1. 1 GEORGIA PERFORMANCE STANDARDS Days 4 and 5: Making Instructional Decisions

2. 2 Quotation Hook Agree Disagree Somewhat agree

3. 3 Quotation Hook Agree Disagree Somewhat agree “Using backward design in curriculum planning helps to avoid the twin sins of activity-oriented and coverage-oriented instruction.”

4. 4 Quotation Hook Agree Disagree Somewhat agree Understanding [is] “the capacity to apply facts, concepts and skills in new situations in appropriate ways.” ---Dr. Howard Gardner

5. 5 Quotation Hook Agree Disagree Somewhat agree “The primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select students or to justify a grade.” ---Jay McTighe and Steven Ferrara Assessing Learning in the Classroom

6. 6 Quotation Hook Agree Disagree Somewhat agree “Only in education, never in the life of farmer, sailor, merchant, physician or scientist, does knowledge mean primarily a store of information.” ---John Dewey Democracy and Education

7. 7 Quotation Hook Agree Disagree Somewhat agree “For every complex problem, there is a solution that is simple, neat, and wrong.” ---H. L. Menken

8. 8 First Order Change – Incremental Change Emphasize relationships Establish strong lines of communication Be an advocate for the school Provide resources Maintain visibility Protect teachers from distractions Create culture of collaboration Look for and celebrate successes ---Marzano

9. 9 Second Order Change Shakes up the status quo Holds everyone’s feet to the fire Proposes new and often revolutionary ideas Involves a change in mindset Causes moments of frustration Invites ambiguity and dissent Involves research and theory ---Marzano

10. 10 Collaboration

11. 11 Training Overview: Days Four & Five Introduction to Stage Three Designing an Instructional Unit(today into tomorrow) Evaluating an Instructional Plan Understanding, Assessing, and Teaching Fluency Examining Student Work Collaborating to Improve the Quality of Student Work Developing Useful Teacher Commentary Mapping Out the Year Basic Principles for Mapping Out the Year Creating a Sample Map

12. 12 Days 4 & 5 Objectives 1.Explain why designing instruction is stage three in the standards-based education process. 2.Describe the WHERETO method of identifying the purpose of instructional strategies. 3.Identify a variety of instructional strategies for different achievement targets. 4.Develop a balanced instructional plan that includes strategies appropriate to achievement targets and content. 5.Describe how to use a structured, collaborative process for examining student work. 6.Demonstrate how to use teacher commentary to increase student learning. 7.Explain different ways of curriculum mapping.

13. 13 Standards Based Education Model GPS Standards All Above, plus Tasks Student Work Teacher Commentary All Above Elements Above, plus Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions --------------------------------------- Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions --------------------------------------- Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know if my students know it and/or can do it? (to assess student progress toward desired results) Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know if my students know it and/or can do it? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to help my students learn the required knowledge and skills? (to support student success on assessments, leading to desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to help my students learn the required knowledge and skills? (to support student success on assessments, leading to desired results) Skills and Knowledge

14. 14 Remember! The Georgia Performance Standards provide year- long learning goals. Units of study typically involve multiple standards and elements, and many standards and elements will be addressed throughout a grade or course. Units of study often take weeks to complete, and during that time students should demonstrate growing levels of competence.

15. 15 Select standards from among those students need to know Design an assessment through which students will have an opportunity to demonstrate those things Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach or move to next level Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move onto new topic Standards-based PracticeTraditional Practice The Process of Instructional Planning

16. 16 Essential Question 1 What are the advantages of making instructional decisions in stage 3 of the standards-based education process?

17. 17 Covering vs. Uncovering: What does it mean to “uncover”? Bringing the “big ideas” to life Focusing on learning, rather than teaching Helping students to understand, not just remember the understanding of others Incorporating a number of different teaching strategies that are driven by the achievement targets Teaching for breadth and depth ---Wiggins & McTighe

18. 18 Teaching for Breadth and Depth Depth Unearth it Analyze it Question it Prove it Generalize it Breadth Connect it Picture it Extend it

19. 19 Essential Question 2 How can using the WHERETO model help us make appropriate instructional decisions ?

