1. Planning for Common Core May 23, 2012 Lesson Planning to Prepare for Common Core 5 min. Annette

2. Agenda Introduction Outcomes Elements of effective instruction (when teaching new material) Collaborative design of a lesson – Chunked sections (including lesson plan essentials and explicit instruction) – Partner and group feedback (w/rubrics) Closure/evaluation 3 min. Annette

3. Respect for each others time & participation (on-time, on-task) Supportive of strengths and weaknesses Commitment to risk, trial-and-error Stay focused on those things we can control Norms http://www.bing.com/images/search?q=respect&view=detail&id=D87822242D0A6A00BC72276C4EA13C6D9BDF1FD0&first=211&FORM=IDFRIR 2 min. Annette

4. Session Outcomes Formal Formal: Teachers create a thoughtful, well-developed lesson plan. Informal Informal: Teachers engage in reflection and discussion around effective lesson planning, thereby identifying personal strengths and areas of growth. 1 min. Annette

5. Think-Write one What automobile best represents you (as a teacher) or reflects somehow your teaching style? Complete one of the sentence stems. The car which represents me is a __________ because… As it pertains to my teaching style, I am a(n) __________ because… Example: My butter colored Ford Edge SUV represents me… because of its enduring qualities of being low maintenance, rugged, and multi-purpose. Even though its rugged and can handle any terrain, it is small, easy to drive, and comfortable. 4 min. Erika

6. Table Discussion Share your response with your table group: three-brief (when 3 people debrief) OR 4 in a row each table selects one to share out 3 min. Ken

7. Cars total 1 min Ken

17. The point as It pertains to Planning A lesson plan, like an automobile, contains essential components carefully designed to achieve a specific purpose. While our lessons will have the same componentsgiven our different personalities, styles, and subject areasthey may not be delivered in the same manner. 2 min. Erika

18. Where are we going? 0 min. Erika

19. Common Core: Areas of Emphasis Focus on text complexity Emphasis on Reading and Writing across the curriculum Emphasis on informational text Emphasis on collaborative conversations Emphasis on writing arguments and drawing evidence from sources Emphasis on integrating media sources 5 min. Erika

20. Rigor and Relevance Framework 3 min. Erika

21. Research on Planning One must view the curriculum as a collection of academic tasks. The academic task is the basic unit of organization within a lesson. One must view the curriculum as a collection of academic tasks. About 60 - 70 % of class time is taken up by teacher-designed tasks. The manner in which teachers design and organize these academic tasks affects student learning. --Doyle (1983) Everything else being equal, a teacher who designs and organizes academic tasks well will produce better student learning than the teacher who does not. Everything else being equal, a teacher who designs and organizes academic tasks well will produce better student learning than the teacher who does not. --Marzano (2007) 2 min. Erika

22. Quick Write: Lesson Reflection Reflect on a lesson you planned successfully: How did you approach the planning? How did students respond to it? In general, what do you think makes a good lesson? Fast Finishers Fast Finishers: If you complete your list prior to the time limit, please note by each item why you think that lesson component is important. (3 min.) 3 min. Erika

23. Appointment #1 Partner #1 = first speaker Speaking Task: Share your successful lesson and how students responded. List the elements you believe essential to a good lesson plan. Partner #2 = first listener Listening Task: Ask clarifying questions about partners lesson. Compare list of lesson essentials to your own list. Be prepared for a brief discussion… 3 min. Blanca

24. (when Teaching New Material) List of Effective Lesson Components (when Teaching New Material) 5 min. Erika

25. Lets Remove the Mystery…

26. 8-Step Lesson Essentials Performance task 1.Learning objective (connected to Performance task) 2.Activate prior knowledge 3.Establish relevance 4.Concept Development (introduce concepts) 5.Skill Development (I do) 6.Guided Practice (we do) 7.Closure 8.Independent practice (you do) 3 min. Annette

27. A Look at a Possible Design 1. Learning Objective: Performance task or Assessment: (could be daily closure or end of unit) 2. Activate Prior Knowledge: Frequent CFU throughout this Section of Instruction 4. Concept Development: [what students need to learn, including all key vocabulary] 5. Skill Development (I DO): [how students will apply new knowledge] 6. Guided Practice (We DO): 7. Closure: 8. Independent Practice (You DO): Instructional Norms: Base lesson on measureable objective Integrate all four language domains daily (e.g. vocabulary, quick writes, pair-share w/ listening task, critical reading) Ask HOTS questions Write daily Check for Understanding frequently 3. Establish Relevance: Differentiation: 4 min. Annette

