1 GEORGIA PERFORMANCE STANDARDS Days 4 and 5: Making Instructional Decisions

1

GEORGIA PERFORMANCE STANDARDS

Days 4 and 5: Making Instructional Decisions

2

QuotationQuotation HookHookAgree

Disagree

Somewhat agree

3

Quotation HookQuotation Hook Agree

Disagree

Somewhat agree

“Using backward design in curriculum planning helps to avoid the twin sins of activity-oriented and coverage-oriented instruction.”

4


Disagree

Somewhat agree

Understanding [is] “the capacity to apply facts, concepts and skills in new situations in appropriate ways.”

---Dr. Howard Gardner

5


Disagree

Somewhat agree

“The primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select students or to justify a grade.”

---Jay McTighe and Steven FerraraAssessing Learning in the Classroom

6


Disagree

Somewhat agree

“Only in education, never in the life of farmer, sailor, merchant, physician or scientist, does knowledge mean primarily a store of information.”

---John DeweyDemocracy and Education

7


Disagree

Somewhat agree

“For every complex problem, there is a solution that is simple, neat, and wrong.”

---H. L. Menken

8

First Order Change – First Order Change – Incremental ChangeIncremental Change

Emphasize relationships Establish strong lines of communication Be an advocate for the school Provide resources Maintain visibility Protect teachers from distractions Create culture of collaboration Look for and celebrate successes

---Marzano

9

Second Order ChangeSecond Order Change

Shakes up the status quo Holds everyone’s feet to the fire Proposes new and often revolutionary ideas Involves a change in mindset Causes moments of frustration Invites ambiguity and dissent Involves research and theory

---Marzano

10

CollaborationCollaboration

11

Training Overview: Days Four & FiveTraining Overview: Days Four & Five

Introduction to Stage Three Designing an Instructional Unit (today into tomorrow)

Evaluating an Instructional Plan Understanding, Assessing, and Teaching Fluency

Examining Student Work Collaborating to Improve the Quality of Student Work Developing Useful Teacher Commentary

Mapping Out the Year Basic Principles for Mapping Out the Year Creating a Sample Map

12

Days 4 & 5 ObjectivesDays 4 & 5 Objectives1. Explain why designing instruction is stage three

in the standards-based education process.2. Describe the WHERETO method of identifying the

purpose of instructional strategies.3. Identify a variety of instructional strategies for

different achievement targets.4. Develop a balanced instructional plan that

includes strategies appropriate to achievement targets and content.

5. Describe how to use a structured, collaborative process for examining student work.

6. Demonstrate how to use teacher commentary to increase student learning.

7. Explain different ways of curriculum mapping.

13

Standards Based Education ModelStandards Based Education Model

GP

SG

PS

GP

SG

PS

Standards

All Above, plusTasksStudent WorkTeacher Commentary

All Above

Elements

Above, plus

Stage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?

Big Ideas Enduring Understandings Essential Questions

---------------------------------------

Stage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?

Big Ideas Enduring Understandings Essential Questions

---------------------------------------

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments)

How will I know if my students know it and/or can do it?

(to assess student progress toward desired results)

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments)

How will I know if my students know it and/or can do it?

(to assess student progress toward desired results)

Stage 3:Plan Learning Experiences and

InstructionWhat will need to be done to help my students

learn the required knowledge and skills?(to support student success on assessments,

leading to desired results)

Stage 3:Plan Learning Experiences and

InstructionWhat will need to be done to help my students

learn the required knowledge and skills?(to support student success on assessments,

leading to desired results)

Skills and Knowledge

14

Remember!Remember! The Georgia Performance Standards provide year-

long learning goals. Units of study typically involve multiple standards

and elements, and many standards and elements will be addressed throughout a grade or course.

Units of study often take weeks to complete, and during that time students should demonstrate growing levels of competence.

