1. Georgia Performance Standards
7th Grade Mathematics
Days 3 and 4:
Planning Instruction

2. Contact Information
Peggy Pool
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334
Office Phone: (404)
Office

3. Clip art licensed from the Clip Art Gallery on DiscoverySchool.com
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4. “For every complex problem there is a solution that is simple, neat,
H. L. Menken Quotation
“For every complex problem there is a solution that is simple, neat,
and wrong."

5. Standards Based Education Model
GPS
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
Skills and Knowledge
(one or more)
Standards
Elements
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
All above, plus
Tasks
Student Work
Teacher
Commentary
Participant’s Guide, page 8
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
All above

6. Overview Concept Mapping Curriculum Mapping
Describing the Standards-Based Classroom
Designing an Instructional Unit

7. What is Concept Mapping and why is it important?
Essential Question 1
What is Concept Mapping and why is it important?

8. Looking at Student Work
Work alone on each part of the task for about 5 minutes.
Discuss in small group.
For each part of task, list the mathematics concepts and ALL standards addressed.
Think of the mathematics that students need to know and be able to do in order to perform the task.

9. Skills and Knowledge KNOWLEDGE (declarative) SKILLS (procedural) Facts
Concepts
Generalizations
Rules, Laws, Procedures
Skills
Procedures
Processes
Participant’s Guide, page 26
KNOWLEDGE
(declarative)
SKILLS
(procedural)

10. Create a Map
Using the information generated from the task, draw a concept map.
Share and compare your map with those of other groups in the room.

11. Examining Our Concept Maps
Jigsaw Groups

12. Concept
Development
Abstract
Semi-
Abstract
Semi-
Concrete
Concrete

13. What role can Concept Maps play in planning yearly instruction?
Essential Question 2
What role can Concept Maps play in planning yearly instruction?

14. True or False?
“Without a commitment to when a skill will be taught, there is no commitment.”

15. What Mapping Provides
Long range planning
Short term preparation
Clear communication

16. Instructional Planning
Be extremely familiar with grade-level standards
Create a curriculum map
Units
Identify standards
Determine acceptable evidence
Plan instruction

17. Group Assignment
Work in small group to organize cards, making connections and distributing strands.
Use your work to create a yearlong curriculum map.
Visit other groups who worked on your grade level.
Make revisions to your map, if needed.

18. Developing, Analyzing, and Reviewing Maps
Read Maps to Gain Information
Identify Gaps
Identify Repetitions
Identify Areas for Integration
Match Assessments to Standards
Review for Timeliness

19. Analyzing Our Curriculum Maps
Jigsaw Groups

20. What does standards-based mathematics classroom look like?
Essential Question 3
What does standards-based mathematics classroom look like?

21. Math Lab Lesson
Be able to explain and describe what you see in this lesson.

22. What did you see in this lesson?

23. What should we see? Warm-up Mini lesson, opening, setting the stage
Work period, activity period
Summary, closing

24. The Standards Key content standards Related content standards
Process standards
Concepts and skills to maintain

25. Assessment
Assessment for learning
Feedback
Revision
Self-assessing

26. Types of Classroom Assessment
Selected Response
Constructed
Response
Performance Assessment
Informal Assessment
Multiple Choice
True-False
Matching
Fill-in-the-blank (words, phrases)
Essay
Short answer (sentences, paragraphs)
Diagram
Web
Concept Map
Flowchart
Graph
Table
Matrix
Illustration
Presentation
Movement
Science lab
Athletic skill
Dramatization
Enactment
Project
Debate
Model
Exhibition
Recital
Oral questioning
Observation
Interview
Conference
Process description
Checklist
Rating scale
Journal sharing
Thinking aloud a process
Student self-assessment
Peer review

27. Characteristics of Exemplary Assessment
Emphasizes learning process as well as product
Requires active construction of meaning
Assesses interdisciplinary and cross disciplinary skills
Helps students self monitor

28. Characteristics of Exemplary Assessment
Gives specific expectations for students
Emphasizes the application and use of knowledge
Has meaning and relevance to students
Emphasizes complex skills
Makes standards public and known in advance

29. Student Work Sample

30. What is important when developing a unit plan?
Essential Question 4
What is important when developing a unit plan?

31. What is important? A focus on learning, rather than teaching
Bringing the “big ideas” to life
A focus on learning, rather than teaching
Helping students to understand, not just remember the understanding of others
Incorporating a variety of different teaching strategies

32. Instructional Planning
Be extremely familiar with grade-level standards
Create a curriculum map
Units
Identify standards
Determine acceptable evidence
Plan instruction

33. Criteria for Good Tasks
Involves significant mathematics
Can be solved in a variety of ways
Elicits a range of responses
Requires communication
Stimulates best performance
Lends itself to a scoring rubric

34. Pick a Unit Work with a partner or a small group.
Decide on a unit from your “map”.
Use the design model to identify desired results and write an assessment.
Design instruction for the unit.

35. Making Instructional Decisions
How will we hook and hold student interest?
Where are we going? Why? What is expected?
How will we equip students to explore and experience?
Consider
How will we organize and sequence the learning?
How will we help students rethink, rehearse, revise, and refine?
How will we tailor learning to varied needs, interests, styles?
How will students self-evaluate and reflect on their learning?

36. Multiple Representations
Pictures
Tables
Words
Symbols
Graphs
Demonstrate activities that can be used to support the given standard:
Arrays (Pictures)
Collections (Words)
Repeated Addition (Symbols)
Multiplication Table (Tables)
Function/ Input-Output Chart (Graphs)

37. Sharing Our Units
Jigsaw Groups

38. I would like to teach and assess for understanding but…
I am expected to teach to state and district standards and benchmarks.
This approach takes too much time. I have too much content to cover.

39. I would like to teach and assess for understanding but…
I am being held accountable for student performance on superficial state tests.
I am a “skills” teacher, and students need to master the basics first.

40. I would like to design curriculum using a template, but…
This approach is too demanding. I couldn’t possibly do this for everything I teach.
It’s not my job to develop curriculum. Besides, I already have a textbook.

41. I would like to design curriculum using a template, but…
I don’t know how to do this kind of design work.
I already do this.

42. Discussion of Redelivery Action Plan
Determine your goal for redelivery.
Determine time allotted.
Develop timeline of activities.
List resources and ideas.

43. Continue collecting student work.
Wrapping Up
What have you learned over the past two days?
What do you need next?
How will you redeliver this module on unit design?
Continue collecting student work.

44. Contact Information
Peggy Pool
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334
Office Phone: (404)
Office