2 NormsBe an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully.Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.Be focused during meetings. Stick to goals/ targets, use technology to enhance work at hand, limit sidebar conversations.Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.Expectations; any more to add?
3 “The Kentucky Board of Education approved a motion to support Commissioner Holliday’s plan for moving ahead with teaching the Next-Generation Science Standards this fall in every grade, K-12, with development of a new test for elementary and middle school occurring after the school year. While there will be no K-PREP science test in 4th- and 7th-grades in the coming school year, students will still take science assessments as part of the EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) and End-of-Course (high school) tests.”
4 Types of Learning Targets UnpTypes of Learning Targets
5 KnowledgeThe underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify)This information is found in the Disciplinary Core Ideas section of the standard.After looking at the components of the standards, teachers need to determine what students need to know in order to achieve the standard.Trainer: Hand out the two pages about Bloom’s Taxonomy revised for reference for the next section of the training.
6 ReasoningStudents use and apply what they know to reason and solve problems (use, formulate,Analyze, infer)This is embedded in the Scientific and Engineering Practices section of the standards.Trainer: Again refer participants to the two pages of Bloom’s Taxonomy revised handouts. In particular, participants should look at verbs that relate to what students should be able to do.
7 SkillStudents perform an action or task that must be observed to be assessed (measure, observe, use equipment)This is embedded in the Science and Engineering Practices section of the Standards.This refers to what students should be able to do to demonstrate their understanding of the standard.
8 (constructs, creates, develops) ProductThe product itself is the focus of the standard and there must be a product to determine if the student can create it(constructs, creates, develops)The ability to create a product serves as formative assessment of the student’s level of mastery of the standard. If the product does not meet expectations, it provides guidance for reteaching of the standard.
10 Thinking About Bundling How Do They Go Together?Thinking About BundlingClose Ipads, laptops, phones and Standards books! NO CHEATING!In pairs, choose an envelope with a grade level (ES/MS) or content (HS) you will teachLay out the strips and begin reading the Performance ExpectationsStart thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts?
11 Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as unit names or cross-discipline ideasRemember…some may go in more than one place!Hang the posters by grade/by school, starting with K
12 Gallery Walk Look for the flow Find the connections What’s Your Story??
14 What content needs to be addressed?? Performance Expectation, Clarification Statement, Assessment BoundaryAppendix EFrameworkWhat content needs to be addressed??Appendix FFrameworkWhat Practices need to be addressed??Appendix GFrameworkWhat XCC’s need to be addressed?Connections Boxes,other resourcesWhat else??Math? Literacy?Misconceptions?
15 Long Term Unit Planning Have grade level discussions about long term planning; Word copy on website with today’s materials
16 Flowchart for Deconstructing Performance Expectations (PEs) Trainer: Briefly go through the flow chart just to introduce it to participants. They will work with it in more detail later.
17 Deconstructing Standards Activity This series of slides illustrates how to deconstruct the standards into knowledge, reasoning, skills, and products. We will be using this standard to model the steps in deconstructing standards.The deconstructing standards activity is completed in a step-by-step manner, with participants checking their work against the flowchart each step of the way.Activity Instructions, step one:Using this standard as a model, look at the highlighted performance expectation.Discuss with participants what is the intent of the learning and what are the key concepts in the learning.Now, participants will do step one of the activity with their standard.Divide participants into groups of similar grade levels, as much as possible.Each group selects a recorder.Distribute copies of the appropriate grade level of standard ESS3 to each group.In their groups, participants select a weather-related performance expectation.Groups discuss the intent of the learning and key concepts in the learning for their selected performance expectation.
18 Flowchart for Deconstructing Performance Expectations (PEs) Read the highlighted section of the flowchart. Determine if there is agreement on the meaning and intent of the performance expectation for the model standard, 07-PS4-2. If yes, we move on to the next step in deconstructing standards. If no, additional discussion is needed.Participants determine if there is agreement on the meaning and intent of the performance expectation for standard ESS3.
