Learning AP ILD November 8, 2012 Planning and Monitoring for Learning

Planning for teaching vs. Planning for learning Brainstorm with a partner. What are the differences between Planning for Teaching and Planning for Learning?

FRONTWARD DESIGN = LOOSELY ALIGNED Planning for Teaching FRONTWARD DESIGN = LOOSELY ALIGNED 1. Topic: Identifies a topic of study from the Scope and Sequence 2. Learning Activities Develops lessons and activities to help students learn about the topic 3. Assessment Creates an assessment for the end of the unit (based on what has been taught)

Performance Standards: Planning for Learning BACKWARD DESIGN = TIGHTLY ALIGNED Performance Standards: Closely examines curriculum and then designs lessons that are tightly aligned to the Standards (TEKS). Evidence of Learning: Design assessments (formative, summative, tasks) that will allow students to demonstrate what they have learned. These should be tightly aligned to the standards. Learning Activities: Selects strategies, structures, and activities that will cause students to engage in the content, context, and cognitive rigor of the standards so that they will have success on assessments.

Monitoring and Reflecting Monitoring & Coaching Alignment Reflective Practice About Lesson Design & Results

Continuous Improvement Model Plan ACT Written Taught QC PLC Tested Do Study Continuous Improvement Model Elizabeth A. Clark, Ed.D.

Planning for Learning Model Formative assessment (FA) Curriculum PLC PLC PLC Regroup/ Re-teach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 Formative assessment (FA) FA FA Instructional Unit 1

Planning for Learning Model: The PLC The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions: What do students need to know and be able to do? How will we know when they’ve learned it? What will we do if they haven’t learned it? What will we do if they already learned it?

What do students need to know and be able to do? PLC Curriculum First step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do? PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested. We will begin by zooming into that first step of the Planning for Learning Model where the question is answered: What do students need to know and be able to do? Standards within a unit can be grouped together and sequenced depending on a variety of factors, so we must engage in a collaborative process in order to develop a plan for teaching and assessing the unit standards within the appropriate amount of time.

How will we know when they’ve learned it? PLC Curriculum Second step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it? PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not. We will begin by zooming into that first step of the Planning for Learning Model where the question is answered: What do students need to know and be able to do? Standards within a unit can be grouped together and sequenced depending on a variety of factors, so we must engage in a collaborative process in order to develop a plan for teaching and assessing the unit standards within the appropriate amount of time. Common assessment

Planning for Learning Model Lesson 1 Instructional Unit 1 Common assessment Formative assessment (FA) Regroup/ Re-teach Lesson 2 Lesson 3 Lesson 4 FA PLC Curriculum As we have seen before, this model of the planning for learning process focuses on the necessary steps for developing an instructional unit. As always in your planning, start with the standards that make up the district curriculum. Your PLC will collaborate to examine the standards in the upcoming unit to decide how best address them in the amount of time approximated by the curriculum, and in a way that will meet the unique needs of your students. From there, your PLC meets to create a common assessment focused on how students will show evidence of their learning. Now you are ready to begin designing lessons that will lead your students to that learning and equip them with all necessary tools for demonstrating their learning effectively. Formative assessments will be used to monitor student learning throughout the lesson cycle. Based on this data, along with teacher observations, PLCs can re-design, re-teach, or re-group so that students are ready for the CFA, or common formative assessment, by the end of the lesson cycle.

Planning for Learning: The Lesson Design Level Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Look at this graphic. This is a process in which you can plan from a standard or from multiple standards. It is important to consider that a lesson does not have a pre-determined time period. Rather, a lesson can be one day, or stretch over the course of several days. It will depend on the standards that we choose. We will now look at each piece in more depth.

