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule P-12 Mathematics and Science Outreach of PIMSER

4. What is it? How will it be used? You’re invited – You have to accept! P-12 Mathematics and Science Outreach of PIMSER

5. Roadmap for the day… Review: Two years of NNMST Book Study: Drive Classroom Curriculum Design Learning window

6. Let’s review year 1 & 2 P-12 Mathematics and Science Outreach of PIMSER

7. Quiz Quiz Trade - A Kagan Strategy 1. Stand Up - Hand Up - Pair Up 2. Introduce yourselves 3. Partner A quizzes 4. Partner B responds 5. Partner A coaches or praises 6. Switch roles 7. Trade cards, then repeat #1-6

9. Categories of Instructional Strategies That Affect Student Achievement Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers

10. Drive: A book study for NNMST P-12 Mathematics and Science Outreach of PIMSER From Daniel H. Pink, comes a paradigm- shattering look at what truly motivates us and how we can use that knowledge to work smarter and live better. Video clip Next meeting prep: – Read Introduction & Chapter 1 – Complete reading guide

11. NMSTM Year 3 Goal for this year Design a strategic unit that will improve instruction and engage students in meaningful learning. P-12 Mathematics and Science Outreach of PIMSER

12. Key Question How is an Instructional Designer Like an Architect? P-12 Mathematics and Science Outreach of PIMSER

13. What is in the box? First, think about your experiences as a teacher. What makes for an effective unit? Second, think back to your experience as a student--to a time when you were highly engaged in the learning. What makes for an engaging unit? Third, put your experiences together. What makes for an effective & engaging unit? P-12 Mathematics and Science Outreach of PIMSER

14. “Unless and until there is a focus on how to develop the teaching skills required to help all students meet more rigorous standards and master the curriculum (and all teachers use assessments to improve instruction), student achievement is unlikely to improve more than marginally.” – Tony Wagner and Robert Kegan, Change Leadership

15. “Effective teachers produce great results.” Robert Marzano

17. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, Robert Marzano (2007) identified a set of critical questions that teachers must address in their classrooms. Six are especially relevant to the issue of instructional design. Here they are: What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? What will I do to engage students? What will I do to communicate high expectations for all students?

18. If we are building, then we need a blueprint… KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come PORCH Where students lean back, reflect, generalize, & question what they have learned. WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning Silver Strong & Associates, Thoughtful Education Press 2010 P-12 Mathematics and Science Outreach of PIMSER

19. Related Versions of the Learning Cycle

20. Three-Phase Structure of a Lesson

21. Learning Targets Assessment Instructional Plan Deconstruction of Standards Understanding by Design P-12 Mathematics and Science Outreach of PIMSER

22. Putting It All Together Examine Marzano’s questions, Silver’s Blueprint, and the versions of the Learning Cycle. Use the Comparing Models organizer to help you compare. What common thread(s) is found in all?

23. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come PORCH Where students lean back, reflect, generalize, & question what they have learned. WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning Silver Strong & Associates, Thoughtful Education Press 2010 Classroom Curriculum Design model

24. “We would argue that the things you do well were taught to you through a series of intentional actions. You probably did not develop high levels of skills from simply being told how to complete tasks. Instead, you likely had models, feedback, peer support, and lots of practice.” Fisher and Frey from Better Learning through Structured Teaching (2008) P-12 Mathematics and Science Outreach of PIMSER

25. Examining Your Own Think about units you teach Compare your units to the Classroom Curriculum Design model…. – What are similarities with your unit? – Where are there some gaps in your unit? In other words, are any of the ‘rooms’ empty?

