Project INVEST Purpose: Provide Florida’s teachers with model lesson using research based strategies addressing Next Generation Sunshine State Standards.

Purpose Purpose: 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.

Goals 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 lectures   To provide teachers with best practices We 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.

Best Practices: Strategies 6 Interactive Strategies Skill Builder Experiential Exercise Response Group Problem Solving Group Work Visual Discovery Writing for Understanding

Teaching Strategies Scotty Carroll Land ’O Lakes High School Opening slide sample: Scotty Carroll Land ’O Lakes High School

Multiple Intelligence Teaching Strategies Experiential Exercise • Visual Discovery • Social Studies Skill Builder Writing for Understanding Response Group Problem Solving Group Work

Experiential 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.

Visual 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.

Social 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.

Writing for Understanding: Use writing to help your students learn key social studies concepts Give students rich experiences to write about Have students record their ideas, thoughts, and feelings in prewriting activities Provide students with authentic writing assignments. Guide students through the writing process

Response 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.

Problem Solving Group Work: Challenge students with engaging, multiple-ability projects Prepare all students for successful group work Give group members clearly defined roles and requirements Give groups autonomy and time to prepare high-quality products Have groups present their work

It’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.

Unwrapping Standards Determining what students need to learn so that a common assessment can be identified

Participants 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.

Unwrapping Is… Reflective practice Goal setting Developing a common Language Improving students’ understanding of standards Providing clarity among educators, students, and parents Is NOT… Teaching to the test Taking the creativity out of teaching Only an elementary process Dumbing down expectations for students This really sets the stage for our purpose today. FCAT will come up throughout the training, however it isn’t our only purpose.

How does this fit into the PLC process? Unwrapping the Standards Trainer: 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 well 18

The Process of Instructional Planning Traditional Practice Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move on to new topic Standards-based Practice Select standards from among those students need to know Design an assessment (the end in mind )through which students will have an opportunity to demonstrate those things Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach, or move to the next level Trainer: 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.

What knowledge and skills must I impart to Essential Learning What knowledge and skills must I impart to my students THIS year so that they will enter NEXT year’s class with confidence AND 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.

our 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 of our students it is important to keep in mind what they will need for Success in subsequent years of schooling and in life itself”. Douglas Reeves Trainer talk: Read the quote to yourselves and reflect.

The Big Picture To 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

The 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

What type of targets are included in each standard? Knowledge Reasoning Performance Skill Product X Trainer: 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

Types of Learning Targets Knowledge Reasoning Skills Products Trainer: Click once for each of the learning targets to appear. The description of the learning targets comes from Assessment For Learning Table 4-2. 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

Knowledge 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 materials Example: 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

Reasoning Targets Students 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 attributes 27

Skill Targets Students 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

Product Targets Students 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

Example Describe 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

What type of targets are included in each standard? Knowledge Reasoning Performance Skill Product Describe X Trainer 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

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate, Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite Evaluation Appraise, 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.

Basic Application of Skill/Concept BLOOM’S TAXONOMY WEBB’S DEPTH OF KNOWLEDGE KNOWLEDGE Recall COMPREHENSION APPLICATION Basic Application of Skill/Concept ANALYSIS Strategic Thinking SYNTHESIS AND EVALUATION Extended Thinking Trainer: 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

Trainer: 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

WEBB’S DEPTH OF KNOWLEDGE Level 1 Recall elements and details of a story Conduct basic math calculations Label a map Represent in words or diagrams scientific concept or relationships Perform routine procedures Describe the features of a place or people The 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.

WEBB’S DEPTH OF KNOWLEDGE Level 2 Identify and summarize the major events in a narrative Use context clues to identify unknown words Solve routine multiple-step problems Describe the cause/event of a particular event Identify patterns in events Formulate a routine problem with data Organize, represent and interpret data

WEBB’S DEPTH OF KNOWLEDGE Level 3 Support ideas with details and examples Use voice appropriate for audience and purpose Identify research questions and design investigations Develop a scientific model for a complex situation Determine authors purpose and how it affects interpretation Apply concepts in other contexts Training 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.

WEBB’S DEPTH OF KNOWLEDGE Level 4 Conduct a project that requires action research Apply math models to illuminate a problem or situation Analyze and synthesize information from multiple sources Describe and illustrate how common themes are found across texts from different cultures Design a math model to inform and solve a practical or abstract situation

Cognitive Complexity Cognitive 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 1-3. 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: Reading Person 2: Math Person 3: Science Person 4: Introduction and writing Trainer Talk: Any aha’s from the text?

Webb’s Depth of Knowledge Skill (Verb) Level 1 Recall Level 2 skill/Concept Level 3 Strategic Thinking Level 4 Extended Thinking Describe X Verb 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 website Click on standards Click on SSS Click on Next Generation SSS Pick your content area

Beginning 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.

LEARNING OBJECTIVE Abstract A focus on larger ideas Helps students see relevance and purpose Helps to ensure student understanding Allows for transfer to other content Trainer: 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.

LEARNING OBJECTIVES Learning 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

Samples 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.

Identifying Learning Objectives Read the standard thoroughly Underline ideas Make additional notes Look for nouns (Knowledge) and skills (verbs) Phrase in a way that lets the student know what they need to concentrate on and why

Standard Bencmarks Essential Question

Start with the STANDARD Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.

Learning Objectives Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies. Nouns Meaning Words Phrases Text Vocabulary Domains History/Social Studies  Verbs Determine Related KNOWLEDGE SKILLS Refer to supplemental handout of examples. Learning Objective: I will illustrate the meaning of vocabulary words and phrases that I read in social studies text.   48

Your Turn Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace. 7th GRADE ECONOMICS

STUDENT LANGUAGE I will compare how the USA’s economies relate to other country’s economies.

PLANNING QUESTIONS STANDARD: 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. 51 51

Aligning your Lessons Using the backward design, let’s Learn to align lessons and assignments. Understanding By Design by Grant Wiggins and Jay McTighe 52

Standards Based Education Identify desired results Determine acceptable evidence Plan learning experiences and instruction

BACKWARDS PLANNING

Best Practices: Backwards Lesson planning Start with the end in mind Know the standard Find an access point Establish a broad goal in writing the essential question Write the objective in kid friendly words Determine the assessment

Outlining the activities Determine an engaging strategy Establish a hook to capture students’ interest (Preview/Launch) Connect the learning to where students were and where they are going (Develop Purpose)

LET’S LOOK AT THE TQG LESSON PLAN TEMPLATE