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

2. 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

3. 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.

4. Bloom’s Taxonomy Chart

5. 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

6. 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??

7. 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

8. 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?

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

10. Biology-an Example

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

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

13. 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?

14. 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

15. 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.

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

17. 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?

18. 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?

19. 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

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

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

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

24. 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

25. 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

26. 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

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

28. Developed by Fremont and UCLA Content and Literacy Coaches