26. Where is your focus? As you break, think back to your personal unit development… – What part of the house got most of your attention? Place a RED dot in that particular room on the chart. – What part of the house received the least amount of your attention? Place an ORANGE dot in that particular room on the chart

27. Classroom Curriculum Design Folder Learning target: I can describe what strategic unit design looks like. I can describe the research behind effective lessons and units. P-12 Mathematics and Science Outreach of PIMSER

28. Classroom Curriculum Design How is the folder organized? Introduction to Unit Design Design process - IDEAS Identify your purpose Design your essential questions Establish your assessment design Arrange your learning activities on a unit blueprint Stop to review and refine your unit P-12 Mathematics and Science Outreach of PIMSER

29. Standards-based Units P-12 Mathematics and Science Outreach of PIMSER PlanImplementReflect

30. Voices of Teachers and Classroom Curriculum Design P-12 Mathematics and Science Outreach of PIMSER

31. Last year all my students passed my unit. In the past this unit usually had my lowest grades in Algebra 2…the results are exciting. Jeremy Miller Mathematics Teacher Lee County High School

32. P-12 Mathematics and Science Outreach of PIMSER “My unit was on Quadratics (Algebra II). Both myself and the other Algebra II teacher at my school used my unit this past year for the first time. Quadratics had been the most difficult topic for our students in the past – most of the time we had to re-teach parts of the unit. After using my newly, very well planned, and very thoughtful unit… our students were very successful and no re-teaching was necessary.” Susan Stringer Mathematics Department Chair Casey County High School

33. P-12 Mathematics and Science Outreach of PIMSER The Process: Step 1: Deconstruct Standards into Clear, Student-Friendly Learning Targets Step 2: Take Aspirin for headache Step 3: Redo Step 1 Step 4: Find/Create Formative & Summative Assessments for each Learning Target Step 5: Find/Create Learning Resources for each Learning Target Step 6: Think about Differentiation & Learning Styles Step 7: Take Aspirin for headache Step 8: Use Harvey Silver's Tools book to create tasks for each Target Step 9: Use it Step 10: Throw unit away. Start over, doing it better the next time. Christopher Bradley Mathematics, Clinton High School

34. Review the example units Jackie - science Susan - math Sabrina - math Jamie-Marie - math P-12 Mathematics and Science Outreach of PIMSER 1.Highlight where learning targets are used in the unit. 2.Discuss strong, weak aspects of the unit with a partner.

35. What’s the main point? Discuss the following at your table: – the impact a unit like this would have on student achievement – why spend all this time thinking about and planning a unit like this? P-12 Mathematics and Science Outreach of PIMSER

36. Putting it All Together, or What is is a Unit Blueprint? Four lessons about unit design… Count off at your table (1-4); read your assigned section of pages 14 & 15 in CCD Folder. 1.Teachers know best. 2.Make it simple and deep. 3.Boredom has an opposite. 4.The future belongs to knowledge workers. Share your section with others at your table.

37. Section 1: Identify Your Purpose In this section you will…  Define the core concept of your unit.  Learn how to turn standards into “friends” rather than enemies to good teaching.  Learn how to “unpack” your standards by creating a Learning Window.

38. Beginning with the End in Mind If you don’t know where you are going, you might end up some place else.” Yogi Berra

39. Beginning With the End in Mind Creating a Learning Window requires looking closely at your standards and converting them into clear learning goals by answering four simple questions: What do students need to know? (knowledge targets) What do students need to understand? (reasoning targets) What skills do students need to develop? What habits or attitudes (e.g. mathematical practices, Behavioral goals/Habits of Mind)) do you want to foster in students?

40. Learning Window Step One Step One: Identify the Title and Core Concept : A Study in (unit topic) (core concept)

41. Learning the Essentials In the strategic unit design process, we look to increase the clarity and focus of both our topic and our standards. To help, imagine a title for your unit that follows this structure: : A Study In (unit topic)(core concept) Frog and ToadFriendship Toad Fr

42. You are not simply restating the topic of your unit. For example, take a look at the title, The Water Cycle: A Study in Renewal. Why is this better than the initial title The Water Cycle: A Study in Precipitation? Precipitation is a word that covers most of the content in the unit—it is a restatement of the topic. Renewal, on the other hand, represents a larger concept—something bigger in scope and richer in meaning than rain, snow, sleet, and the like. Renewal is also more provocative in nature; it provides students with a new and powerful way of thinking about the importance of water to our world.

