Rick Stiggins
To serve you!
What do you know?
What do you hope to learn?
Define CCSS Success by June 2013
What Do I Need to Learn
1.
2.
3.
4.
5.
What did you learn that others
need to know? Brain
What did you do that you think
others should do? Hands
What resources do my teachers
and administrators need? Hands
What reactions will your
administrators or teachers have
when they are involved in similar
activities? What are the issues
that they will need to overcome?
Stomach and/or heart
Do I need to visit someplace to
learn more or go somewhere to
get items I need? Feet
3
My Targets for This Session

Understand the importance of the process

Know why each step is integral in developing
standards literacy

Look at how the Deconstruction Process is
connected with the
Common Core State Standards
Curriculum Alignment
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
Research shows that a well-articulated curriculum,
aligned to standards, is critical for student
achievement. (Marzano 2003, 2006)
Survey of Enacted Curriculum
•
•
Pervasive misalignment of standards and instruction –
particularly the level of rigor (CCSSO, 2010)
50% of the variance in student achievement can be
explained by the extent to which curriculum,
instruction, and assessment are aligned to state
standards (CCSSO, 2004)
NO ONE SHOULD TEACH THE STANDARDS
We should be teaching all of the requisite
content and skills necessary for students to hit
the target – independently
The focus should be on student learning with
an emphasis on improving our instructional
practice
The Deconstruction Process
1. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify terms that may lead to multiple interpretations
6. Construct a list of skills that are essential to become proficient in
the identified standard
7. Determine that skills:
1. Are aligned to the Learning Target categories
2. Have the level of rigor necessary to meet the expectations of the
standard
8. Write a learning progression that reflects the sequential steps for
introducing, developing, and reinforcing concepts and skills
Standards Literacy
8.RI.4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
The Process
1.
Identify nouns and noun phrases to identify key concepts
8.RI.4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
Step 1
1.
Identify nouns and noun phrases to identify key concepts
8.RI.4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
Step 2
1.
Identify nouns and noun phrases to identify key concepts
2.
Locate verbs to identify key target(s)
8.RI.4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
Step 2
1.
Identify nouns and noun phrases to identify key concepts
2.
Locate verbs to identify key target(s)
8.RI.4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
Step 3
1.
Identify nouns and noun phrases to identify key concepts
2.
Locate verbs to identify key target(s)
3.
Place the targets into one or more Learning Target
categories
• Knowledge
• Reasoning
• Demonstration (Performance)
• Products
Classifying Targets
Knowledge
Mastery of substantive subject content where mastery
includes both knowing and understanding it.
Reasoning
The ability to use knowledge and understanding to
figure things out and solve problems.
Demonstration
The development of proficiency in doing something where it is the process
that is important such as playing a musical instrument, reading aloud,
speaking in a second language or using psychomotor skills.
Products
The ability to create tangible products, such as term papers, science fair
projects, and art sculptures that meet certain standards of quality and
present concrete evidence of academic proficiency.
Examples: Knowledge Targets






Identify characters, settings, and major events in a
story
Define words by category
Name the author and illustrator of a story
Identify parts of an expression using mathematical
terms
Define a coordinate system
Recognize opposite signs of numbers
Examples: Reasoning Targets
Make logical inferences
 Analyze the structure of texts
 Compare and contrast treatments of the same
topic
 Interpret data on a single count or measurement
variable
 Relate counting to addition and subtraction
 Explain the reasoning used
 Summarize numerical data sets

Examples: Demonstration Targets






Retell familiar stories, including key details
Respond to questions and suggestions from peers
Describe the connection between two individuals
Tell the number of objects
Describe and compare measurable attributes
Decompose a fraction into a sum of fractions
Examples: Product Targets





Construct viable arguments produce rhyming words
Write arguments to support claims in an analysis of
substantive topics
Model shapes in the world by building shapes from
components
Produce an equivalent sum
Develop a probability distribution for a random
variable
Examples: Learning Target Categories
Knowledge
Reasoning
Demonstration
Product
Explain
Predict
Observe
Design
Describe
Infer
Perform
Produce
Identify
Classify
Compose
Make
Define
Compare
Conduct
Write
Recall
Summarize
Speak
Draw
Recognize
Analyze
Operate
Represent
Select
Evaluate
Investigate
Display
List
Generalize
Collect
Model
Verbs in Context

Describe 3 characteristics of metamorphic rocks


Describe the difference between igneous and
metamorphic rocks


Knowledge (simple recall)
Reasoning (requires cognitive processing to
determine the difference between the two types of
rocks)
Describe a model that you might use to
represent the relationship that exist within the
rock cycle