20. 20 WHERETO: Making Instructional Decisions WHERETOWHERETO W Where are we going? Why? What is expected?W H How will we hook and hold student interest?H E How will we equip students to explore and experience?E O How will we organize and sequence the learning?O T How will we tailor learning to varied needs, interests, styles?T E How will students self- evaluate and reflect on their learning?E R How will we help students rethink, rehearse, revise, and refine?R

21. 21 WHERETO WHERETO W Group 1: W Pages 10-11 H Group 2: H Page 12 E Group 3: E Pages 13-14 R Group 4: R Pages 15-16 E Group 5: E Page 17 T Group 6: T Page 18 O Group 7: O Page 19 Participant Guide Key words Key points Examples How your “letter” could be used in unit planning Key words Key points Examples How your “letter” could be used in unit planning

22. 22 Essential Question 3 What strategies are most appropriate for different types of achievement targets?

23. 23 Achievement Targets - Review

24. 24 Categories of Instructional Strategies

25. 25 Balanced Instruction - A Self-assessment Participant Guide Pages 22 - 24

26. 26 A Self-assessment - Reflect and Consider What do the survey results suggest? What patterns do you notice? Does your classroom practice reflect a balance of instructional strategy types? Are you using one type of strategy more than others? Are there types of strategies that you use less frequently or not at all? Which types of instructional strategies might you add or use more frequently? Which types of instructional strategies might you use less frequently? How might you modify your classroom practice?

27. 27 Communi- cation Thinking & Reasoning Skills/ Processes Knowledge/ Information Interactive Instruction Indirect Instruction Independent Learning Experiential Learning Direct Instruction Instructional Strategies Achievement Targets Matching Strategies to Achievement Targets

28. 28 Achievement Target: Knowledge and Information Direct InstructionExperiential Learning Independent Learning Indirect Instruction Interactive Instruction Strategies such as direct instruction, graphic organizers, structured overview, etc., can convey facts or information to students. Experiential strategies may be structured to allow students to arrive, inductively or deductively, at rules or principles. Strategies such as assigned questions, learning activity packages or centers, reports, or research projects allow students to obtain facts, etc. Strategies such as concept attainment or concept formation, reading for meaning, reciprocal teaching, and inquiry allow students to arrive at rules or principles. Strategies such as discussion, interviewing, or tutorial groups can provide students with information or help them to review rules, etc.

29. 29 Achievement Target: Skills/Processes Direct InstructionExperiential Learning Independent Learning Indirect Instruction Interactive Instruction Modeling can introduce or demonstrate skills or processes, but other, more student-directed strategies are needed as well. Modeling, games, conducting experiments, etc., can introduce skills/processes or provide practice. Essays, learning activity packages or centers, or research projects, etc., can provide opportunities for application or practice. Instructional strategies that involve problem solving often provide the opportunity to acquire skills or practice processes. Cooperative learning groups, debates, role playing, or laboratory groups, etc., work well.

30. 30 Achievement Target: Thinking and Reasoning Direct InstructionExperiential Learning Independent Learning Indirect Instruction Interactive Instruction Modeling can introduce or demonstrate thinking and reasoning processes, but other, more student-directed strategies are needed as well. Most experiential strategies work well here, especially roll playing, games, experiments, and simulations. Some, such as certain essay topics, learning activity packages or centers, or research projects, work better than others. Strategies such as working with case studies, concept mapping, inquiry, problem solving, etc., work well with thinking and reasoning targets. Most interactive instructional strategies work with these targets, but especially problem solving and Socratic Seminars.

31. 31 Achievement Target: Communication Direct InstructionExperiential Learning Independent Learning Indirect Instruction Interactive Instruction Not the best strategies for providing students with opportunities to acquire or practice communication skills. Good when oral, written, or other forms of expression are included, such as reporting field observations, role playing, or simulations. Essays or other strategies that involve oral, written, or other forms or expression can provide the opportunity to learn communication skills. Reciprocal teaching, reflective discussion, or other strategies that involve oral, written, or other forms or expression work well. By definition, interactive instructional strategies include opportunities to learn or practice communication skills.