15

Select standards from among those students need to know

Design an assessment 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 next level

Select a topic from the curriculum

Design instructional activities

Design and give an assessment

Give grade or feedback

Move onto new topic

Standards-based Practice Traditional Practice

The Process of Instructional PlanningThe Process of Instructional Planning

16

Essential Question 1Essential Question 1 What are the advantages of making

instructional decisions in stage 3 of the standards-based education process?

17

Covering vs. Uncovering:Covering vs. Uncovering:What does it mean to “uncover”?What does it mean to “uncover”? Bringing the “big ideas” to life Focusing on learning, rather than teaching Helping students to understand, not just remember

the understanding of others Incorporating a number of different teaching

strategies that are driven by the achievement targets

Teaching for breadth and depth---Wiggins & McTighe

18

Teaching for Breadth and DepthTeaching for Breadth and Depth

Depth Unearth it Analyze it Question it Prove it Generalize it

Breadth Connect it Picture it Extend it

19

Essential Question 2Essential Question 2 How can using the WHERETO model

help us make appropriate instructional decisions ?

20

WHERETO: Making Instructional DecisionsWHERETO: Making Instructional Decisions

WHERETOWHERETOWHERETOWHERETO

WWWhere are we going? Why?

What is expected?

WWWhere are we going? Why?

What is expected?

HHHow will we hook and

hold student interest?

HHHow will we hook and

hold student interest?

EEHow will we

equip students to explore and experience?

EEHow will we

equip students to explore and experience?

OOHow will we

organize and sequence the

learning?

OOHow will we

organize and sequence the

learning?

TTHow will we

tailor learning to varied needs,

interests, styles?

TTHow will we

tailor learning to varied needs,

interests, styles?

EEHow will

students self-evaluate and reflect on their

learning?

EEHow will

students self-evaluate and reflect on their

learning?

RRHow will we help

students rethink, rehearse, revise, and

refine?

RRHow will we help

students rethink, rehearse, revise, and

refine?

21

WHERETOWHERETO Group 1: WW Pages 10-11 Group 2: HH Page 12 Group 3: EE Pages 13-14 Group 4: RR Pages 15-16 Group 5: EE Page 17 Group 6: TT Page 18 Group 7: OO Page 19

Participant

Guide

•Key words

•Key points

•Examples

•How your “letter” could be used in unit planning

•Key words

•Key points

•Examples

•How your “letter” could be used in unit planning

22

Essential Question 3Essential Question 3 What strategies are most

appropriate for different types of achievement targets?

23

Achievement Targets - Achievement Targets - ReviewReview

24

Categories of Categories of Instructional StrategiesInstructional Strategies

Direct Instruction

Experiential Learning

Independent Learning

Indirect Instruction

Interactive Instruction

Involve a high degree of teacher control.

Students learn by doing or experiencing authentic or simulated situations.

Students work independently, sometimes at their own rate on self-selected assignments or topics.

The teacher establishes the learning situation or task, but the students determine the direction and/or solution.

Students work with other students and/or the teacher to move toward the learning goals.

25

Balanced Instruction - Balanced Instruction - A Self-assessmentA Self-assessment

Participant GuidePages 22 - 24

26

A Self-assessment - A Self-assessment - Reflect and ConsiderReflect and Consider

What do the survey results suggest? What patterns do you notice? Does your classroom practice reflect a balance of

instructional strategy types? Are you using one type of strategy more than

others? Are there types of strategies that you use less

frequently or not at all? Which types of instructional strategies might you

add or use more frequently? Which types of instructional strategies might you

use less frequently? How might you modify your classroom practice?

27

Communi-cation

Thinking & Reasoning

Skills/ Processes

Knowledge/ Information




Experiential Learning

Direct Instruction

Instructional Strategies Achievement Targets

Matching Strategies to Matching Strategies to Achievement TargetsAchievement Targets

28

Achievement Target: Achievement Target: Knowledge and InformationKnowledge and Information

Direct Instruction Experiential Learning




Strategies such as direct instruction, graphic organizers, structured overview, etc., can convey facts or information tostudents.

Experiential strategies may be structured to allow students to arrive, inductively or deductively, at rules or principles.

