Learning TodayLeading Tomorrow

How To Plan Units, Lessons, and Assessments Using the Learning-Focused Framework:

NAMS Faculty Meeting Tuesday, September 1, 2009

Ticket In the Door

Are you prepared to for the work?
ACS Curriculum Guide(s) CTE Blueprint(s) NC SCOS (Art, Music, Health, PE)

A Fundamental Truth by Dr. Lorin Anderson:

We dont see the world as it is; we see the world through the lens through which we look at it.

2. How will we deliver quality instruction so students learn at a high level? Instruction

1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum

3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment

Essential Standards Prioritized and focused Aligned with 21st C. skills Integrated Chosen for endurance, readiness and leverage Driven by Revised Blooms Taxonomy Measurable and concise

2. How will we deliver quality instruction so students learn at a high level? Instruction

Classroom Instruction That Works (Marzano) Literacy across the curriculum 21st Century Skills Project and Problem-Based Learning Learning Centered Environment Differentiation

Summative
Benchmark Formative

1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum

Collaborative Planning

3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment

Essential Standards Prioritized and focused Aligned with 21st C. skills Integrated Chosen for endurance, readiness and leverage Driven by Revised Blooms Taxonomy Measurable and concise

2. How will we deliver quality instruction so students learn at a high level? Instruction

Classroom Instruction That Works (Marzano) Literacy across the curriculum 21st Century Skills Project and Problem-Based Learning Learning Centered Environment Differentiation

Summative
Benchmark Formative

Tier 3

Pyramid of Intervention

Tier 2 Core for All Students

Collaborative Planning

Progress Monitoring

1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum

3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment

Tier 1

4. How will we respond when students do not learn? What will we do for students who have already learned or have learned more?

NCs New Lens: RBT

BLOOMS REVISED TAXONOMY

Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.

Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging
Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

Thought Processes
Original Blooms: Revised Blooms:

Evaluation Synthesis Analysis Application

Create Evaluate Analyze Apply

Comprehension
Knowledge

Understand
Remember

Marzanos Dimensions of Thinking

Evaluating Integrating

Revised Blooms Taxonomy

Create

Generating Evaluate Analyzing Analyze Apply Understand Remember

Applying

Organizing

Knowing

21st Century Skills

http://www.21stcenturyskills.org/index.php?o ption=com_content&task=view&id=254&Item id=120

Exemplary Practices in High Achievement, High Accountability Districts and Schools

-- Focus

2007 Learning-Focused

Organization
-- Multiple Options for Acceleration

-- Vertical AND Grade Level Teams -- Large Blocks of Time -- Literacy & Math Blocks

Assessment
= Assessment for Learning -- Continuous Formative Assessment -- Benchmark Assessments That Direct Instruction -- Continuous Use of Rubrics

Instruction
-- K-

12 Reading Comprehension -- K- 12 Writing in Content -- Advance Organizers, Scaffolding, Preview -- Differentiated Cognitive Strategies -- Schools With Instructional Coaches

Curriculum -- Prioritized Curriculum

-- K-12 Benchmarks/Maps -- Student Learning Maps w/ Key Vocabulary

Planning
-- Priority, Time Allocated

-- Data & Results Driven -- Team-Based Planning & Individual - Linked to Staff Development

Common Characteristics of High Achievement Schools (90/90/90 Schools)

Focus on Academic Achievement laser-like focus on data Curriculum Choices Focus on reading, writing, and math Frequent Assessment of Student Progress with Multiple Opportunities for Improvement multiple opportunities vs. get it right the first time Feedback

 Written Responses in Performance Assessments write to think student thinking processes Diagnostic formative data informs instruction vs. binary right or wrong answers Collaborative scoring/analysis of student work Common Assessments Regular exchange of student work Consensus around what proficient looks like Rubrics

Student Learning Map

Key Learning: ESSENTIAL STANDARD(S) ESSENTIAL STANDARD EQ(s) Concept/Skill/Topic:
CLARIFYING OBJ

Unit Essential Question(s): Concept/Skill/Topic:

CLARIFYING OBJ

Concept/Skill/Topic:
CLARIFYING OBJ

Lesson Essential Question(s):

CLARIFYING EQs

Lesson Essential Question(s):

CLARIFYING EQs

Lesson Essential Question(s):

CLARIFYING EQs

Vocabulary

Vocabulary

Vocabulary

Know Understand- Do A tool to drive planning, instruction, and assessment

Know
Clarifying Objectives
(Skills/Topics/Concepts)

Understand
Essential Standards/Essential Questions
(Big Ideas/Generalizations)

Do
Assessments
(When you know that students have mastered what you want them to know and understand.)

Think about Know this way:

Knowing is binary. You either know it or you dont!

Think about Understand this way:

I want my students to understand that_____

Think about Do this way:

Do always has students performing/applying a skill. Therefore, Do will always start with a verb!

(Modified from Unlocking the Secrets of the L-F Strategies Model V.7)

Essential Questions
Teaching the answers without first raising the questions takes most of the meaning out of learning.
~Francis Slater, London School of Education

Sample EQ: What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?

What is an essential question?

What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?

21st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?
Revised Blooms Taxonomy: Analysis and Evaluation

What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?

Revised Blooms Taxonomy: Analysis and Evaluation

What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Revised Blooms Taxonomy: analysis and evaluation

Essential Questions-qualities
Cause inquiry into core content (Essential Standards) Do not have one right answer (21st Century Skills, Revised
Blooms Taxonomy)

Are arguable, provokes deep thought, discussion, inquiry (21st Century Skills) Promote understanding (Essential Standards, 21st Century Skills,
Revised Blooms Taxonomy)

Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21st
Century Skills)

Spark meaningful connections with prior learning

(Essential Standards, 21st Century Skills, Revised Blooms Taxonomy)
Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano

Your Mission!
Collaborative Conversations: September 10

Use either the ACS Curriculum Guide/CTE Blueprint/NCSCOS to develop a Student Learning Map using the K-U-D as a planning tool. Start with the end in mind!

Reflections: Ticket Out The Door

What am I squared away with?

What am I still circling around?

What three things do I need to do in priority order to advance the work?