Presentation on theme: "Project INVEST Purpose:"— Presentation transcript:
1Project INVEST Purpose: Provide Florida’s teachers with model lesson using research based strategies addressing Next Generation Sunshine State Standards.
2PurposePurpose: 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.
3Goals 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 lecturesTo provide teachers with best practicesWe 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.
4Best Practices: Strategies 6 Interactive StrategiesSkill BuilderExperiential ExerciseResponse GroupProblem Solving Group WorkVisual DiscoveryWriting for Understanding
5Teaching Strategies Scotty Carroll Land ’O Lakes High School Opening slide sample:Scotty CarrollLand ’O Lakes High School
6Multiple Intelligence Teaching Strategies Experiential Exercise• Visual Discovery• Social Studies Skill BuilderWriting for UnderstandingResponse GroupProblem Solving Group Work
7Experiential 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.
8Visual 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.
9Social 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.
10Writing for Understanding: Use writing to help your students learn key social studies conceptsGive students rich experiences to write aboutHave students record their ideas, thoughts, and feelings in prewriting activitiesProvide students with authentic writing assignments.Guide students through the writing process
11Response 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.
12Problem Solving Group Work: Challenge students with engaging, multiple-ability projectsPrepare all students for successful group workGive group members clearly defined roles and requirementsGive groups autonomy and time to prepare high-quality productsHave groups present their work
13It’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.
15Unwrapping StandardsDetermining what students need to learn so that a common assessment can be identified
16Participants 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.
17Unwrapping Is… Reflective practice Goal setting Developing a common LanguageImproving students’ understanding of standardsProviding clarity among educators, students, and parentsIs NOT…Teaching to the testTaking the creativity out of teachingOnly an elementary processDumbing down expectations for studentsThis really sets the stage for our purpose today. FCAT will come up throughout the training, however it isn’t our only purpose.
18How does this fit into the PLC process? Unwrapping the StandardsTrainer: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 well18
19The Process of Instructional Planning Traditional PracticeSelect a topic from the curriculumDesign instructional activitiesDesign and give an assessmentGive grade or feedbackMove on to new topicStandards-based PracticeSelect standards from among thosestudents need to knowDesign an assessment (the end inmind )through which students will havean opportunity to demonstrate thosethingsDecide what learning opportunitiesstudents will need to learn those thingsand plan appropriate instruction to assurethat each student has adequateopportunities to learnUse data from assessment to givefeedback, reteach, or move to the nextlevelTrainer: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.
20What knowledge and skills must I impart to Essential LearningWhat knowledge and skillsmust I impart tomy students THIS year so that they willenter NEXT year’s classwith confidenceAND 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.
21our 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 ofour students it is important to keepin mind what they will need forSuccess in subsequent years of schooling and in life itself”.Douglas ReevesTrainer talk:Read the quote to yourselves and reflect.
22The Big PictureTo 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
23The 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
24What type of targets are included in each standard? KnowledgeReasoningPerformance SkillProductXTrainer: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
25Types of Learning Targets KnowledgeReasoningSkillsProductsTrainer: 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
26Knowledge 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 materialsExample: 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
27Reasoning TargetsStudents 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 attributes27
28Skill TargetsStudents 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
29Product TargetsStudents 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
30ExampleDescribe 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
31What type of targets are included in each standard? KnowledgeReasoningPerformance SkillProductDescribeXTrainer 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
32Bloom’s Taxonomy Knowledge Comprehension Application Analysis Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, WriteComprehensionConclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, TellApplicationApply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, UseAnalysisAnalyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,SynthesisCompose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, RewriteEvaluationAppraise, 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.
33Basic Application of Skill/Concept BLOOM’S TAXONOMYWEBB’S DEPTH OF KNOWLEDGEKNOWLEDGERecallCOMPREHENSIONAPPLICATIONBasic Application of Skill/ConceptANALYSISStrategic ThinkingSYNTHESIS AND EVALUATIONExtended ThinkingTrainer: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
34Trainer: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
35WEBB’S DEPTH OF KNOWLEDGE Level 1Recall elements and details of a storyConduct basic math calculationsLabel a mapRepresent in words or diagrams scientific concept or relationshipsPerform routine proceduresDescribe the features of a place or peopleThe 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.
36WEBB’S DEPTH OF KNOWLEDGE Level 2Identify and summarize the major events in a narrativeUse context clues to identify unknown wordsSolve routine multiple-step problemsDescribe the cause/event of a particular eventIdentify patterns in eventsFormulate a routine problem with dataOrganize, represent and interpret data
37WEBB’S DEPTH OF KNOWLEDGE Level 3Support ideas with details and examplesUse voice appropriate for audience and purposeIdentify research questions and design investigationsDevelop a scientific model for a complex situationDetermine authors purpose and how it affects interpretationApply concepts in other contextsTraining 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.
38WEBB’S DEPTH OF KNOWLEDGE Level 4Conduct a project that requires action researchApply math models to illuminate a problem or situationAnalyze and synthesize information from multiple sourcesDescribe and illustrate how common themes are found across texts from different culturesDesign a math model to inform and solve a practical or abstract situation
39Cognitive ComplexityCognitive 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: ReadingPerson 2: MathPerson 3: SciencePerson 4: Introduction and writingTrainer Talk: Any aha’s from the text?
40Webb’s Depth of Knowledge Skill (Verb)Level 1 RecallLevel 2 skill/ConceptLevel 3 Strategic ThinkingLevel 4 Extended ThinkingDescribeXVerb 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 websiteClick on standardsClick on SSSClick on Next Generation SSSPick your content area
41Beginning 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.
42LEARNING OBJECTIVE Abstract A focus on larger ideas Helps students see relevance and purposeHelps to ensure student understandingAllows for transfer to other contentTrainer: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.
43LEARNING OBJECTIVESLearning 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
44Samples 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.
45Identifying Learning Objectives Read the standard thoroughlyUnderline ideasMake additional notesLook for nouns (Knowledge) and skills (verbs)Phrase in a way that lets the student know what they need to concentrate on and why
47Start with the STANDARD Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.
48Learning ObjectivesDetermine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.NounsMeaningWordsPhrasesTextVocabularyDomainsHistory/Social Studies VerbsDetermineRelatedKNOWLEDGESKILLSRefer to supplemental handout of examples.Learning Objective:I will illustrate the meaning ofvocabulary words and phrases that I read in social studies text.48
49Your TurnUnderstand the fundamental concepts and interrelationships of the United States economy in the international marketplace.7th GRADE ECONOMICS
50STUDENT LANGUAGEI will compare how the USA’s economies relate to other country’s economies.
51PLANNING QUESTIONSSTANDARD: 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.5151
52Aligning your Lessons Using the backward design, let’s Learn to align lessons and assignments.Understanding By Designby Grant Wiggins and Jay McTighe52
53Standards Based Education Identify desired resultsDetermine acceptable evidencePlan learning experiences and instruction
55Best Practices: Backwards Lesson planning Start with the end in mindKnow the standardFind an access pointEstablish a broad goal in writing the essential questionWrite the objective in kid friendly wordsDetermine the assessment
56Outlining the activities Determine an engaging strategyEstablish a hook to capture students’ interest (Preview/Launch)Connect the learning to where students were and where they are going (Develop Purpose)