1. STANDARDS BASED INSTRUCTION – WHAT DOES IT LOOK LIKE? Madison Middle School Home of the Mohawks

2. IMPLEMENT Prepare to Launch!

3. I taught Spot how to whistle. I don’t hear him whistling. I said I taught him. I didn’t say he learned it.

4. THREE IMPORTANT QUESTIONS: What do you want students to know, understand, and be able to do? What do you want students to know, understand, and be able to do? (K.U.D. – Rick Wormelli, Differentiated Instruction) (Student Learning Maps - Learning-Focused Framework) How will you assess student learning? How will you assess student learning? (Diagnostic, Formative, Summative) How will you develop daily lesson plans to reflect the first two? How will you develop daily lesson plans to reflect the first two?

5. “Children do not learn by doing… They learn by thinking, discussing, and reflecting on what they have done.” Dr. William Speer

6. DO STATEMENTS: Demonstrate knowledge of Standards Based Instruction Create Lesson Essential Questions based on the Standards for Each Lesson TEACHER ACTIONS TODAY

7. ESSENTIAL QUESTION What artifacts and instructional practices are present in a standards- based classroom?

8. Understanding concepts Conversation Social Interaction Transfer Their world VOICE Student directed Peer critical engagement Reflection Continuous feedback Process Question based Exploration Curiosity Ken Kay, President Partnerships for 21 st Century Skills

9. THE BIG SHIFT – Standards Based Instruction From teacher talk, coverage to active learner From information products to knowledge products From teacher centered to student negotiated From TASK/PRODUCT/GRADE QUESTION/FOCUS/INVESTIGATE/SHARE From isolation to ongoing social interaction From surface facts to deep meaning From evaluation to ASSESSMENT

10. COLLABORATIVE PAIRS - 1 Find someone seated near you who will be your “summarizing” partner for the morning. Find someone seated near you who will be your “summarizing” partner for the morning. Designate who will be a “1” by determining who has been in education the longest. The runner-up is the “2”. If you tied, who got up first this morning? Designate who will be a “1” by determining who has been in education the longest. The runner-up is the “2”. If you tied, who got up first this morning? TOPIC: Standards-based Instruction TOPIC: Standards-based Instruction What artifacts and instructional practices are present in a standards-based classroom? What artifacts and instructional practices are present in a standards-based classroom?

11. ESSENTIAL QUESTIONS HOW CAN ESSENTIAL QUESTIONS LEAD TO DEEPER UNDERSTANDING BY STUDENTS? Adapted from Learning-Focusedwww.LearningFocused.com

12. Essential questions are driven by state standards. They are asked at the beginning, throughout your lessons, and are answered by students, usually in writing, discussion,a product, or a project. Essential questions are planned. You determine what the question is, when it should be asked in the lesson, and how it should be answered.

13. WHAT IS AN ESSENTIAL QUESTION? Can be written for a whole unit or a lesson Can be written for a whole unit or a lesson The teaching objective in the form of a question The teaching objective in the form of a question Posed at the beginning and referenced throughout the lesson/unit Posed at the beginning and referenced throughout the lesson/unit Answered by the students Answered by the students

14. EXAMPLES OF ESSENTIAL QUESTIONS K – How do we use words and pictures to retell a story? K – How do we use words and pictures to retell a story? 4 th – How can we use arrays to discover patterns in prime and composite numbers? 4 th – How can we use arrays to discover patterns in prime and composite numbers? 5 th – How can I compare and contrast the techniques authors use to create vivid settings? 5 th – How can I compare and contrast the techniques authors use to create vivid settings?