28. begin with the end in mind To begin with the end in mind means to start with a clear understanding of your destination. It means to know where youre 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, The Seven Habits of Highly Effective People, 1989/2011 We begin with backward design. Where do we begin? 1 min. Annette

29. The Big Ideas of Backward Design clarity Design with clarity as it pertains to desired learning Focus on evidence of real learning (understanding/ transfer) Focus on evidence of real learning (understanding/ transfer) Focus on learning prioritiesbig ideas & core tasks of transfer to frame curricula Focus on anticipating student misunderstanding (and learning rough spots) Focus on anticipating student misunderstanding (and learning rough spots) Make assessments central to curriculum design, not an afterthought Grant Wiggins & Jay McTighe, 2004 2 min. Annette

30. 1.Identify desired results. Determine acceptable evidence. 2. Determine acceptable evidence. 3.Plan learning experiences and instruction. Grant Wiggins & Jay McTighe, 2004 2 min. Annette

31. 1.Identify content. 2. Brainstorm activities. 3.Come up with an assessment and link it to some Standard. Grant Wiggins & Jay McTighe, 2004 3 min. Annette

32. 1.Identify desired results. Determine acceptable evidence. 2. Determine acceptable evidence. 3.Plan learning experiences and instruction. Grant Wiggins & Jay McTighe, 2004 1 min. Annette

33. Planning Graphic Big Idea…OR Standard Performance Task Day 1: Objective Closure Day 2: Objective Closure Day 3: … frame The BIG IDEA OR Unit OBJECIVE and the PERFORMANCE TASK frame each days work.

34. Begin with the End in Mind…an example Big Idea: Big Idea: Students will use specific evidence from a text to support a claim. Unit Objective: Unit Objective: Students will analyze the function of irony in Poes The Cask of Amontillado. Daily Objective: Students will explain the function of two examples of irony in Poes The Cask of Amontillado on an exit slip. Formative/Closure: Students will complete an exit slip on which they identify two examples of irony in the text and explain how the examples contribute to mood, develop character, or create setting. Summative Measure/Performance Task: Summative Measure/Performance Task: Students will write an essay in which they analyze the function of all three types of irony in The Cask of Amontillado. 3 min. Annette

35. Begin with the End in Mind…an example Big Idea: Big Idea: Students will solve for missing lengths in triangles… Unit Objective: Unit Objective: Students will determine the appropriate method to solve for missing lengths in right triangles given various combinations of angle measures and side lengths. Daily Objective: Students will determine which trigonometric ratio (sin, cos, tan) to apply to a given triangle and solve for the missing side lengths. Formative/Closure: Students will complete an exit slip on which they will solve a given problem and explain their choice of trigonometric ratio justifying their result. Summative Measure/Performance Task: Summative Measure/Performance Task: Students will examine the given information for a right triangle and apply the appropriate trigonometric ratios and theorems to solve for the missing side lengths and angle measures. 2 min. Annette

36. You deserve a BREAK! (10 min.) http://www.bing.com/images/search?q=humorous+work+related+images&view=detail&id=AE223D4D3DFF1A00 5AF5C58937B75CDE9BD81175&first=91&FORM=IDFRIR

37. Performance Task or Assessment When designing your performance task or assessment, be sure that it… is focused on big ideas and standards. accurately measures your objective. is at the appropriate level of rigor. 1 min. Erika

38. To achieve high levels of rigor in instruction, the plan, implementation, and student tasks must be built around all of the following components: 1. Alignment to the standards and curriculum 2. A high cognitive demand: high level of Blooms and application 3. Release of responsibility Rigor and Relevance Framework 1 min. Annette

39. State Test Common Core Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different prize. Prizes should range in value from most appealing to least appealing. Vary the sectors so that the probability to win a desired prize is much less than the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize. Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which prize has the greatest probability and which prize has the least probability? 4 min. Annette

40. English 9 & 10: Sample Performance Task Review the definitions of crisis, problem, and emergency at http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml. http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml Thenclassify the following scenario as a crisis, problem, or emergencyJustify your conclusion in a journal entry with evidence and valid reasoningBased on your reading, predict what the family's next step will likely be. Then classify the following scenario as a crisis, problem, or emergency. Justify your conclusion in a journal entry with evidence and valid reasoning. Based on your reading, predict what the family's next step will likely be. Where does the journal write fall on the Rigor and Relevance quadrant? Jim's mom Alice has recently completed an alcohol abuse program. After waiting for two hours for his mom to pick him up from school, Jim, who is 10, decides to walk home. Once Jim gets home, he finds an empty booze bottle in the trash and bills spread all over the kitchen table. However, his mom is not home. Jim lives alone with his mom, and as it gets late into the evening, Jim wonders what he should do. 4 min. Annette