Strategies such as assigned questions, learning activity packages or centers, reports, or research projects allow students to obtain facts, etc.

Strategies such as concept attainment or concept formation, reading for meaning, reciprocal teaching,and inquiry allow students to arrive at rules or principles.

Strategies such as discussion, interviewing, or tutorial groups can provide students with information or help them to review rules, etc.

29

Achievement Target: Achievement Target: Skills/ProcessesSkills/Processes





Modeling can introduce or demonstrate skills or processes, but other, more student-directed strategies are needed as well.

Modeling, games, conducting experiments, etc., can introduce skills/processes or provide practice.

Essays, learning activity packages or centers, or research projects, etc., can provide opportunities for application or practice.

Instructional strategies that involve problem solving often provide the opportunity to acquire skills or practice processes.

Cooperative learning groups, debates, role playing, or laboratory groups, etc., work well.

30

Achievement Target: Achievement Target: Thinking and ReasoningThinking and Reasoning





Modeling can introduce or demonstrate thinking and reasoning processes, but other, more student-directed strategies are needed as well.

Most experiential strategies work well here, especially roll playing, games, experiments, and simulations.

Some, such as certain essay topics, learning activity packages or centers, or research projects, work better than others.

Strategies such as working with case studies, concept mapping, inquiry, problem solving, etc., work well with thinking and reasoning targets.

Most interactive instructional strategies work with these targets, but especially problem solving and Socratic Seminars.

31

Achievement Target: Achievement Target: CommunicationCommunication





Not the best strategies for providing students with opportunities to acquire or practice communication skills.

Good when oral, written, or other forms of expression are included, such as reporting field observations, role playing, orsimulations.

Essays or other strategies that involve oral, written, or other forms or expression can provide the opportunity to learn communication skills.

Reciprocal teaching, reflective discussion, or other strategies that involve oral, written, or other forms or expression work well.

By definition, interactive instructional strategies include opportunities to learn or practice communication skills.

32

Essential Question 4Essential Question 4 How can we develop unit plans that

include an appropriate variety of instructional strategies that will lead to student learning?

33

Unit Cover PageUnit Cover Page

Unit Title __Marching to the Beat of a Different Drummer__ Grade Level(s): 7th Subject/Topic Areas: _conformity, human connections, personal choice ____________Key Words: ___________________________________________________________Designed by: ___ML___________________________ Time Frame: __4 weeks___School District: ___________________________ School: _____________________

Brief Summary of Unit (including curricular context and unit goals):In this unit, students will read Lois Lowry's Newberry Award-winning novel, The Giver. They will consider conformity issues in government and communities and their impact on personal growth and stability. Students will also explore some of Lowry's themes, including the need for society to have rules and laws. Students will write in journals and work in small and large groups as they address these issues. Throughout the unit, students are asked to reflect, connect, and revisit issues presented in the book and to provide evidence of their understanding of these issues. An extension activity is planned that will have students reading a speech made by Lois Lowry shortly after the September 11 th attacks and relating the message in the speech to The Giver. At the end of the unit, students will evaluate all products they have produced during the unit and implement a self-designed plan to publish one selection.

34

Brown /Bear, brown /Bear /What do /You /See? /

Brown Bear, /Brown Bear, /What do you see? /

35

My Name:

My "Words Correct Per Minute"

Date Assessed "WCPM"August 80

September 83October 88

November 78December 88January 93February 96

March 99April 103May 108

Bubba

My "Words Correct Per Minute"

020

4060

80100

120

Date Assessed

"WC

PM

"

36

Fluency Monitoring_________ Elementary

2002-2003

Student names Met Goal?*

Date Aug. Sept. Oct. Nov. Dec. Jan. Feb. March April MayEx. # correct 80 83 88 78 88 93 96 99 103 108

+ or - XXXX 3 8 -2 8 13 16 19 23 28

Date Aug. Sept. Oct. Nov. Dec. Jan. Feb. March April May1 # correct 0 0 0 0 0 0 0 0 0 0

+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0


+ or - XXXX 0 0 0 0 0 0 0 0 0

student 2

student 3

Bubba no

student 1 no

student 6

student 7

student 4

student 10

student 11

student 8

student 9

no

no

no

no

no

no

no

no

no

no

Teacher:

4th Grade

student 5

Go

al: w

ee

kly

inc

rea

se

of 1

to 1

.5 w

ord

s c

orre

ct p

er m

inu

te.

