Teaching for I.M.P.A.C.T. Model
Standards-Aligned Instruction:
StandardsPurposeful and Powerful
Collaborative Conference on Student Achievement
Greensboro, NC - March 33-5, 2014
Sara Simmons, Ph.D.
The University of North Carolina at Pembroke
School of Education
(sara.simmons@uncp.edu)
Session Abstract
How can you design purposeful and powerful
instruction aligned with the Common Core
and Essential Standards?
Examine the proven, versatile, six-step
Teaching for I.M.P.A.C.T. Model that will
help you support the academic growth of all
students by defining specific instructional
goals, planning targeted learning
experiences, and assessing desired learning
outcomes.
© Sara Simmons
(sara.simmons@uncp.edu)
The University of NC at Pembroke
1
Teaching for I.M.P.A.C.T. Model
Session Objectives
You will:
• become familiar with the Teaching for IMPACT
inst
instructional
ti n l d
design
si n m
model
d l for
f planning
pl nnin effective
ff ti
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.
Seminar Agenda
• Reflection: Self-Assessment
• Brief Update
Œ
Œ
CCSS & NCES
What the NCES and CCSS do/do not mandate for
schools and teachers
• Overview: The 6-step Teaching for IMPACT
Model
• Interactive Demonstration: Applying the Model
• Closure
© Sara Simmons
(sara.simmons@uncp.edu)
The University of NC at Pembroke
2
Teaching for I.M.P.A.C.T. Model
Teaching for IMPACT
Identification of Goals
Mapping the Essentials
Planning for Assessment
Activities for Learning
Consideration of Diversity
Teaching for Understanding
Teaching for IMPACT
R sults
Results
Evidence
Learning
Plan
© Sara Simmons
(sara.simmons@uncp.edu)
The University of NC at Pembroke
Identification
f
of
f Goals
Mapping the Essentials
Planning for Assessment
Activities for Learning
Consideration of Diversity
Teaching for Understanding
3
Teaching for I.M.P.A.C.T. Model
Identification of
j
Goals/Objectives
What sources do I need to consider?
• CCSS and State (NCES) Standards
• LEA Expectations
• Students
Mapping the Essentials
How do I establish curricular priorities?
• Enduring Understandings
• Essential Questions
• Knowledge, Skills, Dispositions
© Sara Simmons
(sara.simmons@uncp.edu)
The University of NC at Pembroke
4
Teaching for I.M.P.A.C.T. Model
Planning for Assessment
How will I know if students understand?
• Types of Evidence
• Criteria for Evaluation
• Scoring Tools
Activities for Learning
How do I teach for understanding?
• Sequence of Learning Experiences
• Methods of Instruction
• Resources and Materials
© Sara Simmons
(sara.simmons@uncp.edu)
The University of NC at Pembroke
5
Teaching for I.M.P.A.C.T. Model
Consideration of Diversity
How do I address learner differences?
Differentiation through consideration of:
• Readiness
• Learning Styles
• Interests
• Content
• Products
• Activities
and…
• 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
© Sara Simmons
(sara.simmons@uncp.edu)
The University of NC at Pembroke
• Marzano’s
Taxonomy
• Six Facets of
Understanding
(Wiggins & McTighe)
• Depth of
Knowledge (DOK)
6
Flowchart – Teaching For IMPACT
Identification
of Goals
Which
standards?
Local
CCSS
State
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 SOURCES do I need to consider?
Common Core State Standards
y
y
State Standards (including technology 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: What is the EVIDENCE of understanding?
[See the next page to consider learner differences and teaching for understanding as you plan.]
Types of Evidence (e.g., diagnostic, formative, and summative assessments such as 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 (e.g., what is valued and/or required)
y
y
Scoring Tools (e.g., rubrics, checklists)
y
y
_____________________________________________________________________________________
©S. C. Simmons, 2005 (revised 2014)
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 (for students and teacher)
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 2014)
Please do not duplicate without permission. ( sara.simmons@uncp.edu)
Ideas/Strategies for Modifying Content, Products, and Process
In Response to Learner Readiness, Interests, and Learning Profiles
MODIFYING CONTENT (CURRICULUM)
Characteristic
Readiness
Interest
Learning Profile
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
y
Ideas/Strategies
Provide texts and supplementary materials of varying reading levels and text complexity
Reteach students who are having difficulty
Demonstrate ideas or skills as well as talking about them
Make available audio-recorded materials
Use videos to support presentations of information
Highlight key sections of text for learners who need extra support
Assign buddies who will work together to read texts or supplementary materials
Provide graphic organizers and/or study guides for note-taking
Provide lists of key academic vocabulary for reference
Utilize surveys and questionnaires to determine student interests
Design interest centers to encourage further exploration of topics and/or enrichment
Provide a wide range of materials on a wide range topics of interest to students
Solicit student input to guide selections of topics and materials
Use examples and illustrations based on student interests
Use auditory, visual, and kinesthetic modes in presentations
Base examples, illustrations, applications on varied intelligences (e.g., Gardner, Sternberg)
Use teaching methods that include both whole-to-part and part-to-whole approaches
Use wait time
MODIFYING PRODUCTS (EVIDENCE OF LEARNING)
Characteristic
Readiness
Interest
Learning Profile
Sara Simmons, Ph.D.