41. English 9 & 10: Sample Performance Task Review the definitions of crisis, problem, and emergency at http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml. http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml Thenclassify the following scenario as a crisis, problem, or emergencyJustify your conclusion in a journal entry with evidence and valid reasoningBased on your reading, predict what the family's next step will likely be. Then classify the following scenario as a crisis, problem, or emergency. Justify your conclusion in a journal entry with evidence and valid reasoning. Based on your reading, predict what the family's next step will likely be. Where does the journal write fall on the Rigor and Relevance quadrant? College & Career Readiness Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection and research. Objective: In an analytical paragraph, students will apply informational-text concepts to real-world social situations. 4 min. Annette

42. Science 10: Sample Performance Task Newtons laws describe and quantify the relationship between forces and motion. Students are usually introduced to Newtons laws in middle school. In more advanced physical science classes, students usually get to explore the laws of motion in a more in-depth way. Youve been asked to help prepare a PowerPoint presentation that can be used to help introduce middle school students to Newtons laws. Carry out the following steps to help complete the task: 1.Use a textbook or another resource to review Newtons laws. As you read the information, pay particular attention to any diagrams used to explain the concepts. Look for relationships between the key terms in the text. Take notes to summarize the key points that you review. 2. Then, plan a 10-slide PowerPoint presentation that could be used to introduce Newtons 1 st, 2 nd, and 3 rd laws to middle school students. Include text, diagrams, and related formulas or equations. Keep in mind your audiencemiddle school students who are completely unfamiliar with Newtons laws. Have a classmate review your written plan and offer feedback. Incorporate any required changes into your presentation. 3. Using your plan, create the PowerPoint Presentation. 5 min. Annette

43. College & Career Readiness Anchor Standard: Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write info/expl text: Create a 10-slide PPt Examine/convey complex ideas: Newtons 1 st, 2 nd, 3 rd laws Effective organization: Plan the PPt. Convey ideas clearly and accurately: Peers review plan and creators revise accordingly Effective selection and analysis: target audience identified as middle school students unfamiliar with Newtons laws 3 min. Annette

44. When Designing Performance task or Assessment, Ask… To what extent do the activities and assessments Require complex problem-solving as opposed to simple plug-in exercises? Provide minimal cues as opposed to telling the student exactly what content is needed and what/how to think? Reflect real-world use of the content as opposed to typical school questions, core tasks? Validly address the targeted standard(s) as opposed to being merely interesting or fun? entire Provide sufficient work to cover the entire standard as opposed to providing only one piece of many needed lessons and assessments? Adapted from Grant Wiggins & Jay McTighe, 2004 2 min. Erika

45. 15 min. Erika

46. Learning Objective Objective: A complete sentence which includes specific content, verb/skill, and context. Examples: English:writethe commentary portion of a paragraph clearly explains the relationship between evidence and topic idea. English: Students will write the commentary portion of a paragraph which clearly explains the relationship between evidence and topic idea. Earth:summarizethe process of weathering and erosion completing a graphic organizer Earth: Students will summarize the process of weathering and erosion by completing a graphic organizer. (100% accuracy is implied.) Art:On the color wheelillustrate thedifference between a color, a shade and a tint Art: On the color wheel, students will illustrate the difference between a color, a shade and a tint. (100% accuracy is implied.) 6 min. Erika

47. Write Your Own 1.Take a few minutes to brainstorm some BIG ideas you might like to use as the focus of your lesson. If you have content standards, begin with the standards (as opposed to content). 2.Write your own objective. Be sure it… a. is written in a complete sentence. b. includes specific content, verb/skill, and context. 5 min. Erika

48. Appointment #2 Partner #1 = first speaker Objective: Share your objective and general lesson ideas with a partner. Partner #2 = first listener Objective: Listen for the logic of the ideas. Ask clarifying questions as they occur to you. Switch roles Be prepared for a brief discussion… 3 min. Erika

49. Matching Performance Task/Assessment to the Objective 2 min. Erika

50. Appointment #3 Partners #1 and #2 Discussion Share your performance task/assessment. Explain the level that must be achieved to constitute success. Explain how the rigor of the objective matches the rigor of the assessment. Make changes as appropriate… 3 min. Erika http://www.bing.com/images/search?q=group+images&view=detail&id=9B4C9C2FA5F5FAC62 36DCA2263B945A0216A0015&first=0&FORM=IDFRIR

