INSTRUCTIONAL TARGET AREASDATES “Lesson & Assessment Strategies in the Standards-Based...

FIRST CLASS TEACHING™

Target #1Lesson and Assessment Alignment

INSTRUCTIONAL TARGET AREAS DATES

“Lesson & Assessment Strategies in the Standards-Based Classroom”

Target # 1* Lesson and Assessment Alignment SEP 15 – OCT 15

Target # 2 Formative Assessments / Layered Lessons

OCT 15 – NOV 13

Target # 3 Summative Assessments NOV 13 – DEC 17

“Differentiation Strategies in the Standards-Based Classroom”

Target # 4* Introduction to Differentiation DEC 17 – JAN 28

Target # 5 Differentiation Strategies – Part 1 JAN 28 – FEB 25

Target # 6 Differentiation Strategies – Part 2 FEB 25 – MAR 19

“Instructional Strategies in the Standards-Based Classroom”

Target # 7* Instructional Strategies to Promote Student Achievement – Part 1

MAR 19 – APR 16

Target # 8 Instructional Strategies to Promote Student Achievement – Part 2

APR 16 – MAY 1

Target # 9 Instructional Strategies to Promote Future Student Achievement

MAY 1 – JUN 1

First Class Teaching™Instructional Target Areas

Zanesville City Schools

Link Teaching

And Learning!

WHAT IS THE RELATIONSHIP BETWEEN TEACHING & LEARNING?

What is the relationship between teaching and learning in the real world?

Follow The Frequency!

K-12 grade level INDICATORS or SKILLS serve as the “building blocks” for what students “should know and be able to do” as they progress from grade to grade during their educational career.

Horizontal VS Vertical View!

Standard Reading Applications – Informational, Technical & Persuasive

Text

Grade Level Indicator # 7 Reading Applications – Informational, Technical & Persuasive

Test

Grade 4 – Distinguish fact from opinion Grade 5 – Analyze the difference between fact and opinion

Benchmark (by the end of the 4-7 program) B. Recognize the difference between cause & effect and fact

& opinion to analyze text.

Identifying “frequency” in the standards.

Middle School / High School EXAMPLEFollow The Frequency . . . STANDARD

Social Studies – Citizenship Rights & Responsibilities

GRADE 6

1. Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government.

GRADE 7

1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy.

GRADE 9

2. Describe and compare opportunities for citizen participation under different systems of government including:

A. Absolute monarchies

B. Constitutional monarchies

C. Parliamentary democracies

D. Presidential democracies

E. Dictatorships

F. Theocracies

Standards Frequency Map

Introduced. I am the teacher responsible for introducing this INDICATOR/SKILL to students. Repeated.This INDICATOR/SKILL is being repeated from earlier grades or earlier learning situations. Combined. This INDICATOR/SKILL is being combined with another INDICATOR/SKILL that was learned earlier or introduced earlier. Alone.This INDICATOR/SKILL stands alone which means I am the only teacher in the student’s educational career responsible for teaching this INDICATOR/SKILL.

I

R

C

A

#

Reach Rigor With The

Taxonomy!

Cognitive Domain of Bloom’s TaxonomyKNOWLEDGECOMPREHENSIONAPPLICATIONANALYSISSYNTHESISEVALUATION

So many ways to learn?

IDENTIFYING RIGOR IN THE STANDARDS

The KEY to identifying “rigor” is found in Bloom’s Taxonomy.

Using the KEY words in the Taxonomy serves as a guide to identifying “rigor” in the skills found in the standards.

EvaluationSynthesisAnalysisApplicationComprehensionKnowledge

Create Lessons from Bloom’s Taxonomy Key words in Ohio’s Academic Content Standards

Use KEY words from Bloom’s Taxonomy to determine RIGOR.

Match “Indicator’s KEY word” with “Bloom’s KEY word”.

Lesson will be at the correct level for students and for the achievement test.

RIGOR of the indicator concept / skill is correct!

Standard Reading Applications – Informational, Technical &

Persuasive Text

Grade Level Indicator # 7 Reading Applications – Informational, Technical &

Persuasive Test

Grade 4 – Distinguish fact from opinion Grade 5 – Analyze the difference between fact and

opinion

Benchmark (by the end of the 4-7 program) B. Recognize the difference between cause & effect

and fact & opinion to analyze text.

IDENTIFY THE GRADE LEVEL INDICATOR (SKILL) FOR THE LESSON

M i d d l e S c h o o l / H i g h S c h o o l E X A M P L EWHERE IS THE RIGOR?

STANDARD

Social Studies – Citizenship Rights & Responsibilities

GRADE 6

1. Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government.

GRADE 7

1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy.

GRADE 9

2. Describe and compare opportunities for citizen participation under different systems of government including:

A. Absolute monarchies

B. Constitutional monarchies

C. Parliamentary democracies

D. Presidential democracies

E. Dictatorships

F. Theocracies

Standard Reading Applications – Literary Text

Grade Level Indicator

# 4 - Grade K – Distinguish between fantasy and reality.

# 5 - Grade K – Recognize predictable patterns in stories.

#3 - Grade 1 – Retell the beginning, middle and ending of a story, including its important events.

# 5 - Grade 1 – Recognize predictable patterns in stories and poems.

Identify the “rigor” in the grade level indicator/SKILL for the lesson.

Standards are open and public statements that clearly define what students SHOULD KNOW and be able TO DO in order to achieve at the highest levels in all academic areas.

RIGOR REFERS TO THE TO DO

IN THE STANDARDS.

Prepare lessons at the appropriate level of Bloom’s Taxonomy!

Teach to the RIGOR!

Relevance of Rigor in a Lesson and Assessment

Relevance of Rigor in a Lesson and Assessment

Diagnose Before You

Teach!

Essential Questions Do my students

NEED this lesson?

Are my students READY for this lesson?

In the real world, diagnosis is an integral part of life….It should be the SAME in the classroom!

When to Diagnose . . .Introduce the material in the lesson or teach a partial lesson using the material BEFORE conducting the diagnosis (pre-test / pre-assessment)

Why? Because often times, students do not really know what they do or do not know!

This allows students to REFRESH, RECALL, and REMEMBER material they may have not used recently or may not realize they actually understand.

Diagnosis Made Easy!

Professional Pre-Assessment Instruments

Diagnostic Tools Teacher Created Diagnostic

Instruments End of Chapter Test / Assessment Class Discussion Writing Exercises Homework Individual Student Assessment Prior Knowledge of Student Work Professional Judgment

Chapter 4(Generating Standards-Based Lessons, Lester 2007)

Extinguish The Penguin

Unit!

Before Standards . . .

Penguin Units Reigned Supreme!

In The Age of Standards . . .

The Penguin Unit Is Often Disguised