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
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 criticalthinking 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?
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.
(Standard 6.2.2,
of course)
Unwrapping Standards
Determining what students need to
learn so that a common assessment
can be identified
Course Objectives:
Participants will be able to:
1.See how unwrapping the standards is a process embedded
within their Professional Learning Community.
2.Indentify essential standards within the curriculum.
3.Understand the importance of unwrapping the standards.
4.Apply the process of unwrapping the standards to your
content that you teach.
5.Be able to communicate the process and decisions with
colleagues.
6.Understand how to align lessons and assignments after
standards have been unwrapped.
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
How does this fit into the PLC
process?
PDCA Inst ruct ional Cycle
Unwrapping
the Standards
PLAN
DO
• Data Disaggregation
• Direct Instructional
Focus
• Calendar Development
ACT
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
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
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?
“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
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?
Standard
Knowledge
Reasoning
Performance
Skill
Product
X
X
X
X
X
X
X
X
X
Target
Knowledge
Reasoning
Performance
Skill
Product
X
1. Knowledge
2. Reasoning
3. Skills
4. Products
 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.
 Students use what they know to reason
and solve problems.
 Represent mental processes such as
predicts, infers, classifies, summarizes,
compares, concludes, analyzes.
 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.
 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.
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.
Standard
Knowledge
Target
Describe
X
Reasoning
Performance
Skill
Product
Bloom’s Taxonomy
Knowledge
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,
BLOOM’S TAXONOMY
WEBB’S DEPTH OF
KNOWLEDGE
KNOWLEDGE
COMPREHENSION
Recall
APPLICATION
Basic Application of
Skill/Concept
ANALYSIS
Strategic Thinking
SYNTHESIS AND
EVALUATION
Extended Thinking
H.O. 27
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
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
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!
Webb’s Depth of Knowledge
Level 4 Extended Thinking
Level 3 Strategic Thinking
X
Describe
Level 2 skill/Concept
Level 1 Recall
Skill (Verb)
Beginning the Process
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
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.
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
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
Verbs
Meaning
Words
Phrases
Text
Vocabulary
Domains
Determine
Related
History/Social Studies
KNOWLEDGE
SKILLS
Learning Objective:
I will illustrate the meaning of
vocabulary words and phrases that I read in
social studies text.
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.
Aligning your Lessons
Using the backward
design, let’s
Learn to align
lessons and
assignments.
Understanding By Design
by Grant Wiggins and Jay McTighe
Standards Based Education
Identify
desired
results
Determine
acceptable
evidence
Plan learning
experiences
and
instruction
Backwards Planning Model
Stage 1 – Desired Results
Standard:
Learning Objectives:
Students will understand that…
Planning Questions:
Facts:
Students will know… (i.e. the concepts and vocabulary must
Skills:
Students will be able to… (i.e. the things students should be
be established in support of the standard)
able to do as part of the standard. Ex. Map skills, etc.)
Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:
(Through what authentic performance tasks will students
demonstrate the desired understandings? By what criteria will
performances of understanding be judged?)
(Through what other evidence (e.g., quizzes, tests, observations,
homework, journals) will students demonstrate achievement of
the desired results? How will students reflect upon and self
assess their learning?)
Stage 3 – Learning Plan
Learning Activities:
(What learning experiences and instruction will enable students to achieve the desired results? Ex. Preview, activities, reading notes,
processing)
BACKWARDS
PLANNING
Best Practices: Backwards Lesson
planning
1. Start with the end in mind
2. Know the standard
3. Find an access point
4. Establish a broad goal in writing the
essential question
5. Write the objective in kid friendly words
6. Determine the assessment
Outlining the activities
7. Determine an engaging strategy
8. Establish a hook to capture students’
interest
(Preview/Launch)
9. Connect the learning to where students
were and where they are going
(Develop Purpose)
LET’S LOOK AT THE
TQG LESSON PLAN
TEMPLATE