1. GEORGIA PERFORMANCE STANDARDS Planning Instruction Mathematics K-2

2. H. L. Menken Quotation “For every complex problem there is a solution that is simple, neat, and wrong."

3. Standards Based Education Model GPS (one or more) Standards Elements Stage 1 Identify Desired Results (Big Ideas)  Enduring Understandings  Essential Questions  Skills and Knowledge All above, plus Tasks Student Work Teacher Commentary Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results) Stage 3 Plan Learning Experiences and Instruction (to support student success on assessments, leading to desired results) All above

4. Overview Concept Mapping Curriculum Mapping Describing the Standards-Based Classroom Designing an Instructional Unit

5. Essential Question 1 What is Concept Mapping and why is it important?

6. Looking at Student Work Work alone on each part of the task for about 5 minutes. Discuss in small group. For each part of task, list the mathematics concepts and ALL standards addressed. Think of the mathematics that students need to know and be able to do in order to perform the task.

7. Skills and Knowledge Facts Concepts Generalizations Rules, Laws, Procedures KNOWLEDGE (declarative) Skills Procedures Processes SKILLS (procedural)

8. Create a Map Using the information generated from the task, draw a concept map. Share and compare your map with those of other groups in the room.

9. Examining Our Concept Maps Jigsaw Groups

10. Concrete Semi- Abstract Semi- Concrete Abstract Concept Development

11. Essential Question 2 What role can Concept Maps play in planning yearly instruction?

12. True or False? “Without a commitment to when a skill will be taught, there is no commitment.”

13. What Mapping Provides Long range planning Short term preparation Clear communication

14. Instructional Planning Be extremely familiar with grade-level standards Create a curriculum map Units Identify standards Determine acceptable evidence Plan instruction

15. Pick a Grade Level Work in small group to organize cards, making connections and distributing strands. Use your work to create a yearlong curriculum map. Visit other groups who worked on your grade level. Make revisions to your map, if needed.

16. Developing, Analyzing, and Reviewing Maps Read Maps to Gain Information Identify Gaps Identify Repetitions Identify Areas for Integration Match Assessments to Standards Review for Timeliness

17. Analyzing Our Curriculum Maps Jigsaw Groups

18. Essential Question 3 What does a standards-based mathematics classroom look like?

19. What is a rectangle? Please do the following: In your own words, define rectangle. Use pictures, words, and numbers.

20. What do we know about rectangles?

21. Finding Patterns Today you will work in groups of four. You will be given chart paper to show your work. For each pattern you create: a. Draw it. b. Describe it in words. c. Make a t-chart. d. Be prepared to explain the patterns you found.

22. Ideas for Patterns Rectangles Triangles Hexagons Wheels on Toy Cars, Bicycles, Tricycles Legs on Chickens, Horses Noses, Ears, Whiskers on Cats

23. What did you see in this lesson?

24. What should we see? Warm-up Mini lesson, opening, setting the stage Work period, activity period Summary, closing

25. The Standards Key content standards Related content standards Process standards Concepts and skills to maintain

26. Assessment Assessment for learning Feedback Revision Self-assessing

27. Types of Classroom Assessment Multiple Choice True-False Matching Selected Response Fill-in-the- blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self- assessment Peer review Constructed Response Performance Assessment Informal Assessment

28. Characteristics of Exemplary Assessment Emphasizes learning process as well as product Requires active construction of meaning Assesses interdisciplinary and cross disciplinary skills Helps students self monitor

29. Characteristics of Exemplary Assessment Gives specific expectations for students Emphasizes the application and use of knowledge Has meaning and relevance to students Emphasizes complex skills Makes standards public and known in advance

30. Student Work Sample

31. Essential Question 4 What is important when developing a unit plan?

32. What is important? Bringing the “big ideas” to life A focus on learning, rather than teaching Helping students to understand, not just remember the understanding of others Incorporating a variety of different teaching strategies

33. Instructional Planning Be extremely familiar with grade-level standards Create a curriculum map Units Identify standards Determine acceptable evidence Plan instruction

34. Criteria for Good Tasks Involves significant mathematics Can be solved in a variety of ways Elicits a range of responses Requires communication Stimulates best performance Lends itself to a scoring rubric

35. Pick a Unit Work with a partner or a small group. Decide on a unit from your “map”. Use the design model to identify desired results and write an assessment. Design instruction for the unit.

36. Making Instructional Decisions Consider Where are we going? Why? What is expected? How will we hook and hold student interest? How will we equip students to explore and experience? How will we organize and sequence the learning? How will we tailor learning to varied needs, interests, styles? How will students self- evaluate and reflect on their learning? How will we help students rethink, rehearse, revise, and refine?

37. Multiple Representations Pictures Tables WordsSymbols Graphs

38. Sharing Our Units Jigsaw Groups

39. I would like to teach and assess for understanding but… I am expected to teach to state and district standards and benchmarks. This approach takes too much time. I have too much content to cover.

40. I would like to teach and assess for understanding but… I am being held accountable for student performance on superficial state tests. I am a “skills” teacher, and students need to master the basics first.

41. I would like to design curriculum using a template, but… This approach is too demanding. I couldn’t possibly do this for everything I teach. It’s not my job to develop curriculum. Besides, I already have a textbook.

42. I would like to design curriculum using a template, but… I don’t know how to do this kind of design work. I already do this.

43. Discussion of Redelivery Action Plan Determine your goal for redelivery. Determine time allotted. Develop timeline of activities. List resources and ideas.

44. Wrapping Up What have you learned over the past two days? What do you need next? How will you redeliver this module on unit design? Continue collecting student work.

45. Lisa Bryan 1754 Twin Towers East, Atlanta, Georgia 30334 Office phone: (404) 463-6924 Office email: lbryan@doe.k12.ga.us lbryan@doe.k12.ga.us