43. Learning Window Step Two Identify Standards to Be Addressed: Common Core for Mathematics Science Literacy - KCAS Ky. Program of Studies Ky. Core Content for Assessment

44. The whole process of unpacking your standards and turning them into learning goals can be done with relative ease and with maximum efficiency by answering four questions about your unit: What do you want students to know? (Knowledge goals) What habits or attitudes do you want students to develop? (Habits of Mind/behavioral goals) What do you want students to understand? (Understanding goals and Reasoning) What skills do you want students to develop? (Skill-acquisition goals)

45. A goal is different from an activity. An activity is a specific task or assignment that students will complete during a lesson or unit. A goal is broader in scope, stating what students will learn by the completion of the unit.

46. Imagine that your friend is designing a unit on nutrition for her fourth graders. Here’s one of the standards she has selected: Students will be able to identify the six basic food groups and explain how a healthy diet incorporates recommended amounts from each group. How do you think your friend should convert this standard into learning goals?

47. Knowledge Goals What key information and facts do students need to know? Habits of Mind/Behavioral Goals What habits or attitudes do you want to foster? Understanding Goals and Reasoning What big ideas, generalizations, or principles do students need to understand? Skill-Acquisition Goals What skills do students need to develop? Unpacking a Standard on Nutrition That different foods have specific effects on the body That we can improve our health by balancing our diet to meet all our nutritional needs Read and interpret nutritional information Develop a personal and healthy nutritional plan An appreciation for healthy eating as one of the most important life decisions we can make A positive view of nutrition: “It’s not just about brussels sprouts and brown rice.” Healthy eating can be exciting and delicious. The six basic food groups and how much of each is recommended

48. Learning Window Step Three

49. : A Study in (topic)(core concept) Standards Knowledge (Facts, sequences, procedures, vocabulary terms-list terms in box on bottom) Attitudes (Habits and attitudes that will foster success in the unit) Understandings (Big ideas, generalizations, principles) Skills (Targeted skills and/or Hidden Skills of Academic Literacy) Key Academic Vocabulary Sample Learning Window

50. The REFLECTION: Looking at Your Work Here are a few questions to think about to help you analyze and refine your Learning Window: Does your title/core concept reflect a big idea—a unifying concept that is bigger than the content of the unit? Does your Learning Window reflect what’s in your standards? Are the knowledge and understanding panes connected to one another? (Will the knowledge lead to the understanding?) Have two to three focus skills been identified? Are the habits/attitudes appropriate for the unit? Are there any improvements you can make?

51. Before you leave today… On an index card, write your name and the topic of the unit you plan to develop and teach in March 2012 – The facilitators need this information in order to prepare a Curriculum Topic Study (CTS) for the next meeting. P-12 Mathematics and Science Outreach of PIMSER

52. Work time…begin the learning window Identify and deconstruct the standards for a unit you will teach in March 2012 Title the unit Complete the learning window P-12 Mathematics and Science Outreach of PIMSER

53. Roadmap for the day… Review: Two years of NNMST Book Study: Drive Classroom Curriculum Design Learning window

54. Next Meeting Prep October 19, 2011 Homework Finish deconstructing standards for unit Finish learning window Section 2 of Folder (Pgs 41-51 essential questions) Drive - Intro & chapter 1 – Complete reading guide CASL book Green folder-Curriculum Design Folder Drive Testing resources for unit Lap top Making Sense of Secondary Science Van de Walle book P-12 Mathematics and Science Outreach of PIMSER Bring to next meeting:

55. P-12 Mathematics and Science Outreach of PIMSER Wrap Up Don’t forget “Reflecting in Style” “Clean up your nest” Return name tags to the meeting box