Designing Instruction for
21st Century Learning in NC
2013 Collaborative Conference on Student
Achievement
Koury Convention Center – Greensboro, NC
March 25, 2013
Sara Simmons, Ph.D.
sara.simmons@uncp.edu
School of Education
Department of Professional Pedagogy & Research
Session Objectives
You will:
• become familiar with the Teaching for IMPACT
instructional design model for planning effective
standards-based units of study;
• learn how to use a practical, teacher-friendly
template to develop a unit;
• synthesize what you have learned by reviewing a
flowchart of the model;
• have an opportunity to deepen your
understandings about standards, curriculum,
assessment, and instruction, and
• reflect on your own practice.
Session Agenda
• Reflection: Self-Assessment
• Brief Update
Œ
Œ
CCSS & NCES
What the NCES and CCSS do and do not mandate
for schools and teachers
• Overview: The 6-step “Teaching for
IMPACT” Model
• Interactive Demonstration: Applying the
Model
• Closure
CCSS & NCES
• call for a significant elevating of learning
expectations
• focus on deeper understanding of content
and higher levels of thinking and application
Standards that are:
Πfewer
Πclearer
Πhigher
CCSS and NCES…
These standards establish
WHAT students need to learn,
but they do not dictate HOW
teachers should teach.
------------
…the “what” vs. the “how”
Implementation of Standards
• Schools and teachers play a critical
role in determining how the required
outcomes should be reached.
• Teachers use their professional
judgment and experience to decide
how to best meet the goals set out in
the standards.
Role of Teachers
Teachers devise lesson plans and tailor
instruction to meet the individual needs of
their students by:
• identifying specific standards;
• clarifying instructional goals;
• planning targeted learning experiences;
• assessing desired learning outcomes;
• providing instructional interventions for
low-performing students.
Teaching for IMPACT
Identification of Goals
Mapping the Essentials
Planning for Assessment
Activities for Learning
Consideration of Diversity
Teaching for Understanding
Teaching for IMPACT
Results
Evidence
Learning
Plan
Identification of Goals
Mapping the Essentials
Planning for Assessment
Activities for Learning
Consideration of Diversity
Teaching for Understanding
Identification of
Goals/Objectives
What sources do I need to consider?
• CCSS and NCES Standards
• LEA Expectations
• Students
Mapping the Essentials
How do I establish curricular priorities?
• Enduring Understandings
• Essential Questions
• Knowledge, Skills, Dispositions
Planning for Assessment
How will I know if students understand?
• Types of Evidence – Diagnostic,
Formative, and Summative Assessments
• Criteria for Evaluation of Student Work
• Scoring Tools (e.g., rubrics, checklists)
Activities for Learning
How do I teach for understanding?
• Methods of Instruction
ΠAlignment with Assessment
ΠUse of Multiple Strategies
ΠUse of Flexible Grouping
ΠEngagement
ΠEffectiveness
• Sequence of Learning Experiences
• Resources and Materials
Consideration of Diversity
How do I address learner differences?
Consideration of:
Œ
Œ
Œ
Œ
Œ
Œ
Œ
Content (Curriculum)
Products (Assessment)
Activities (Instruction)
Readiness
Learning Styles
Interests
Modifications for Special-Needs Students
Teaching for Understanding
How do I ensure that students
REALLY understand?
• Common Core State
Standards
• NC Essential
Standards
• Bloom’s Revised
Taxonomy
• Marzano’s
Taxonomy
• Six Facets of
Understanding
(Wiggins & McTighe)
Flowchart – Teaching For IMPACT
Identification
of Goals
Which
standards?
Local
CCSS
NCES
Mapping
of Essentials
What big ideas are worthy of
understanding?
Enduring Understandings
What questions might guide
inquiry into the important ideas?
Essential Questions
What should students know,
understand, be like, and be able to do?
Knowledge, Dispositions, Skills
Planning
of Assessments
Performance Tasks
Academic Prompts
Consideration
of Diversity
Types of Evidence
Observations
Criteria for Evaluation
Teaching
for Understanding
Scoring Tools
Activities
for Learning
What to Teach
How to Teach
Sequence
Resources/Materials
©S.C. Simmons, PhD, sara.simmons@uncp.edu
Please do not duplicate without permission.
Quizzes/Tests
Self-Assessments
“Teaching for IIM
MPPA
ACCT
T” Template
Use this page to guide your unit planning as you apply the “Teaching for I
IM
MPPA
ACCT
T” model.
________________________________________________________________________________________________
IIdentification of Goals: What resources do I need to consider?
Common Core State Standards
y
y
NC Essential Standards
y
y
Local Expectations
y
y
________________________________________________________________________________________________
M
Mapping the Essentials: How do I establish curricular priorities?
Enduring Understandings
y
y
Essential Questions
y
y
y
Knowledge
y
y
y
y
Dispositions
y
y
y
y
Skills
y
y
y
y
________________________________________________________________________________________________
PPlanning for Assessment: How do I know if students understand?
[See the next page to consider learner differences and teaching for understanding as you plan.]
Types of Evidence (e.g., performance tasks, academic prompts, quizzes/tests, informal checks for
understanding, student self-assessments and reflections)
y
y
y
y
Criteria for Evaluation of Each Type of Evidence
y
y
Scoring Tools (e.g., rubrics, checklists)
y
y
_____________________________________________________________________________________
©S. C. Simmons, 2005 (revised 2012)
Please do not duplicate without permission. ( sara.simmons@uncp.edu)
“Teaching for IIM
MPPA
ACCT
T” Template (continued)
_____________________________________________________________________________________
A
Activities for Learning: How do I teach for understanding?
[See below to consider strategies for differentiation and monitoring for understanding as you plan.]
Sequence of Learning Experiences and Methods of Instruction
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Resources and Materials
y
y
y
y
y
_____________________________________________________________________________________
CConsideration of Diversity: How do I address learner differences?
Diverse Learner Needs
•
•
•
•
•
Strategies for Differentiation
•
•
•
•
•
_____________________________________________________________________________________
T
Teaching for Understanding: How do I ensure that students REALLY understand?
_____________________________________________________________________________________
©S. C. Simmons, 2005 (revised 2012)
Please do not duplicate without permission. ( sara.simmons@uncp.edu)