California Standards for the Teaching Profession Standard 3 UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Key Element 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it! “How do I...” or “Why do I...” ensure that my subject matter knowledge is sufficient to support student learning? continue to keep my subject matter knowledge current? identify, understand, and teach the key concepts and underlying themes and relationships in the academic content standards and state curriculum frameworks? integrate key concepts, themes, relationships, and connections across subject matter areas? ensure that my knowledge of the subject matter incorporates different perspectives, appropriate to the discipline? maintain and utilize current understanding of relevant content standards and frameworks? EOI Skill Formulating the Objective Teaching to the Objective Relationship to Teaching Standard (state as what teacher does) Teacher formulates an objective consistent within PAUSD standards ESLRs and state standards framework. Teacher demonstrates a knowledge of content area, its broad organizing themes and how to link to other subject areas. Go to professional development groups (i.e., problem solving) Cross-curriculum alignment (math department) In Geometry, integrating synthetic and transformations (EOI Anticipatory Set) Different ways of speaking Spanish in different countries What to look for (simplify, and state as a question: does the teacher . . .?) Does teacher demonstrate knowledge and expertise of relevant factual information, including ESLRs and state standards framework; central organizing concepts and links to other disciplines. Does teacher demonstrate a knowledge of relevant factual information? Can teacher break down content into small relevant chunks? Is teacher able to answer questions at an appropriate level? Example/Talking Points Essential questions for each unit State and PAUSD standards are in lesson plan Teacher gives answer to questions clearly, or says “I don’t know.” Different methods of approaching a problem and/or concept When introducing a new concept, relate it back to prior concepts (EOI Anticipatory Set) Collaborate with others to enhance subject knowledge (language – Spanish). Also watch movies California Standards for the Teaching Profession Standard 3 UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Key Element 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it! “How do I...” or “Why do I...” apply my knowledge of human development and learning theory to the unique students that I teach? acquire understanding of my students' individual cognitive, social, emotional and physical development? connect content being taught to students' prior knowledge and experiences? build understanding of my English learners’ levels of language acquisition in order to know how to best support their learning? build understanding of my students with special needs in order to know how and when to differentiate instruction? EOI Skill Formulating the Objective Teaching to the Objective Relationship to Teaching Standard (state as what teacher does) Teacher formulates an objective consistent within PAUSD standards ESLRs and state standards framework. Teacher demonstrates a knowledge of content area, its broad organizing themes and how to link to other subject areas. What to look for (simplify, and state as a question: does the teacher . . .?) Does teacher demonstrate knowledge and expertise of relevant factual information, including ESLRs and state standards framework; central organizing concepts and links to other disciplines. Does teacher demonstrate a knowledge of relevant factual information? Can teacher break down content into small relevant chunks? Is teacher able to answer questions at an appropriate level? Example/Talking Points Essential questions for each unit State and PAUSD standards are in lesson plan Teacher gives answer to questions clearly, or says “I don’t know.” When teaching vocab, we present it in different ways: formally, informally, using proper math notation, using pictures, applying it to everyday life so students at various ends of the developmental spectrum have different access points. We have a goal of generalization so students can apply this concept in other specific situations. A pre-lesson ritual (ice breakers) to gather info. about social/emotional development of his students. We create a safe environment so students feel comfortable. We use informal assessments to gauge student mastery of vocabulary, and identify needed areas of differentiation. California Standards for the Teaching Profession Standard 3 UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Key Element 3.3 Organizing curriculum to facilitate student understanding of the subject matter What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it! “How do I...” or “Why do I...” use my knowledge of student readiness to learn to organize, sequence, and enhance the curriculum? apply my knowledge of the subject matter to organize curriculum, plan lessons and units, and select instructional strategies that demonstrate key concepts and their interrelationships? organize subject matter to reveal and value different cultural perspectives? incorporate subject or grade level expectations and curriculum frameworks in organizing subject matter? utilize standards-aligned and/or adopted curriculum in ways that support student learning? EOI Skill Formulating the Objective Teaching to the Objective Relationship to Teaching Standard (state as what teacher does) Teacher formulates an objective consistent within PAUSD standards