1. Project INVEST Purpose:
Provide Florida’s teachers with model lesson using research based strategies addressing Next Generation Sunshine State Standards.

2. Purpose
Purpose: Provide Florida’s teachers with model lesson using research based strategies addressing Next Generation Sunshine State Standards.
This is why we are creating lesson plans which are duplicable and why they are submitted to a data base. Ultimately, all the lessons created through Project INVEST will be on the state’s searchable database for all Florida’s teachers to use.

3. Goals Goals of the Grant:
To provide professional development to teachers in order to increase their platform of knowledge regarding the content of the NGSSS.
This is why teachers participate in a book study and USF professor lectures
To provide teachers with best practices
We use research-based, best teaching practices in order to demonstrate learning. This is why teachers see lessons modeled for them. Teachers need to see the techniques modeled for them so that they can go back to their classrooms and apply and utilize the techniques in their classroom with students.

4. Best Practices: Strategies
6 Interactive Strategies
Skill Builder
Experiential Exercise
Response Group
Problem Solving Group Work
Visual Discovery
Writing for Understanding

5. Teaching Strategies Scotty Carroll Land ’O Lakes High School
Opening slide sample:
Scotty Carroll
Land ’O Lakes High School

6. Multiple Intelligence Teaching Strategies
Experiential Exercise
• Visual Discovery
• Social Studies Skill Builder
Writing for Understanding
Response Group
Problem Solving Group Work

7. Experiential Exercise:
Use short, memorable experiences to help students grasp social studies concepts.
Prepare your students for a safe, successful experience.
Make the experience as authentic as possible.
Allow students to express their feelings immediately after the experience.
Ask carefully sequenced questions to help students make connections between their experience and key concepts or events.

8. Visual Discovery:
Arrange your classroom so projected images will be large and clear.
Use a few powerful images to represent a lesson’s key concepts.
Ask carefully sequenced questions that lead to discovery.
Challenge students to read about the image and apply what they learn.
Have students interact with the images to demonstrate what they have learned.

9. Social Studies Skill Builders:
Teach the skill through modeling and guided practice.
Prepare students to work in pairs.
Set clear expectations, allow students to practice the skill repeatedly, and give immediate feedback.
Debrief the lesson to help students make connections to key social studies concepts.

10. Writing for Understanding:
Use writing to help your students learn key social studies concepts
Give students rich experiences to write about
Have students record their ideas, thoughts, and feelings in prewriting activities
Provide students with authentic writing assignments.
Guide students through the writing process

11. Response Group: Create and move students into Response Groups.
Give students resources that inspire critical thinking.
Ask provocative critical-thinking questions.
Allow groups time to prepare their responses.
Facilitate a lively class discussion.

12. Problem Solving Group Work:
Challenge students with engaging, multiple-ability projects
Prepare all students for successful group work
Give group members clearly defined roles and requirements
Give groups autonomy and time to prepare high-quality products
Have groups present their work

13. It’s spring time. What is the typical eighth grader thinking about?
(Standard 6.2.2, of course)
We’re thinking about the divergent paths of the American people in the 1880s and the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny and the territorial acquisitions that spanned numerous decades.

15. Unwrapping Standards
Determining what students need to learn so that a common assessment can be identified

16. Participants will be able to:
Course Objectives:
Participants will be able to:
See how unwrapping the standards is a process embedded within their Professional Learning Community.
Indentify essential standards within the curriculum.
Understand the importance of unwrapping the standards.
Apply the process of unwrapping the standards to your content that you teach.
Be able to communicate the process and decisions with colleagues.
Understand how to align lessons and assignments after standards have been unwrapped.
Trainer:
Briefly share the objectives with the participants.
Connect the objectives with their goals from the previous activity.

17. Unwrapping Is… Reflective practice Goal setting
Developing a common Language
Improving students’ understanding of standards
Providing clarity among educators, students, and parents
Is NOT…
Teaching to the test
Taking the creativity out of teaching
Only an elementary process
Dumbing down expectations for students
This really sets the stage for our purpose today. FCAT will come up throughout the training, however it isn’t our only purpose.