Planning for Learning: Expectations for Lesson Planning The WHAT we teach within a unit will be common (the standards) The HOW we teach may vary Lessons DO NOT have to be lock-step We will COLLABORATE to design quality lessons We will MODIFY for our students’ unique needs Look at this graphic. This is a process in which you can plan from a standard or from multiple standards. It is important to consider that a lesson does not have a pre-determined time period. Rather, a lesson can be one day, or stretch over the course of several days. It will depend on the standards that we choose. We will now look at each piece in more depth.

Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection We will start with Steps 1 and 2: Select the Standard and identify its partners, prerequisites, and process skills.

What do students need to know and be able to do? Leading Standard The leading standard is the target learning of a lesson.

What do students need to know and be able to do? PARTNER STANDARDS Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another. For example, if the leading standard is: create brief compositions that establish a central idea in a topic sentence.[4.18Ai] A partner standard could be: use complete simple and compound sentences with correct subject-verb agreement.[4.20C] By partnering these two together, the students’ abilities to compose an effective central idea in a topic sentence will be supported by their abilities to use correct subject-verb agreement in a compound sentence.

What do students need to know and be able to do? PROCESS SKILLS Process skills are those skills needed for applying the content standards. For example, if the leading standard is: create brief compositions that establish a central idea in a topic sentence.[4.18Ai] Students will need to have this process skill in order to apply the above standard: plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[4.15A] They need to go through the process of generating ideas so that their central idea is appropriate to the expository genre and intended audience.

What do students need to know and be able to do What do students need to know and be able to do? Guiding Questions for the PLC What will be the leading, or target, standard for this lesson? Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together? What process skills are necessary to the student’s ability to master the standard(s)? What is the cognitive rigor of the standard(s)? What content is addressed in the standard(s) and in what context will it be assessed? What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)? First we start with selecting the standard or group of standards that we want to explicitly teach in the lesson. We might ask ourselves questions like: Read the questions on the slide Our goal in this step, along with the next two steps of looking at processes, prerequisites, and partners as well as looking at how students will show what they learned, is to ensure that we are making choices based on the rigor of the standards while providing any supports a student might need to be successful. It is important that we remember that data and classroom observations can help us determine the level of mastery of the students on content that has been introduced. Formative assessment can help us know where our students are on content that will be new to them.

Planning for Learning Activity

Planning for Learning Activity Get into small groups of 3-4 Elect one scribe to record your group’s thoughts on the provided handout Elect one member to share with the whole group after the activity All group members will engage in discussion around the following questions

Planning for Learning Activity Leading Standard #2 #3 How does standard #2 serve the leading standard? How does standard #3 serve the leading standard? Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?

Planning for Learning Activity Leading Standard #2 #3 How does standard #2 serve the leading standard? How does standard #3 serve the leading standard? Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?

Planning for Learning Activity Leading Standard 1. Should a lesson contain so many standards? Why or why not?

Planning for Learning Activity 2. Which example of grouped standards will lead to the most effective backward design of aligned instruction? Why? 3. How can this learning help you support the teachers on your campus?

Questions to Monitor Learning As you look at your curriculum to plan for learning, what criteria did you use to select the standards that you would teach? When you selected your leading standard, what was your thinking in selecting partnering and process standards? How do you know when to include partnering standards and process standards and when to limit the number?

Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Now for the next step: Evidence of learning

Evidence of Learning: How will we know when they’ve learned it? How exactly will students demonstrate evidence of their learning at the end of the lesson cycle? How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.) What formative assessments and tasks can be used throughout the lesson cycle to monitor student progress? After we have determined the standard or standards that the lesson will address, we need to consider how students will show their learning. Read questions on slide. By considering what evidence you will use, you can determine the depth and complexity of the standard. The evidence of the learning needs to match the rigor of the standard. During this process, we can also determine formative assessments to help use monitor learning throughout the lesson. Keep in mind that formative assessments can be both formal and informal. Asking students to summarize their learning orally so far is an example of an informal assessment while having students write what they have learned in a journal could be a more formal assessment. It does not matter as much whether the formative assessment is formal or informal in nature, rather it matters that we use formative assessment in order to make sure our students are on track and we don’t have any misconceptions that will be hard to correct at a later time. This will allow us to make instructional decisions as we move forward through the lesson cycle.