ESLRs and state standards framework. Teacher demonstrates a knowledge of content area, its broad organizing themes and how to link to other subject areas. What to look for (simplify, and state as a question: does the teacher . . .?) Does teacher demonstrate knowledge and expertise of relevant factual information, including ESLRs and state standards framework; central organizing concepts and links to other disciplines. Does teacher demonstrate a knowledge of relevant factual information? Can teacher break down content into small relevant chunks? Is teacher able to answer questions at an appropriate level? Example/Talking Points Essential questions for each unit State and PAUSD standards are in lesson plan Teacher gives answer to questions clearly, or says “I don’t know.” Formulate lessons around paragraph competencies in foreign language – scaffolding vocab., sentences, application of foreign language skills, prior language skills, etc. Formulate lessons and activities around literary “tools” such as using/understanding metaphors and literary tools walls and application through reading, writing and evaluation through Bloom’s Taxonomy Align curriculum with state standards with units, calendars, labs, etc. to reveal and deepen understanding and application of content. California Standards for the Teaching Profession Standard 3 UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Key Element 3.4 Utilizing instructional strategies that are appropriate to the subject matter What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it! “How do I...” or “Why do I...” develop and use a repertoire of instructional strategies appropriate to the subject matter? build on students’ life experiences, prior knowledge, and interests to make subject matter relevant and meaningful to students? use effective instructional strategies and approaches to illustrate a concept and its connections within and across subject areas? challenge all students to think critically in the subject area? help all students develop enthusiasm for and a deep knowledge of the subject matter? use strategies that make the depth and complexity of subject matter understandable to all students? EOI Skill Teaching to the Objective Relationship to Teaching Standard Teacher gives information, asks questions, implements activities, and responds to student effort in a way that helps students learn subject matter/content. Active Participation, Set, Closure Teacher uses these principles of learning to effectively teaching subject matter/content. Monitor and Adjust Teacher checks to see if students have understood subject matter/content and reteaches if necessary. What to look for Does teacher give information, ask questions, provide activities, and respond using a variety of materials, resources and instructional settings in order to accommodate a variety of learning styles? Does teacher use a variety of instructional strategies and material to accommodate a variety of different learning styles during set, closure, and active participation? Does teacher use a variety of strategies to monitor and adjust instruction? Example Powerpoint, hands-on, varying activities Small group activities, manipulatives, discussion lecture, technology components, kinesthetic (interpretive dance). Questioning strategies, walking around, listening to small group discussion, using specific examples to check for understanding. Teach students paragraph structure (brainstorm, graphic organizers, prioritize, develop unifying theme (EOI Task Analysis, levels of cognition, motivation) Treats/prizes competition (EOI Motivation) Differentiation: levels of questions (basic comprehension, analysis, connection to their life) (EOI Levels of Cognition) Collaborate with other teachers and try new things Immediate current events (within days). Tie event to students’ lives, reading and text (EOI Motivation) Stress different perspectives (walking in other people’s moccasins) (EOI Motivation) Experiential activities (EOI Motivation, Active Participation) Debates – what would you do? With character motivation (EOI Anticipatory Set) How would you feel if . . . ? Immigration/college prompt (EOI Levels of Cognition, Motivation) Essay Building (thesis drafting, modeling, outlines, peer edit) (EOI Task Analysis) California Standards for the Teaching Profession Standard 3 UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Key Element 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it! “How do I...” or “Why do I...” know the full range of materials, resources, and technologies provided by the school or district? select materials, resources, and technologies to support differentiated student learning of the subject matter? select and use learning materials and resources that reflect the diversity in my classroom? use technologies to convey key concepts in the subject matter? learn about and access new instructional resources to support student learning? EOI Skill Teaching to the Objective Relationship to Teaching Standard Teacher gives information, asks questions, implements activities, and responds to student effort in a way that helps students learn subject matter/content. Active Participation, Set, Closure Teacher uses these principles of learning to effectively teaching subject matter/content. Monitor and Adjust Teacher checks to see if students have understood subject matter/content and reteaches if necessary. PLATO Kahn Academy Talking/large number calculators Noodle tools for research Movie trailers, documentaries InClass Infinite Campus What to look for Does teacher give information, ask