19 Deconstructing Standards Activity Performance Expectations/KnowledgeBrainstorm KNOWLEDGEStudent learning targetsfrom the teacher’s perspectiveStudent “I Can” statements for KNOWLEDGEPerformance Expectations/SkillsBrainstorm SKILLSStudent learning targetsfrom the teacher’s perspectiveStudent “I Can” statements for SKILLS1.,. `Activity Instructions, step two:Distribute the three handouts pictured above.Intro: These three handouts and the following slides guide participants through the next steps in the process of deconstructing a standard. The activity starts with the trainer using standard 07-PS4-2 as a model and then participants using standard ESS3 for their grade level.Performance Expectations/ProductsBrainstorm PRODUCTSStudent learning targetsfrom the teacher’s perspectiveStudent “I Can” statements for PRODUCTS
20 Brainstorming Knowledge Brainstorm KNOWLEDGEStudent learning targetsfrom the teacher’s perspectiveStudent “I Can” statements for KNOWLEDGELight waves interact with matter by reflecting, refracting, absorption, and transmission.Looking at the Performance Expectations listed on the model standard (07-PS4-2), we brainstormed what students need to know to reach the performance expectation. Listed in the chart above is one example. We would do the same brainstorming activity to brainstorm what students need to be able to do (skills) and what students need to be able to create/produce (products).Activity Instructions, step two continued:Participants brainstorm the knowledge, skills and products needed to reach the performance expectation their group chose for standard ESS3.Groups then select one or two brainstormed items from each chart to use in the remaining steps of the activity.
21 Flowchart for Deconstructing Performance Expectations (PEs) Trainer: Use the flow chart to evaluate your brainstorming. Walk participants through the flow chart using the brainstormed list for our model standard, “Light waves interact with matter by reflecting, refracting, absorption, and transmission.”Participants do the same with their brainstormed lists.
22 Writing Learning Targets Brainstorm KNOWLEDGEStudent learning targets from the teacher’s perspectiveStudent “I Can” statements for KNOWLEDGELight waves interact with matter by reflecting, refracting, absorption, and transmission.My students can compare and contrast reflection and refraction.Activity Instructions, step three:Look at the brainstormed list of knowledge students need to reach the performance expectation and determine what I want my students to know. These statements are written from the teachers perspective.The example above is from our model standard 07-PS4-2.Now participants do the same thing with their standard ESS3 and the brainstormed lists of knowledge (what students need to know), skills (what students need to be able to do) and products (what students need to be able to produce).Write these student learning targets in the middle section of each of the three charts.Refer participants to the Quality Learning Targets opening activity for assistance with this part.In addition, refer participants to the two handouts on Bloom’s Taxonomy Revised for assistance in writing learning targets.
23 Flowchart for Deconstructing Performance Expectations (PEs) Look at the example chart of learning targets from the teacher’s perspective:“My students can compare and contrast reflection and refraction.” Check the learning target against the highlighted section of the flow chart to see if the answer to both questions is “yes”. If the answer to either question is “no”, more work needs to be done on the learning target.Participants follow the same process with the learning targets their group wrote.
24 Writing “I can…” Statements Brainstorm KNOWLEDGEStudent learning targets from the teacher’s perspectiveStudent “I Can” statements for KNOWLEDGELight waves interact with matter by reflecting, refracting, absorption, and transmission.My students can compare and contrast reflection and refraction.I can correctly use the terms reflecting and refracting.Activity Instructions, step four:Look at the student learning target from the teacher’s perspective., “My students can compare and contrast reflection and refraction.” The last step in deconstructing standards is to write “I can…” statements that are student-centered for that learning target. Share the example “I can…” statement with participants.Participants look at the learning targets on their charts and write “I can…” statements for standard ESS3.
25 Flowchart for Deconstructing Performance Expectations (PEs) Look at the example chart of “I can…” statements, “I can correctly use the terms reflecting and refracting.” Look at the flow chart to see that this is the last step in deconstructing standards.Participants look at their “I can…” statements to see where they fit in the flow chart.Congratulations! You have successfully deconstructed a performance expectation in a standard.
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