UNC at Pembroke
(revised 2014)
Ideas/Strategies
Use tiered product assignments (different levels of difficulty, but same key learning goals)
Provide directions for products that are more specific for some, more open for others
Provide bookmarked Internet sites at different levels of difficulty as resources
Provide teacher-led mini-workshops on various facets of product development to support
student work
y Form critique groups that are both similar-readiness and mixed-readiness during product
development
y Develop rubrics based on both grade-level requirements and individual needs
y
y
y
y
y
y
y
y
y
y
y
y
y
y
Allow for student choice in product development or choice of product
Provide a wide range of media and materials to use in development of products of learning
Encourage students to demonstrate their learning in related topics of special interest
Allow students to develop independent investigations with appropriate guidance
Provide product options that allow students to tap into varied learning preferences
Provide opportunities for students to work together or alone on product development
Develop product options that incorporate a wide range of student cultures/communities
1
Ideas/Strategies for Modifying Content, Products, and Process
In Response to Learner Readiness, Interests, and Learning Profiles (continued)
MODIFYING PROCESS (LEARNING EXPERIENCES)
Characteristic
Readiness
Ideas/Strategies
y Provide scaffolding as students engage in reading, writing, and speaking grounded in
evidence from texts
Use tiered activities (different levels of difficulty, but same key learning goals)
Make directions for tasks more specific for some, more open for others
Provide resource materials at varied levels of readability and text complexity
Provide teacher-led mini-workshops as needed to support student work
Form both like-readiness and mixed-readiness work groups
Define criteria for success based on whole-class requirements as well as individual needs
Provide second language learners with materials in their primary language
Assign in-class activities and homework based on readiness levels
Vary the pacing of student work
Interest
y
y
y
y
y
y
y
y
y
y
y Provide ample opportunities for students to apply knowledge and skills to solve real-life
problems
y Form interest-based discussion groups
y Use both like-interest and mixed-interest work groups
y Utilize the jigsaw cooperative learning strategy to allow students to become “experts” in
Learning Profile
y
y
y
y
y
y
y
topics of interest to them
Allow students to design or to help with designing some tasks
Allow multiple options for how students process their learning
Provide opportunities for students to work together or independently
Vary work arrangements to provide competitive, collegial, and independent options
Develop activities that require multiple perspectives on topics and issues
Adapted and updated from:
Tomlinson & Eidson. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 59. ASCD, pages 6, 7, 9.
Sara Simmons, Ph.D.
UNC at Pembroke
(revised 2014)
2
Bibliography of Selected Resources
The Teaching for I.M.P.A.C.T. Model for Standards-Based Instructional Design
Books
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom's taxonomy of educational objectives. Boston: Allyn and Bacon.
Chapman, Carolyn & King, Rita. (2003). Differentiated instructional strategies for reading in the content areas.
Thousand Oaks, CA: Corwin Press.
Cunningham, P. & Allington, R. (2011). Classrooms that work: They can all read and write. Boston: Allyn & Bacon.
Drapeau, Patti. (2004) Differentiated instruction: Making it work. New York, NY: Scholastic.
Forsten, Char, Grant, Jim, & Hollas, Betty. (2002). Differentiated instruction: Different strategies for different
learners. Peterboro, NH: Crystal Springs Books.
Gregory, Gayle H. & Chapman, Carolyn. (2001). Differentiated instructional strategies: One size doesn’t fit all.
Thousand Oaks, CA: Corwin Press.
Marzano, R.J. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
Owocki, Gretchen. (2012). The common core lesson book K-5. Portsmouth, NC: Heinemann.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design.
Alexandria, VA: ASCD.
Wiggins, Grant & McTighe, Jay. (2005). Understanding by design (2nd Edition). Alexandria, VA: ASCD.
Wong, H. & Wong R. (2010). Developing and retaining effective teachers and principals. Available at
www.effectiveteaching.com/pdf/DevelopingandRetaining.pdf.
Websites
http://www.corestandards.org Main website for the Common Core State Standards (CCSS) Initiative
http://www.ncpublicschools.org/acre/standards/new-standards/ NCDPI website for NC Essential Standards
http://www.achievethecore.org/ Website with resources to help educators understand and implement the CCSS
http://www.smarterbalanced.org NC is a governing state in the Smarter Balanced Assessment Consortium (SBAC).
Click on the "Smarter Balanced Assessment" tab, and then scroll down for Sample Items and Performance Tasks.
http://www.learnnc.org/ LEARN NC website with resources for implementing the new Common Core and North
Carolina Essential Standards. There are links to aligned resources for instruction.
http://www.learnnc.org/lp/editions/math-CCSS-resources LEARN NC guide for elementary teachers for
implementing the Common Core State Standards for Mathematics
http://coreplanner.com/ Free lesson planning resource that allows teachers to create lesson plans and set common
core goals based on the subject and topic they select for their lessons
http://www.wiki-teacher.com/index.php Free resource to assist with unwrapping the CCSS; lesson plans, unit plans,
videos, and other resources are created and shared by educators
http://www.ascd.org Website for the Association for Supervision and Curriculum Development. Many resources
related to differentiation of instruction and Understanding by Design (UbD)
http://olc.spsd.sk.ca/DE/PD/instr/instrsk.html Instructional Strategies Online offered by Saskatoon Public School
Division, Canada. Information about a variety of instructional strategies (e.g., concept mapping, graphic
organizers, learning contracts, RAFT, literature circles, Webquests. Jigsaw)
http://www.readingquest.org/home.html Website maintained by Raymond Jones. Information about a variety of
instructional strategies (e.g., clock buddies, 3-2-1 summaries, questioning the author, history frames, questionanswer relationships, power thinking), including many printable handouts and blackline masters
http://www.englishcompanion.com Website maintained by Jim Burke. Links for E/LA Teachers for a variety of
instructional tools and tips
____________________________________________________________________________________________________________________________________________________________________________________________________
S.C. Simmons, Ph.D., UNC Pembroke
To learn about the Teaching for I.M.P.A.C.T. Model, contact: sara.simmons@uncp.edu