questions, provide activities, and respond using a variety of materials, resources and instructional settings in order to accommodate a variety of learning styles? Does teacher use a variety of instructional strategies and material to accommodate a variety of different learning styles during set, closure, and active participation? Does teacher use a variety of strategies to monitor and adjust instruction? Notes for students Talk to Tech Team Attend D.O. meetings iPad PPT Google docs Example Powerpoint, hands-on, varying activities Small group activities, manipulatives, discussion lecture, technology components, kinesthetic (interpretive dance). Questioning strategies, walking around, listening to small group discussion, using specific examples to check for understanding. California Standards for the Teaching Profession Standard 3 UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Key Element 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content What does this look like at Gunn and in your classroom? These prompts/questions may help. Simply pick one and answer it! “How do I...” or “Why do I...” address the English Language Development (ELD) standards as they relate to my English learners’ levels of language acquisition? address the Individual Education Plan (IEP) goals and objectives of my students with special needs? select materials, resources, and technologies to support subject matter instruction of my English learners and students with special needs? ensure access to the critical concepts and themes in the academic content standards and state curriculum frameworks for students at various levels of English proficiency and for students with special needs? EOI Skill Formulating Objective Relationship to Teaching Standard Teacher formulates an objective that will make knowledge accessible to all students recognizing individual differences within a diverse group What to look for Does teacher create objective that makes knowledge accessible to all students within a diverse group? Does the teacher have an objective formulated so that it is differentiated enough so that objective can be achieved in different ways? Teaching to the Objective Teacher uses a variety of ways of presenting (IQAR). Does the teacher present IQAR to accommodate a variety of learning styles? Active Participation, Set, Closure Teacher varies active participation (by keeping content the same but varying level of cognition, form of active participation, conditions of activity, level of performance) in order to accommodate individual differences Has teacher planned lesson to take into account individual difference in learning style and ability? Example Make sure objective also meets standards Teach to different learning styles Know students’ needs without pointing out differences Take into account a variety of academic and personal backgrounds Incorporate cultural/language diversity into the curriculum Take into account 504 accommodations Teacher demonstrates they can differentiate when a student asks a question and the teacher can answer it in a variety of ways Teachers teach to different learning styles as much as possible (visual/auditory) Able to answer a wide array of questions Organization of material (matrices, etc.) Scaffolding in terms of organizational skills Transitions (into, through, and beyond) Structured notes Assignment sheets Posting or copying notes Variety of presentation skills (lectures, video discussion, overheads, notes on board) Extension activities built into an assignment provides for differentiation Allow student to master objective over time Projects: students make children’s books, artistic posters, go dovolunteer, interview someone in Monitor and Adjust Teacher monitors learning and adjusts teaching (by keeping content the same but varying level of cognition, form of active participation, conditions of activity, level of performance) to different levels of learning and achievement. (Monitoring is not about differentiating, but rather diagnosing learning problems and reteaching. Formulating the objective is more relevant here.) Does teacher check for understanding, re-teach as necessary using approaches that make the objective and content clear to a diverse student population? field, make a game Group projects Labs Powerpoint Advanced warning for participation Give questions ahead of time to allow processing Do we as teacher provide several ways to achieve a certain objective? (Math) allow students to do test/quiz corrections orally to show they know the material – very time-consuming Teacher allows different ways t o complete a project Have a student who understands concept teach it Ask students to voice what questions they still have and build next unit or activities Give options for completing projects or assessments Posting solutions, not just answers, student can check own work One-on-one appointments for extra help Anticipatory Set: vocab. Games, vocab. Flashcards, vocab. Sentences with prior knowledge, current events, pop culture, demonstration, experiential Formatting and Teaching to the Objective: assess conditions under which goal will take place (time constraints, etc.) Raise/lower performance level Reteach/reword lessons to fit needs (differentiation) Monitoring and Retention and Memory (checking for understanding, walking around the room, giving feedback, homework assessment, tests/quizzes, re-teach lesson to teacher/class) Active Participation and Motivation (“someone new,” pause/wait for new hands, rubrics, model, real life experience, group work/partner, journals/share Levels of Cognition (critiques)