18. How does this fit into the PLC process?
Unwrapping the Standards
Trainer:
It is very imperative that we remind teachers that unwrapping the standards is a piece of what happens within their PLC time. Within the process of Plan, Do, check, Act; unwrapping is a natural fit into the process.
When we talk about unwrapping the standards we are not asking teachers to do ANOTHER thing. We are giving them tools to increase the effectiveness of their PLC process and their instruction.
Realistically, we know that not all PLC’s are at the same level of functionality. What we are learning is most powerful in PLC’s but you are able to do it on your own as well 18

19. The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move on to new topic
Standards-based Practice
Select standards from among those
students need to know
Design an assessment (the end in
mind )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 the next
level
Trainer:
Use this chart to help teachers see the difference between what we consider traditional practice and a standards based approach.
Teaching tends to be a cultural practice. This means that teachers will teach they way they were taught. It is time to move our practice forward and change the way we teach.

20. What knowledge and skills must I impart to
Essential Learning
What knowledge and skills
must I impart to
my students THIS year so that they will
enter NEXT year’s class
with confidence
AND readiness for success?
Trainer Notes:
Robert Marzano states that if we were to train all of the standards for mastery it would take 22 years to do it.
Identifying power standards does not relieve teachers of the responsibility for teaching all the standards and indicators in the grade level or curricular area they have been assigned to teach. What is important is that they make an important distinction –which standards are critical for student success, and which other ones can be given less emphasis, taught and assessed as they relate to the concepts and skills within the identified Power Standards.
POWER standards are not necessarily TESTED standards. The next slide gets into the criteria for a Power standard.

21. our students it is important to keep in mind what they will need for
“We may be focused on the tested standards today, but overall success of
our students it is important to keep
in mind what they will need for
Success in subsequent years of schooling and in life itself”.
Douglas Reeves
Trainer talk:
Read the quote to yourselves and reflect.

22. The Big Picture
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.
-Stephen R. Covey

23. The Steps of Unwrapping the Standards
Learning Objectives – What do I want my students to understand?
What skills and knowledge will they need?
Evidence/Assessment- How do I know they understand?
Planning- What next?
Trainer:
These are the steps that we will be exploring as we unwrap the standards. 23

24. What type of targets are included in each standard?
Knowledge
Reasoning
Performance Skill
Product X
Trainer:
This chart shows what type of target or goal each standard will include, this helps us to determine the depth of rigor for each standard. We will go through each target in detail. 24

25. Types of Learning Targets
Knowledge
Reasoning
Skills
Products
Trainer: Click once for each of the learning targets to appear.
The description of the learning targets comes from Assessment For Learning Table You will go through each type of target in depth.
As you go through each type of target have the tables identify one standard from their grade level of choice to fall into each category. They will chart these at the end. 25

26. Knowledge Targets The facts and concepts we want students to know.
Often stated using verbs such as knows, lists, names, identifies, and recalls.
Also call for procedural knowledge, knowing how to do something, uses.
Refer to Blooms. This is the lowest level in the taxonomy. This is the base that students need in order to reach those higher levels in the thinking process.
Knowledge targets: knowledge/facts/concepts to be learned outright; some to be retrieved using reference materials
Example: Student’s will know what the 9 instructional strategies are.
Participants should practice writing one knowledge target that they may use with their students. Utilize Hand out #24 to get examples of some key words. 26

27. Reasoning Targets
Students use what they know to reason and solve problems.
Represent mental processes such as predicts, infers, classifies, summarizes, compares, concludes, analyzes.
Trainer: Click once for each bullet point to appear.
Reasoning: Thinking proficiencies; using one’s knowledge to solve a problem, make a decision, plan, ect…
Example: Student will classify animals by attributes 27

28. Skill Targets
Students use their knowledge and reasoning to act skillfully.
Skill targets refer to performances that must be heard or seen to be assessed.
Knowledge targets always underlie skill targets.
Trainer: Click once for each bullet point to appear.
This is the application of the knowledge.
Skills: Behavioral demonstrations; where the doing is what is important; using ones knowledge and reasoning to perform skillfully.
Example: Student will demonstrate knowledge of instructional strategies by performing cues and questions in their lessons.
Participants write one skill target that they would use with their students. 28