Demonstration (requires deep understanding of the
rock cycle and the determination of how best to
represent it)
Step 4
Securely
Content
represents
concepts
and
1. IdentifyHeld
nouns
and noun
phrases tothe
identify
key concepts
skills
that students must master and hold with
2. Locate verbs to identify key target(s)
them in order to be fully prepared for the next
3. Place the targets into one or more Learning Target
grade
level.
categories
4.
Identify the Securely Held Content
Step 5
1.
Identify nouns and noun phrases to identify key concepts
2.
4.
Locate verbs
to identify
key target(s)
Terms,
concepts,
or vocabulary
that might have
multiple
or into
interpretations
Place the uses
targets
one or more should
Learningbe
Target
categories and a common understanding
discussed
developed
improve
consistency.
Identify theto
Securely
Held
Content
5.
Clarify any terms that may lead to multiple interpretations
3.
Vague/Ambiguous Terms









Understand
Decompose
Know
Interpret
Analyze
Synthesis
Establish a situation
Recognize
Integrate
Moving from Targets to Skills
Skills Criteria Considerations
•
•
•
•
•
Expressed as seeable and measurable verbs
Are precise and exhibit active demonstrations of learning
Focused on the skills students learn rather than activities
Establishes what students needed to know and be able to do
Not a list of standards, but rather the skills students acquire as
they work toward mastery of the standards
Step 7
1.
Identify nouns and noun phrases to identify key concepts
2.
Locate verbs to identify key target(s)
3.
Place the targets into one or more Learning Target categories
4.
Identify the Securely Held Content
5.
Clarify terms that may lead to multiple interpretations
6.
Construct a list of skills that are essential to become proficient in the identified
standard
7.
Determine that skills:
1.
2.
Are aligned to the Learning Target categories
Have the level of rigor necessary to meet the expectations of the standard
Write a learning progression that reflects the sequential steps for introducing,
developing, and reinforcing concepts and skills
Surveys of Enacted Curriculum
Concept
L1
L2
L3
L4
L5
Word meaning from context
Level II
Perform Procedures,
Explain
Follow instructions
Level III
Level IV
Generate, Create. Demonstrate
Analyze, Investigate
Create / develop
connections among text,
self, world
Recognize relationships
Categorize / schematize information
Check consistency
Summarize
Dramatize
Order, group, outline,
organize ideas
Compare and contrast
Identify with another's point of view
Identify purpose, main
ideas, organizational
patterns
Gather information
Express new ideas (or
express ideas newly)
Make inferences, draw
conclusions
Develop reasonable
alternatives
Predict probable
consequences
Give examples
Distinguish fact and opinion
Step 8
Determine
the and
meaning
of words
phrases
as they are used in a
Identify nouns
noun phrases
to and
identify
key concepts
including
and technical
2. text,
Locate
verbs tofigurative,
identify keyconnotative,
target(s)
meanings; analyze the impact of specific word
3. Place the targets into one or more Learning Target categories
choices on meaning and tone,
Develop a
4. Identify the Securely Held Content
Compare two
piece of
including analogies or
pieces of
writing that
5. Clarify terms that may lead to multiple interpretations
writing
that
allusions to
utilizes
Define
use
figurative
6. Construct a list of skills that are essential to become proficient figurative
in the
“analogy” and
other
texts.
meaning
and
Provide an
meaning and
identified standard
1.
describe how
create an
Describe how
example of
contrast that
figurative
argument
why
figurative
figurative
to another
7. Determine
that skills:
Identify
meanings
one
uses
meanings
meaning and
piece of
where
support the
1. Are aligned to thewrite
Learning
Target
categories
figurative
impact
a
a
writing either
figurative
tone or
meaning
to
piece
of
piece necessary to meet the expectations of the standard
published or
2. Havemeaning
the level
is of rigor
Define
meaning
of
the
enhance
writing
exemplifying
peer written
used in a
figurative
text
meaning
over
8. Write apiece
learning
progression
that reflects the sequential steps for
figurative
of
meaning
the other
meaning and reinforcing concepts and
introducing,
skills
writing developing,
The Deconstruction Process
1. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Identify the Securely Held Content
5. Clarify terms that may lead to multiple interpretations
6. Construct a list of skills that are essential to become proficient in
the identified standard
7. Determine that skills:
A. Are aligned to the Learning Target categories
B. Have the level of rigor necessary to meet the expectations of the
standard
8. Write a learning progression that reflects the sequential steps for
introducing, developing, and reinforcing concepts and skills