32. 32 Essential Question 4 How can we develop unit plans that include an appropriate variety of instructional strategies that will lead to student learning?

33. 33 Unit Cover Page Unit Title __ Marching to the Beat of a Different Drummer __ Grade Level(s): 7 th Subject/Topic Areas: _conformity, human connections, personal choice ____________ Key Words: ___________________________________________________________ Designed by: ___ML___________________________ Time Frame: __4 weeks___ School District: ___________________________ School: _____________________ Brief Summary of Unit (including curricular context and unit goals): In this unit, students will read Lois Lowry's Newberry Award-winning novel, The Giver. They will consider conformity issues in government and communities and their impact on personal growth and stability. Students will also explore some of Lowry's themes, including the need for society to have rules and laws. Students will write in journals and work in small and large groups as they address these issues. Throughout the unit, students are asked to reflect, connect, and revisit issues presented in the book and to provide evidence of their understanding of these issues. An extension activity is planned that will have students reading a speech made by Lois Lowry shortly after the September 11 th attacks and relating the message in the speech to The Giver. At the end of the unit, students will evaluate all products they have produced during the unit and implement a self-designed plan to publish one selection.

34. 34 Brown / Bear, brown / Bear / What do / You / See? / Brown Bear, / What do you see? /

35. 35

36. 36

37. 37 Assessing Fluency: Example Words read___________ Minus Errors -___________ Words correct per minute___________ (wcpm) In one minute, student read 88 words and had 7 errors. The student read 81 words correct per minute (wcpm).

38. 38 Assessing fluency: fluency probes Have students read orally a passage at the appropriate grade level Mark errors with a slash mark (/) * Substitutions * Reversals * Omissions* Mispronunciations * Hesitations >5 seconds Do NOT mark as errors * Insertions* Repetitions * Self-corrections At the end of the one minute, place a double slash mark after the last word. (//)

39. 39 Essential Skill: Running Records Recognizing Errors Omissions: Child skips word Substitutions: house for home Insertions: Child adds word Marking Errors Formal testing: photocopy Informal testing: hundreds box

40. 40 Omissions Child skips a word – Circle word or part of word omitted Examples “House cats hunt in the same way that lions and tigers do.” “... the money to buy you anything new.”

41. 41 Substitutions Child substitutes a word for the one in the text – Write the miscalled word over the word Examples “That way we’ll always have something new to play with.” “John looked around at the toys.” and They

42. 42 Insertions Child adds word “Carrot” Examples Text: “He ran up and down the wall.” Child: “He ran up the and down the wall.” >

43. 43 What about self-corrections? Child self-corrects and error Place a check mark by the error mark Examples “John looked around at the toys.” “He ran up and down the wall.” “... the money to buy you anything new.” and √ > √ √

44. 44 Essential Question 5 Why is examining student work important for all educators? What are the benefits of looking collaboratively at student work?

45. 45 How We Know What Students Know, Understand, and Are Able to Do Asking Students Directly Testing

46. 46 Examining Student Work: What is it? Involves a group of educators committed to improving their practice and improving curriculum, instruction, assessment, and the learning environment for students. Requires bringing real student work to the group to be examined. Uses a formal process for examining that work. Requires follow-up after student work is examined so that the resulting knowledge is not lost.

47. 47 Examining Student Work: Why do it? 1. To improve teaching and student learning 2. To ensure learning activities and strategies align with standards 3. To allow teachers to calibrate their understanding of what quality looks like 4. To encourage appropriate rigor in learning activities 5. To inform instructional decision-making 6. To help identify trends

48. 48 How can collaboration help... 1. To improve teaching and student learning? 2. To ensure learning activities and strategies align with standards? 3. To allow teachers to calibrate their understanding of what quality looks like? 4. To encourage appropriate rigor in learning activities? 5. To inform instructional decision-making? 6. To help identify trends?

