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Kati Pearson, Director Tammy Demps, Program Specialist Hana Insanally, Program Specialist Kima Spratley, Program Specialist.

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Presentation on theme: "Kati Pearson, Director Tammy Demps, Program Specialist Hana Insanally, Program Specialist Kima Spratley, Program Specialist."— Presentation transcript:

1 Kati Pearson, Director Tammy Demps, Program Specialist Hana Insanally, Program Specialist Kima Spratley, Program Specialist

2 Common Board Configuration Date: June 8, 2012 Bell Work: Circle Map- What tools are currently used to help teachers and student deepen understanding of benchmarks? Agenda: I Do: Identify elements of the task cards and provide suggestions on ways to utilize. We Do: Make connections to initiatives and identify elements that will best serve your school. You Do: Differentiate and tweak task cards as needed to better serve teachers and students at your school. Utilize in the classroom to help students practice and deepen knowledge. Benchmarks: Domains 1, 2 Attention to established content standards Identifying Critical Information Reviewing Content Reflecting on Learning Practicing skills, strategies, processes Learning Goal: We will understand ways to implement elements of the FCIM process to support students. Objective: Today we will identify ways to utilize and differentiate Task Cards to support teachers and students as they interact, practice, and deepen knowledge of benchmarks. Summarizing Activity and Reflection Scale: Identify elements of the task cards that will best serve the teachers and the students at your school. Explain how it would look in the classroom. Voc: Task Card, cognitive process (Thinking Maps) Essential Question: How can we best utilize benchmark support task cards to help students and teachers effectively interact and deepen their understanding of benchmarks? Homework: Continue to discuss implementation of Task Cards throughout your school.


4 Bell work What tools do you currently have to help teachers and students deepen understanding of the benchmarks ? Tools

5 Teaching and Learning have created Task Cards for the following areas: Reading: Third Grade-Tenth Grade Math: Third- Eighth, Algebra, Geometry Science: Fifth, Eighth, Biology U.S. History There is one task cards for every FCAT/EOC assessed benchmark. Task Cards are a one pager to easily access and utilize. Consider laminating and placing on a ring. They can be utilized by the teacher and the student to practice and deepen knowledge of benchmarks.

6 Benchmark name and description provided at the top.

7 Cognitive Complexity of each benchmark- Low, Moderate, High (Math and Science)

8 Academic vocabulary/ key terms students may need to understand and interact with.

9 Sample item(s) provided from state in the EOC/FCAT Specification Document. This is a sample of how this benchmark is assessed.

10 We have provided the FCAT/ EOC benchmark clarification and content limits. Valuable information provided by the state clarifying what students need to know, be able to do, and how they will be assessed. We have provided the page number and Item Specification Link for additional resources and information. Just Click!

11 Higher Order Question Stems are provided as a guide. You may tweak and change as needed.

12 Sample student scale and summative writing task provided. You may tweak and revise as needed.

13 We have suggested Thinking Maps that match the cognitive processes students have to engage in to achieve mastery of the benchmark.

14 Science Task Cards include 5 E Model

15 Science Task Cards- 5E Model explaining the facilitator tasks and student tasks

16 Timed-Pair-Share: Talk about any connections or thoughts you have on how you might utilize the task cards in your school/ classroom.

17 Utilizing Task Cards to Interact with New Knowledge & Practice and Deepen Knowledge Planning: Review the FCAT/ EOC clarifications and content limits to better understand what students should know and be able to do. FCAT/ EOC link provided on card. JUST CLICK! Align Resources: Review sample item(s) to assist with aligning proper guided and independent practice. Questioning: HOQ stems provided as a guide. Can be used in whole group or small group centers. Academic Voc: Identify key terms/voc students may need to interact with Thinking Maps: Identify which cognitive processes the student must undergo to master benchmark. You may utilize the Thinking Map that correlates. Review Content: Assign task card sample question(s) to review content/use as bell ringer. The answer may be provided on the card, however you can have student provide work and justify answer. Remediation: If student is struggling with benchmark, they may want to review and deepen understanding of academic voc. Some definitions can be found in the EOC/FCAT glossary in the FCAT/EOC Specification Document. Establish and Communicate Learning Goals: Have students review FCAT and EOC expectations. Have them answer the question: What should I know and be able to do within this unit of study? Questioning: Assign HOQ and have students reflect in interactive notebooks, classroom blogs, index cards. Reflect on Learning: Have students utilize student scale questions and summative writing task to reflect on learning and identify strengths and areas for intervention.

18 Initiatives

19 Where can I get the Task Cards? Go to Lake County School website Click on Teaching and Learning, under Departments On the left, click on Benchmark Task Cards and FCIM Support

20 Summarizing Activity Identify elements of the task cards that will best serve teachers and students at your school by highlighting those elements on the tree map. Draw a frame around the Tree Map. In the frame, explain how those elements might look in the classroom.

21 Reflection Scale 4- Innovating3- Applying2-Developing1-Beginning0-Not Using In addition to criteria of Applying, enhanced understanding, implementation, monitoring and execution take-aways Consistent understanding and implementation steps taken along with monitoring components for effective execution. Moderate understanding and implementation steps taken away Little understanding and inconsistent implementation steps taken away No understanding or implementation steps taken away

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