29. Product Targets
Students use their knowledge, reasoning, and skills to create a concrete product.
Product targets include creating a table, graph, or scatter plot, notate music, use desktop computer to create presentation, create wellness plan.
Trainer: Click once for each bullet point to appear.
Students must have had the three previous levels to get to this point.
Products: Where the characteristics of the final product are important; using one’s knowledge, reasoning and skills to produce a final product.
Example: Student’s will write a poem.
Participants write one product target that they would use with their students. 29

30. Example
Describe how events, ideas, or information are organized (e.g., chronology, comparison, cause and effect) in a whole text or in part of a text.
Taking the same standard we looked at earlier. What is the key word that tells us what type of target we are looking at.
“Describe” Tells us this is at the knowledge level—NEXT SLIDE

31. What type of targets are included in each standard?
Knowledge
Reasoning
Performance Skill
Product
Describe X
Trainer notes:
The key word tells us that the target for this standard is at the knowledge level.
Have participants chose one standard at their grade level and make a decision about whether it is Knowledge, reasoning, skill or product. 31

32. Bloom’s Taxonomy Knowledge Comprehension Application Analysis
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Application
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use
Analysis
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,
Synthesis
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,
Trainer:
We will be using Webb’s depth of knowledge but review Bloom’s first to gain a comfort level for the teachers.

33. Basic Application of Skill/Concept
BLOOM’S TAXONOMY
WEBB’S DEPTH OF KNOWLEDGE
KNOWLEDGE
Recall
COMPREHENSION
APPLICATION
Basic Application of Skill/Concept
ANALYSIS
Strategic Thinking
SYNTHESIS AND EVALUATION
Extended Thinking
Trainer:
The core standards are based on Webb’s depth of knowledge which is the revised version of rigor as it relates to learning. We must fully understand Webb’s depth of knowledge to be able to understand the new standards. The standards that are currently on the DOE website actually have the depth of knowledge listed.
The following slide will break down Webb’s in more detail.
H.O. 27

34. Trainer:
Participants have this hand out in their packet. Make sure that they are careful NOT to depend on key words. You must also look at the underlying skills in which students are asked to demonstrate in a standard.
The key word is a guide.
When they talk about cognitive complexity, they are referring to the level of questioning on the FCAT.
H.O. 28

35. WEBB’S DEPTH OF KNOWLEDGE
Level 1
Recall elements and details of a story
Conduct basic math calculations
Label a map
Represent in words or diagrams scientific concept or relationships
Perform routine procedures
Describe the features of a place or people
The following sides give an example of what students might be asked to do at each level of knowledge.
Have them refer to their DOK hand out.

36. WEBB’S DEPTH OF KNOWLEDGE
Level 2
Identify and summarize the major events in a narrative
Use context clues to identify unknown words
Solve routine multiple-step problems
Describe the cause/event of a particular event
Identify patterns in events
Formulate a routine problem with data
Organize, represent and interpret data

37. WEBB’S DEPTH OF KNOWLEDGE
Level 3
Support ideas with details and examples
Use voice appropriate for audience and purpose
Identify research questions and design investigations
Develop a scientific model for a complex situation
Determine authors purpose and how it affects interpretation
Apply concepts in other contexts
Training talk:
FCAT only goes from level 1-3 because it is harder to ask the students within a specific time frame to perform at level 4. It’s too time consuming. Does that mean we leave it out when we are teaching? Definitely not! If they are able to perform at a level 4 you are most likely not going to be concerned with the level of performance on FCAT.

38. WEBB’S DEPTH OF KNOWLEDGE
Level 4
Conduct a project that requires action research
Apply math models to illuminate a problem or situation
Analyze and synthesize information from multiple sources
Describe and illustrate how common themes are found across texts from different cultures
Design a math model to inform and solve a practical or abstract situation

39. Cognitive Complexity
Cognitive complexity refers to the cognitive demand associated with a standard. What are students asked to DO!
When looking on-line at the Next Generation Standards or basing off of FCAT, the state refers to the DOK as Cognitive Complexity.
FCAT questions are based off of Levels 1-3, however that does not mean that we only teach at levels Level 4 is much to complex to ask students to demonstrate on a once a year, two hour test.
Have the tables jigsaw the cognitive complexity handouts and briefly share at your table what you learned.
Person 1: Reading
Person 2: Math
Person 3: Science
Person 4: Introduction and writing
Trainer Talk: Any aha’s from the text?