49. 49 Why Use Protocols? Provide agreed upon guidelines for a conversation Build the skills and culture necessary for collaborative work Allow groups to build trust doing substantive work together Create a structure that makes it safe to ask challenging questions Ensure equity and parity in terms of how each person’s issues are attended to Give a license to listen without having to respond continuously Help make the most of the time available

50. 50 Three Sample Protocols The Tuning Protocol Standards in Practice (SIP) Collaborative Assessment of Student Learning (CASL)

51. 51 Three Sample Protocols The Tuning Protocol Emphasizes evaluative feedback from participants. Helps participants “fine tune” their instruction. Participants and presenters take turns talking and listening to each other, trying to answer the questions the presenter of the student work is asking. Standards in Practice (SIP) A process that works to ensure that student work is aligned with the standards. Looks at teacher work through the lens of classroom assignments and how well students perform on assignments. The purpose is to increase the rigor of teachers’ assignments by aligning them with standards so that student achievement rises to meet the standards. Collaborative Assessment of Student Learning (CASL) Helps teachers identify and evaluate learning strategies for students Focuses on accomplishing a particular learning target linked to a specific standard

52. 52 Three Sample Protocols The Tuning Protocol Emphasizes evaluative feedback from participants. Helps participants “fine tune” their instruction. Participants and presenters take turns talking and listening to each other, trying to answer the questions the presenter of the student work is asking. Standards in Practice (SIP) A process that works to ensure that student work is aligned with the standards. Looks at teacher work through the lens of classroom assignments and how well students perform on assignments. The purpose is to increase the rigor of teachers’ assignments by aligning them with standards so that student achievement rises to meet the standards. Collaborative Assessment of Student Learning (CASL) Helps teachers identify and evaluate learning strategies for students Focuses on accomplishing a particular learning target linked to a specific standard

53. 53 Protocol Pointers Works for many types of groups Same groups work together regularly. Six to eight group members From one to three hours (but can be modified) Have a time keeper Best to work at a table Follow-up is key

54. 54 Jigsaw Directions Form groups: 1.Tuning Protocol (pages 41-44) 2.SIP (pages 45-54) 3.CASL (pages 55-57) Read the materials and be prepared to present: Why use this protocol? When would it be most helpful? What are some key guidelines for making the most from this protocol?

55. 55 Essential Question 6 How can we use teacher commentary to increase student learning?

56. 56 What is teacher commentary? Feedback to students Lets them know how the student’s “evidence” matches up against the expectations expressed in the standards. May be oral or in writing, and both are suggested. Formative in nature Tells the student how to improve Assumes that s/he will have opportunities to do so!

57. 57 What is the purpose of teacher commentary? To correct knowledge gaps or skill deficits To provide feedback that is specific and helpful to the student To encourage the student to continue trying To guide learning by letting the students know where s/he needs to focus To keep a written record of student progress

58. 58 How often should one provide teacher commentary on student work? Often enough to document progress throughout a unit. Often enough so that students can make adjustments and learn and then demonstrate new learning. Often enough so that students can see patterns in their work and in the commentary their work elicits.

59. 59 What are guidelines for providing good teacher commentary? Review the standards and elements so that you have expectations clearly in your mind, and so that you can refer to them (in terms students understand) in your commentary. Center your comments around the standards and elements. If the teacher commentary is in writing, think of it as a “written conference.” Be very specific; this helps students know exactly what they are doing right and/or wrong.

60. 60 Practice Teacher Commentary Use a piece of student work from the previous activity. Write teacher commentary for the work selected (individually). Share your commentary with a partner. Partners offer “commentary on the commentary.”

61. 61 Essential Question 7 How can we map our units over the course of a year?

62. 62 What Mapping Does Provides a road map Gives teachers picture of students’ long-term experiences Serves as a communication tool Shows potential links Provides timeline for new teachers The above statements are only true if the maps are living documents that people use!

63. 63 Grade Level Content Map 1 Grade Subject Area AugSepOctNovDec

64. 64 Grade Level Content Map 2 Grade Subject Area ContentSkillsAssessment Aug Sep Oct Nov Dec

65. 65 Work in small groups. Generate some possible map formats. For each one: Identify its purpose and audience Tell what type of information it would contain Identify the relative level of detail (high, medium, low) Show what it might look like Create a one-page description and thumbnail drawing to post on the wall. Put any new units that you have created into the map. What types of maps would serve you well?

66. 66 Wrapping Up What have you learned over the past two days?