51. Lunch sfw.org.ua

53. Lesson Essentials Before you begin planning the body of your lesson, consider the following: All lesson pieces should be framed by the objective and All lesson pieces should be framed by the objective and performance task. performance task. There are foundational skills and/or knowledge embedded in all objectives. We must consider what those skills are and what gaps our students may have. We must address those in our planning. There are foundational skills and/or knowledge embedded in all objectives. We must consider what those skills are and what gaps our students may have. We must address those in our planning. 2 min. Erika

54. When Building in Relevance… Comparing Learning to…Use the Real World Students life Familys life Students community and friends Our world, nation, state World of work World of service World of business and commerce with which we interact Moral, ethical, political, cultural points of view and dilemmas Real world materials Internet resources Video and other media Scenarios, real-life stories Newsperiodicals, media Lin Kuzmich, 2011 1 min. Erika

55. Write this Section of your Lesson Activate Prior Knowledge: Activate Prior Knowledge: connect new learning to past learning and/or to personal or universal experience. Establish Relevance: Establish Relevance: personal, academic and/or real-life importance Get creative, have fun! Get creative, have fun! 5 min. Erika

56. Planning Pair-Share Partners #1 and #2 Discussion With an elbow partner… Share your strategies for activating prior knowledge and establishing relevance. Explain the rationale for your choices. Make changes as appropriate… Be prepared to share out… 4 min. Erika

57. Lesson Essentials Concept Development… introduce/review academic vocabulary, examples, non-examples Skill Development… how to use the skills introduced in the learning objective I DO… model, think aloud, teach thinking process. I DO… model, think aloud, teach thinking process. HOTS is critical here! HOTS is critical here! 1 min. Annette

58. Cornell Notes: Concept/Skill Development Directions: Readannotate Read and annotate the notes provided on the right. three or more questions observations Record three or more questions and/or observations relative to that material in the space provided on the left. Complete the reflection/self-assessment. 5 min. Annette

59. Pair-Share Discussion Regarding your Cornell Note sheet... What did you annotate? Why? What questions did you write? What are your areas of focus as we move into this stage of planning? 5 min. Annette

60. Concept Development Model Thank you, Linda Lima Linda Lima, Pre-AP Engl. 2, GVHS 2 min. Annette

61. Concept Development Model Linda Lima Thank you, Linda Lima, Pre-AP Engl. 2, GVHS an insight or idea about lifesomething we may have thought of or realized before an insight or idea about human nature a complete sentence a summary of the plot (what happens) a message about the character(s) a word or phrase a moral (a rule of conduct) 2 min. Annette

62. Concept Development Model Linda Lima Thank you, Linda Lima, Pre-AP Engl. 2, GVHS 2 min. Annette

63. Planning for Concept/Skill Development Write this Section of your Lesson Consider the following as you proceed: Explicit Instruction Regarding: Content vocabulary Academic (common academic words) Utilizing Strategies such as: Examples/Non-examples Visuals/video clips Modeling/demonstration Memory strategies/metacognitive processes (think alouds) 15 min. Annette

64. Content Development Pair-Share Share with an Elbow Partner What did you decide on for how you will introduce your content? Why? How will your strategies help support your diverse learners? 3 min. Annette

65. Guided Practice (We DO) http://www.bing.com/images/search?q=collaboration&view=detail&id=BAC72B5AD7C239ACE0067FC69F54735B1C496439&first=31&FORM=IDFRIR

66. Lesson Analysis Guided Practice Look at the Guided Practice Model with a partner or partners: Read through the model I DOWe DOYou DO w/partner You DO independently Mark I DO, We DO, You DO w/partner and You DO independently Be prepared to share out. Make observations regarding the process and what appeals to you in the structure… also identify the subject area where this progression might be appropriate. Be prepared to share out. 10 min. Annette

67. Scaffolding Analysis in Thinking, Dialogue and Writing If students struggle with any form of analysis: Cause and Effectuse with multiple scenarios, conditions, variables, both predictable and unpredictable (If students cant do this, go back.) Compare and Contrastuse complex comparisons Same and Differentcategorize items and determine what rules apply to sameness and differentness Summarize… Point of View… Paraphrase Orally Determine importance or main idea – If students cant discern main ideas: Re-teach vocabulary with more relevance and practice Web all ideas in text Fill in the middle of the web last to help students determine the main ideas from the details… use many visuals with the web Lin Kuzmich, 2011 1 min. Annette

