Unpacking the Standards Bedford County Public Schools 2013-2014 Why are we here? • Increased Rigor of the Standards • Academic Review Findings Increased Rigor of the SOLs THEN NOW Increased Rigor of the SOLs Outcomes of the Academic Review Process Process focused on the Alignment of the Written----- Instructed---- Assessed Curriculum 5 Main Question: Does the cognitive level present in each (written, instructed, and assessed curriculum) match the intent of the standard? Written Curriculum Instructed Curriculum Assessed Curriculum ----------------- RIGOR OF CURRENT STANDARDS ------------------- Written Curriculum Instructed Curriculum Assessed Curriculum ----------------- RIGOR OF FORMER STANDARDS ------------------- Tell your partner about a time when you experienced a misalignment as a teacher OR as a student What was the effect? Objective for Today: To align cognitive levels of instruction and assessment with the Essential Understandings, Knowledge and Skills of the Standards of Learning. Objectives Today I will identify the cognitive levels within the Curriculum Framework… so that I can develop units, lessons, and assessments that appropriately match the cognitive levels. I’ll know I have it when my students exhibit success at the appropriate level of rigor intended by the Standards of Learning. Unpacking the Standards When we unpack a standard in order to plan our Written and Taught Curricula, we should use both the Standards of Learning and the Curriculum Framework. Virginia Mathematics Standards of Learning Curriculum Framework 2009 Introduction The 2009 Mathematics Standards of Learning Curriculum Framework is a companion document to the 2009 Mathematics Standards of Learning and amplifies the Mathematics Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn. Process Consider Context Identify Content Determine Cognitive Level Unpacking the Standards Consider the overarching standard or strand in order to determine the CONTEXT – the Big Picture. How does it relate to previous learning (curricular connections and/or prerequisite skills)? How does it build to future learning? Are there essential questions to be answered? Looking for Context Math Standard of Learning Example 3.11 The student will a) tell time to the nearest minute, using analog and digital clocks; and b) determine elapsed time in one-hour increments over a 12-hour period. K.9 1.8 2.12 3.11 4.9 5.10 • The student will tell time to the hour using analog and digital clocks • The student will tell time to the half-hour, using analog and digital clocks. • The student will tell and write time to the nearest five minutes, using analog and digital clocks. • The student will • a) tell time to the nearest minute, using analog and digital clocks; and • b) determine elapsed time in one-hour increments over a 12-hour period. • The student will determine elapsed time in hours and minutes within a 12-hour period. • The student will determine an amount of elapsed time in hours and minutes within a 24hour period. Looking for Context English Standard of Learning Example English 3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary, dictionary, and thesaurus. K.8 •The student will expand vocabulary. •a) Discuss meanings of words. •b) Develop vocabulary by listening to a variety of texts read aloud. 1.8 •The student will expand vocabulary. •a) Discuss meanings of words in context. •b) Develop vocabulary by listening to and reading a variety of texts. •c) Ask for the meaning of unknown words and make connections to familiar words. •d) Use text clues such as words or pictures to discern meanings of unknown words. •e) Use vocabulary from other content areas. 2.7 •The student will expand vocabulary when reading. •a) Use knowledge of homophones. •b) Use knowledge of prefixes and suffixes. •c) Use knowledge of antonyms and synonyms. •d) Discuss meanings of words and develop vocabulary by listening and reading a variety of •texts. 3.4 •The student will expand vocabulary when reading. •a) Use knowledge of homophones. •b) Use knowledge of roots, affixes, synonyms, and antonyms. •c) Apply meaning clues, language structure, and phonetic strategies. •d) Use context to clarify meaning of unfamiliar words. •e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. •f) Use vocabulary from other content areas. •g) Use word reference resources including the glossary, dictionary, and thesaurus. Unpacking the Standard Determine the CONTENT what students must know The second and third columns of the framework (essential understandings, skills, knowledge and processes must be consulted to ensure that all content is identified. Content: What we want students to Know (Facts) Vocabulary Critical details Terminology Important events and people Definitions Sequence and timelines Key factual information Formulas Virginia Mathematics Standards of Learning Curriculum Framework 2009 Introduction (5th grade example) Essential Understandings (2nd column) This section delineates the key concepts, ideas and mathematical relationships that all students should grasp to demonstrate an understanding of the Standards of Learning. In Grades 6-8, these essential understandings are presented as questions to facilitate teacher planning. Essential Knowledge and Skills (3rd column) Each standard is expanded in the Essential Knowledge and Skills column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard. Unpacking the Standard Identify the COGNITIVE LEVEL - What must students be able to do with the content? Identify the verb Analyze for Bloom’s Taxonomy/ Webb’s Depth of Knowledge Bloom’s Taxonomy Task Use the Essential Knowledge and Skills column of the Curriculum Framework for each standard to: 1. Underline the content 2. Circle the verb 3. Mark any essential questions or big ideas Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Standard = Context 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation. Essential Knowledge, Skills, and Processes Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Apply Apply 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation. Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Standard = Context 4.4 The student will a) estimate sums, differences, products, and quotients of whole numbers; d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation. Essential Knowledge and Evaluate Skill Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Standard = Context 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include a) potential and kinetic energy • compare and contrast potential and kinetic energy through common examples found in the natural environment. Essential Knowledge, Skills, and Processes Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Many levels 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include a) potential and kinetic energy Analyze • compare and contrast potential and kinetic energy through common examples found in the natural environment. Don’t Forget Essential Questions and Big Ideas! • Broad in scope • Not easily answered in one sentencemeant to be discussed • Might be controversial or pose a dilemma • Requires reasoning and justification • Sparks more questions • Important questions that recur throughout all our lives- K-12 and beyond • A tool for organizing purpose; for making student learning meaningful and connected. Big Ideas in HISTORY What we want students to be able to REMEMBER (Understandings): The ancient Egyptians farmed and irrigated the land near the Nile River. The ancient Chinese settled along the Huang He. They fished, farmed, and irrigated the land. The Powhatan farmed, fished, hunted, used trees for homes and canoes, and gathered plants for food. The Lakota moved around the region to hunt for buffalo. They later used horses for transportation. The Pueblo people farmed the land. They lived in villages in houses made of adobe (clay). 2nd grade Big Idea (The UNDERSTANDING) People relate to their environment in different ways. Big Ideas in ENGLISH What we want students to be able to REMEMBER and DO (Understandings): Explain the author’s purpose (e.g., to entertain, inform, or persuade) Describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose. Describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts). (4th grade) Big Idea (The UNDERSTANDING) Authors craft their purpose and message by the choice of language, setting, characters, and specific information. Big Ideas in MATH What we want students to be able to REMEMBER and DO (Understandings): Represent a number in fraction, decimal, and percent forms. Compare, order, and determine equivalent relationships among fractions, decimals, and percents. 7th Grade Essential Question/Big Idea (The UNDERSTANDING) How are fractions, decimals, and percents related? Consider the standards you will be teaching over the next few weeks. Use that portion of the framework to spend the next few minutes to identify the content (underline). Then determine the cognitive level (circle the verbs and compare with Bloom’s/Webb’s). Be sure to mark any essential questions or big ideas (context). Reflect on the process Discuss with your group I’VE UNPACKED THE STANDARDS… NOW WHAT? Thinking Maps Sort Work with partners to sort your cards. Map Name Map Name Map Name Map Name Map Name Map Name Map Name Map Name Key Words for Thinking Traditional Curriculum Planning Textbook Cover Required Material Activities Assessment • It often begins with a really interesting book or topic, teachers then decide on if it matches the curriculum map. Then the activity is determined to use so students become engaged. Finally, the teacher writes an assessment that may or may not fit the previous lessons or desired SOL. Design Backwards Backwards Planning Determine the essential questions and big ideas – the 3 Cs Decide how students will provide evidence of their learning Build Summative Assessment Context Content Cognitive Level What cognitive level/thinking skills/verbs are required? Align to Curriculum Framework and Test Blueprint Create Daily Instructional Schedule Consult pacing guide and use a calendar to map backwards from your target date. Consider resources and complete Unit Plan Overview Consider the summative assessment in order to include the best evidence of student learning Design Learning Experiences: Choose the Strategies Create the activities to scaffold learning. Plan for Daily Tiered Instruction and Formative Assessments Include multiple and varied Checks for Understanding and student-friendly objectives Determine the essential questions and big ideas – the 3 Cs What essential questions or understandings will guide this unit and focus teaching/learning? (Context) What key knowledge and skills will students acquire as a result of this unit? (Content) What depth of knowledge is required? (Cognitive Level) What are Essential Questions and Big Ideas? • Broad in scope • Not easily answered in one sentencemeant to be discussed • Might be controversial or pose a dilemma • Requires reasoning and justification • Sparks more questions • Important questions that recur throughout all our lives- K-12 and beyond • A tool for organizing purpose; for making student learning meaningful and connected. Decide how students will provide evidence of their learning Determine Acceptable Evidence • • • • • • Performance Tasks and Projects Informal Checks/Observations Quizzes and Tests Reflections or Essays Portfolios Self-assessment Other Considerations How can technology be used to facilitate formative and summative assessments? How will the data be used to inform