15. AN ESSENTIAL QUESTION SHOULD Engage the learner and activate prior knowledge Engage the learner and activate prior knowledge Have clear goals and generate more ideas, connections, and challenges Have clear goals and generate more ideas, connections, and challenges Organize learning about the topic Organize learning about the topic Be posted in the classroom Be posted in the classroom

16. THE CONNECTION OF ESSENTIAL QUESTIONS TO THINKING Creates summary of student learning Creates summary of student learning Stimulates thought Stimulates thought Provokes inquiry Provokes inquiry Sparks more questions Sparks more questions Connects learner to the topic Connects learner to the topic Provides a clear focus for learning Provides a clear focus for learning Activates prior knowledge Activates prior knowledge

17. WHAT ARE THE BENEFITS OF USING ESSENTIAL QUESTIONS? Teaching Channel Video on Essential Questions Teaching Channel Video on Essential Questions Teaching Channel Video on Essential Questions Teaching Channel Video on Essential Questions

18. OBJECTIVES/ESSENTIAL QUESTIONS Objectives Make students wonder what the objective has in store for them. Are written in educational jargon-adult language. Generate confusion about learning. Focus on teaching. Essential Questions Cause students to think about how they can answer the question. Are written for the learner in student language. Are driven by standards Generate questions about intended learning. Focus on learning.

19. OBJECTIVES VERSUS QUESTIONS Example Objective Understand the impact of geographical regions on the development of culture Explain how laws are used to maintain order in society. Describe colonial life in America as experienced by various people including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans. Example Question Why do regions differ? How do rules and laws create an effective government? Multiple essential questions are needed. One example: How did geography, climate, and natural resources affect the way people lived and worked in the thirteen colonies?

20. LET’S TRY ONE! Standard RL.K.2 With prompting and support, retell familiar stories, including key details. Essential Question How do we use words and pictures to retell a story?

21. HOW DO YOU USE ESSENTIAL QUESTIONS? Introduce the lesson Introduce the lesson Make sure students understand the question that they are responsible for answering at the end of lesson Make sure students understand the question that they are responsible for answering at the end of lesson Refer to the question during the lesson Refer to the question during the lesson Assess student learning by ensuring they can answer the question at the end of the lesson Assess student learning by ensuring they can answer the question at the end of the lesson

22. WHAT IS AN ESSENTIAL QUESTION? …AND WHAT IS NOT? Essential Questions vs “Simple,” Fact-based, “One” Answer Questions How does art reflect culture or change it? What is renaissance art? Essential Questions vs “Simple,” Fact-based, “One” Answer Questions How does art reflect culture or change it? What is renaissance art? How does an organism succeed in its environment? What is the life cycle of a frog? Essential Questions vs “Simple,” Fact-based, “One” Answer Questions How does art reflect culture or change it? What is renaissance art? How does an organism succeed in its environment? What is the life cycle of a frog? How does conflict produce change? What is the conflict in the story…? Essential Questions vs “Simple,” Fact-based, “One” Answer Questions How does art reflect culture or change it? What is renaissance art? How does an organism succeed in its environment? What is the life cycle of a frog? How does conflict produce change? What is the conflict in the story…? Why do laws change?How does a bill become law? Essential Questions vs “Simple,” Fact-based, “One” Answer Questions How does art reflect culture or change it? What is renaissance art? How does an organism succeed in its environment? What is the life cycle of a frog? How does conflict produce change? What is the conflict in the story…? Why do laws change?How does a bill become law? Is history a history of progress?What are three inventions created by Ben Franklin? Click here to see how a team of teachers can use one Essential Question

23. STRATEGIES THAT MOST IMPACT ACHIEVEMENT Rank Strategy Effect Size Percentile Gain 1 Extending Thinking Skills 1.61 45 2 Summarizing 1.00 34 3 Vocabulary In Context.85 33 4 Advance Organizers.73 28 5 Non-Verbal Representations.65 25 (Marzano, 2001; US Department of Education: 2002) Essential Questions incorporate all of these.

24. REMEMBER 24 Work toward higher level thinking skills Work toward higher level thinking skills

25. LOW LEVEL VS. HIGH LEVEL Low level What is a bar graph? High Level How can graphs be used to compare related data?