Evidence of Learning: How will we know when they’ve learned it? Formative: -Frequent -Occurs before or during the unit of instruction -For instructional purposes -Can be anything that informs you on student progress - May not be for a grade Summative: - Less frequent - Occurs after unit of instruction - For evaluative purposes - Can be a test, a project, an essay, a presentation, etc. - Example: Major test grade Tasks: Task=Performance -Quality work products that allow students to engage in aligned learning -Lead students to the desired learning outcomes - May be scaffolded in order to help students work toward mastery of the standard(s)

Strategies and Structures Evidence of Learning: What tasks will help students learn the standard(s)? Student Task(s) Resources Strategies and Structures Standard(s) Student Task(s) = Desired Outcome

Monitoring for Learning Activity Evidence of Learning Monitoring for Learning Activity The best way to monitor teaching is to closely examine the learning: what are kids actually doing? Please rejoin your small groups. Now we are going to take some time to examine work our students have been doing. Please get out the student work samples that you brought with you today.

Monitoring for Learning Activity Scenario: Two science teachers have designed two different lessons, both focused on the same standard. Both lessons are engaging and interactive. Both lessons have sound instructional practices. Take 5 minutes to examine both lessons. Focus on what the kids are doing. Upon initial examination, would you be pleased to witness both of these lessons? Why or why not?

Monitoring for Learning Activity Now, take 3 minutes to examine the TEKS UNWRAPPED! handout. Both teachers cited 5.5B as the target learning of the lesson. What should the students know and be able to do as a result of the lesson?

Monitoring for Learning Activity Key Question: Which lesson is aligned appropriately to the Student Expectation? Read through both lessons again Collect evidence that supports your conclusion Be prepared to share in 5 minutes

Monitoring for Learning Activity What if the evidence reveals a lesson that is not aligned to the standard? Let’s Brainstorm !

Questions to Monitor Learning As you taught this lesson, what did you have students to do that would indicate that all the standards that were selected were adequately addressed? What did you expect students to learn from this lesson? Was that outcome accomplished? If no, then why? When you teach the lesson again, what modifications will you make?

Monitoring for Learning: Debrief Student Work Samples Monitoring for Learning: Debrief Discuss how to extend this learning into PLCs as a strategy for addressing the calibration of work products.

Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection We have just engaged in the process of planning for learning at the lesson level. We started with the standards and all other choices made were in an effort to ensure student learning will align to those standards. This framework will help guide you through this process and it mirrors the setup in Forethought, as well as the 4 questions of the PLC.

What do students need to know and be able to do? Planning for Learning: The Lesson Plan in Forethought Select the standard Partners, PreReqs, and Process What do students need to know and be able to do? Strategies and Structures Every component of the process has its place in Forethought. While the checklist box is not all-inclusive, it will remind you to consider all of the components. Remember, if you are using a strategy, structure, or assessment type that is not in the box, just describe it as part of your procedure. DO NOT feel confined to using only these items. These items are here because we are training these this year and this gives us the ability to gather data on the use and effectiveness of these items. Evidence of Learning How will we know when they’ve learned it? Resources

What will we do if they haven’t learned it? Planning for Learning: The Lesson Plan in Forethought Procedure Accommodations/ Modifications/ Extensions What will we do if they haven’t learned it? What will we do if they already learned it? The white space is where you can design procedures, plan for accommodations, modifications, and extensions, and reflect. Reflection

Planning for Learning in Forethought PLC Process alignment and it will save teachers’ time!

Planning for Learning in Forethought Forethought should be like a member of the PLC: keep it open and put it to work during PLC meetings Study the Standard Clarification documents Utilize the Team Planner Utilize My Activities Trailblazers are getting this training now, but it is posted for everyone to see.