68. Strategies for Helping Students Access Information 1.Use a post-it note to mark an important page containing an example/model, map, timeline, etc. 2.Teach students to use textcross reference… look at model/ look at your work. 3.Teach students to color code steps in a process, classification of ideas, causes/effects, etc. 4.Use thinking pauses between chunks of information by giving students something to do with informationtalk, quick write, highlight, predict, etc. 5. Create thinking tipsan acronym, a kinesthetic response, steps in a thinking process, etc. 3 min. Annette

69. Linda Lima Thank you, Linda Lima, Pre-AP Engl. 2, GVHS Consider giving students an opportunity to explore what they know how to do in a nonthreatening activity. Encourage them to examine the metacognitive processes they have in place. 2 min. Annette

70. Linda Lima Thank you, Linda Lima, Pre-AP Engl. 2, GVHS Consider allowing your students to apply a new concept to previously taught material. (Here the class had studied 1984 previously.) The next step is for students to apply this new concept to new material. 2 min. Annette

71. Math example Marc Parsons Thank you, Marc Parsons, Geometry, GVHS Consider allowing your students to search for patterns to identify rules.

72. Quick Write on Lesson Ideas Take some time to brainstorm your ideas for how you might go about teaching your lesson. a.What step-by-step instruction is needed? b.What should you model? c.How can you improve students thinking around the concept? d.How can you guide them toward independence? 3 min. Erika

73. Skill Development (We DO) Consider the following as you proceed: Teacher and student (side-by-side) task completion Academic language modeled and reinforced (required) Student-teacher interaction (feedback on student responses) Chunked pieces Formative assessment/CFU (to address remediation needs) Student-student interaction (partners or groups, with share out) Gradual release of work responsibilitiesproximity…monitor…reinforce…redirect 1 min. Erika

74. Plan for Guided Practice What will you do?What will they do? 15 min. Erika

75. Pair-Share Partners #1 and #2 Discussion With an elbow partner: Talk your partner through your I-DO and We- DO phases. Explain your logic. Ask clarifying questions of one another. Make changes as appropriate… 6 min. Erika

76. Lesson Essentials Closure (the final CFU)… done prior to independent practice (important so that teachers can assess intervention needs and students dont practice errors). 2 min. Erika http://www.bing.com/images/search?q=group+images&view=detail&id=04CC 7A6E3C23852C75D74CC4B33AE79C958AB573&first=61&FORM=IDFRIR

77. Why Closure? It reinforces (and reviews) the objective. It reinforces (and reviews) the objective. It provides an opportunity for students to demonstrate the effectiveness of their learning. It provides an opportunity for students to demonstrate the effectiveness of their learning. It facilitates retention and transfer. It facilitates retention and transfer. It provides the teacher and the student with an opportunity to measure the success of the lesson. It provides the teacher and the student with an opportunity to measure the success of the lesson. 2 min. Erika

78. Nothing Motivates Like Success 4 min. Ken

79. Closure Ideas Read (skim and scan) the 40 Ways to Leave a Lesson document. Put a check mark next to strategies you have used or might consider trying in your classroom. On the reflection guide identify 3 strategies you might use in your classroom and explain their application. 4 min. Erika

80. Matching Closure to an Objective Objective: Students will write the commentary portion of a paragraph which clearly explains the relationship between evidence and topic idea. Closure Options: 1.Identify two questions you asked yourself about what your audience needs to know to understand your point. Explain how you approached answering those questions in your commentary. 2.Identify the types of evidence you included to support your topic idea. 3.List and explain the strategies you used for breaking down the evidence in your commentary. 5 min. Annette

81. Lesson Essentials Independent Practice: YOU DO…provides repetitions to ensure learning, to help transfer information, to help develop fluidity, speed, and accuracy. (Practice must reflect content and rigor of the days instruction.) Make sure the content and rigor of the independent practice matches that of the instruction (the I do, and we do pieces). 3 min. Erika

82. The Art and the Science of Teaching Effective teaching is part art and part science. The science part of effective teaching is founded on decades of research that has provided guidance for the general categories of behaviors that constitute effective teaching…. The art part is founded on the dual realizations that research cannot provide answers for every student in every situation and that the same behaviors can be employed in a different order and fashion by two different teachers with equally beneficial results. --Marzano: The Art and Science of Teaching 2 min. Erika

83. 1 min. Erika

84. 1 min. Erika Thank you and one last piece. http://www.een-northeast.co.uk/3_pages/technology-database/