future instructions? Build Summative Assessment This worksheet is available at Planning Rigorous Assessments • What kind of thinking is implied by the standards or objectives? • What key concepts should students understand by the end of this unit? • How should students be able to use these concepts? • What will students who have mastered these concepts be able to do? • What learning tasks will best help students demonstrate mastery of these concepts? • What does mastery of the identified learning tasks look like? • What is the mastery threshold? • What feedback methods will tell students if they have reached the mastery threshold and how can they continue to improve? Design Learning Experiences: Choose the Strategies What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Considerations: Are there specific scaffolds that may be needed? Are there certain texts and resources required? Are there some Thinking Maps that can help achieve these goals? Are there CRISS strategies that can help achieve these goals? Create Daily Instructional Schedule Consult pacing guide and use a calendar to map backwards from your target date. LESSON PLANNING SEQUENCE FOR TEACHING 3RD GRADE STANDARD – EQUIVALENT FRACTIONS Consider resources and complete Unit Plan Overview Consider the summative assessment in order to include the best evidence of student learning Consider the resources that will best meet the specific needs of ALL your learners Plan for Daily Tiered Instruction and Formative Assessments Include multiple and varied Checks for Understanding • Research for Better Teaching Site – contains a video of classroom examples and strategies to check for understanding. http://www.rbteach.com/rbteach2/Flash/VideoPlayer/Streamer/Checking/checkin g_video.asp • Listing of Checking for Understanding strategies http://daretodifferentiate.wikispaces.com/file/view/strategies.pdf • Checking for Understanding Techniques and Resources http://www.gips.org/quick-links/checking-for-understanding • Springboard Strategies to Check for Understanding Handout http://daretodifferentiate.wikispaces.com/file/view/SB_eNewsNov_Chart.pdf You know your unit is rigorous when… This checklist is available at You know your unit is rigorous when… Plan for Daily Tiered Instruction and Formative Assessments Include Student-Friendly Objectives Developing Student Goals Defining and communicating the behaviors that lead to mastery Developing student goals is done in conjunction with . . . • Unpacking the standards • Backwards planning • Determining what student behavior(s) will demonstrate mastery Purpose of effectively communicating student goals • The process of developing students goals helps us to refine our curriculum • Communicating student goals gives the students the tools they need to manage their efforts and take ownership of their own learning • Posting student goals provides meaningful organization and structure to our classrooms and programs Unpacking Example: English 6.5 c.) Describe how word choice and imagery contribute to the meaning of a text. • Describing the contribution to the meaning – is the required cognitive skill. • Content – word choice and imagery. • Context – a vertical review of the curriculum shows a progression of identifying figurative language to understanding how its use impacts meaning and therefore, author’s purpose Backwards Planning Example: English 6.5 c.) Describe how word choice and imagery contribute to the meaning of a text. • Let’s assume that after our backwards planning, we are at the point of teaching students to describe, in their own words, how imagery contributed to the meaning of a text. We’ve probably had a previous lesson(s) in identifying imagery and discussing it’s purpose. Determine Student Behavior Example: English 6.5 c.) Describe how word choice and imagery contribute to the meaning of a text. • We’ve determined that in order to demonstrate mastery of this standard/bullet, the student should be able to describe verbally and in writing, how the authors use of words contributed to the meaning of a given text Today’s Lesson Students work in small groups. Use poem or prose example (i.e., Carl Sandburg’s “Fog”) Groups will contribute to incomplete Bubble Maps or Multi-Flow Maps Using the Thinking Maps as a reference, students will individually write a paragraph describing how the author’s use of imagery contributed to the meaning of the text. Let’s communicate our goals for today to our students • • • • Objective Today I will . . . So that I can . . . I’ll know that I have it when . . . Objective In student language, tell the learning objective. Example: Describe how an author chooses certain words to create an image in the mind of the reader Today I will . . . Tell the student what they will be doing in class today – what activities have you planned? Example: Work with other students in small groups to complete Thinking Maps about the poem, “Fog” content So that I can . . . What’s the bigger picture? What and why is this learning important? Example: better understand and comprehend poetry. context I’ll know I have it when . . . What is the product or behavior that will show the student has demonstrated what the teacher hopes to accomplish with today’s lesson Example: Write a paragraph describing how and why Carl Sandburg’s chose to use certain words in “Fog.” cognitive Posted Goal Chart Objective Describe how an author chooses certain words to create an image in the mind of the reader Today I will . . . Work with other students in small groups to complete Thinking Maps about the poem, “Fog” So that I can . . . Better understand and comprehend poetry I’ll know I have it when . . . I can write a paragraph describing how and why Carl Sandburg’s chose to use certain words in the poem “Fog.”