40. Webb’s Depth of Knowledge
Skill (Verb)
Level 1 Recall
Level 2 skill/Concept
Level 3 Strategic Thinking
Level 4 Extended Thinking
Describe X
Verb is used to describe.
Look at the Table for Webb’s to help you determine the Depth of Knowledge for each particular standard. Circle the verbs in the standard to determine the Depth of knowledge.
Using the same standards they looked at for the Targets, now determine the level of knowledge that students will be working in.
Have the participants determine which standard the plan on using to “unwrap” for the day?
Determine the type of target it is.
At this time the reading standards are the only ones that do not have the level of complexities tied to them due to the fact that during the revisions of our standards, the Core (national standards) came out. They put a halt to it.
How to find the standards:
FLDOE website
Click on standards
Click on SSS
Click on Next Generation SSS
Pick your content area

41. Beginning the Process Trainer Notes:
If we consider again the notion that not all standards and indicators are equal in importance, and the fact that there are simply not enough days in the school year to teach all of them in an “inch wide, mile deep” manner, then it is clear that we need to prioritize the standards according to the criteria decided.

42. LEARNING OBJECTIVE Abstract A focus on larger ideas
Helps students see relevance and purpose
Helps to ensure student understanding
Allows for transfer to other content
Trainer:
Now that we have determined the target type and level of knoweldge for particular standards we are ready to write the Big idea for the standard.

43. LEARNING OBJECTIVES
Learning Objectives represent that deep thinking, the end result we want students to ‘walk away with’ and see as relevant to their own lives. It is the educator that decides the Learning Objective, but it is the student that will ultimately say them. That is why as educators we must often word Learning Objectives in student friendly language.
Have the participants read page 30 in their “Unwrapping” the Standards book. (US)
US pg. 30

44. Samples of Adult-worded to Student-worded
Understand the characteristics, distribution, and migration of human populations. I will be able to explain how people live and interact, and why they settle in certain areas.

45. Identifying Learning Objectives
Read the standard thoroughly
Underline ideas
Make additional notes
Look for nouns (Knowledge) and skills (verbs)
Phrase in a way that lets the student know what they need to concentrate on and why

46. Standard
Bencmarks
Essential Question

47. Start with the STANDARD
Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.

48. Learning Objectives
Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.
Nouns
Meaning
Words
Phrases
Text
Vocabulary
Domains
History/Social Studies 
Verbs
Determine
Related
KNOWLEDGE
SKILLS
Refer to supplemental handout of examples.
Learning Objective:
I will illustrate the meaning of
vocabulary words and phrases that I read in social studies text. 48

49. Your Turn
Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.
7th GRADE ECONOMICS

50. STUDENT LANGUAGE
I will compare how the USA’s economies relate to other country’s economies.

51. PLANNING QUESTIONS
STANDARD: Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.
LEARNING OBJECTIVE: I must understand the meaning of vocabulary words and phrases that I read in social studies text.
PLANNING OBJECTIVES:
HELP YOU DETERMINE WHAT YOU NEED TO INCORPORATE INTO YOUR LESSONS TO HELP STUDENTS MEET THE LEARNING OBJECTIVE.
Refer to supplemental handout of examples. 51 51

52. Aligning your Lessons Using the backward design, let’s
Learn to align lessons and assignments.
Understanding By Design
by Grant Wiggins and Jay McTighe 52

53. Standards Based Education
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction

54. BACKWARDS PLANNING

55. Best Practices: Backwards Lesson planning
Start with the end in mind
Know the standard
Find an access point
Establish a broad goal in writing the essential question
Write the objective in kid friendly words
Determine the assessment

56. Outlining the activities
Determine an engaging strategy
Establish a hook to capture students’ interest (Preview/Launch)
Connect the learning to where students were and where they are going (Develop Purpose)

57. LET’S LOOK AT THE TQG LESSON PLAN TEMPLATE