37

Assessing Fluency: ExampleAssessing Fluency: Example

Words read ___________Minus Errors - ___________Words correct per minute ___________ (wcpm)

In one minute, student read 88 words and had 7 errors. The student read 81 words correct per minute (wcpm).

38

Assessing fluency: Assessing fluency: fluency probesfluency probes

Have students read orally a passage at the appropriate grade level

Mark errors with a slash mark (/)

* Substitutions* Reversals

* Omissions * Mispronunciations* Hesitations >5 seconds

• Do NOT mark as errors* Insertions * Repetitions * Self-corrections

• At the end of the one minute, place a double slash mark after the last word. (//)

39

Essential Skill: Running RecordsEssential Skill: Running Records

Recognizing ErrorsOmissions: Child skips word

Substitutions: house for homeInsertions: Child adds word

Marking ErrorsFormal testing: photocopyInformal testing: hundreds box

40

OmissionsOmissionsChild skips a word – Circle word or part of word omitted Examples “House cats hunt in the same way that lions and tigers do.”“. . . the money to buy you anything new.”

41

SubstitutionsSubstitutionsChild substitutes a word for the one in the text – Write the miscalled word over the word Examples “That way we’ll always have something new to play with.” “John looked around at the toys.”

and

They

42

InsertionsInsertionsChild adds word “Carrot” Examples Text: “He ran up and down the wall.” Child: “He ran up the and down the wall.”

>

43

What about self-corrections?What about self-corrections?

Child self-corrects and error

Place a check mark by the error mark Examples “John looked around at the toys.”“He ran up and down the wall.”“. . . the money to buy you anything new.”

and

√

>

√ √

44

Essential Question 5Essential Question 5 Why is examining student work important for all

educators? What are the benefits of looking collaboratively at student work?

45

How We Know What Students Know, How We Know What Students Know, Understand, and Are Able to DoUnderstand, and Are Able to Do

How We Know What Students Know, Understand,

and Are Able to Do

Asking Students Directly

Testing

46

Examining Student Work: What is it?Examining Student Work: What is it?

Involves a group of educators committed to improving their practice and improving curriculum, instruction, assessment, and the learning environment for students.

Requires bringing real student work to the group to be examined.

Uses a formal process for examining that work.

Requires follow-up after student work is examined so that the resulting knowledge is not lost.

47

Examining Student Work: Why do it?Examining Student Work: Why do it?

1. To improve teaching and student learning

2. To ensure learning activities and strategies align with standards

3. To allow teachers to calibrate their understanding of what quality looks like

4. To encourage appropriate rigor in learning activities

5. To inform instructional decision-making

6. To help identify trends

48

How can collaboration help . . .How can collaboration help . . .1. To improve teaching and student

learning?2. To ensure learning activities and

strategies align with standards?3. To allow teachers to calibrate their

understanding of what quality looks like?

4. To encourage appropriate rigor in learning activities?

5. To inform instructional decision-making?

6. To help identify trends?

49

Why Use Protocols?Why Use Protocols? Provide agreed upon guidelines for a

conversation Build the skills and culture necessary for

collaborative work Allow groups to build trust doing substantive

work together Create a structure that makes it safe to ask

challenging questions Ensure equity and parity in terms of how each

person’s issues are attended to Give a license to listen without having to respond

continuously Help make the most of the time available

50

Three Sample ProtocolsThree Sample Protocols The Tuning Protocol Standards in Practice (SIP) Collaborative Assessment of Student Learning

(CASL)

51

Three Sample ProtocolsThree Sample ProtocolsThe Tuning

Protocol Emphasizes

evaluative feedback from participants.

Helps participants “fine tune” their

instruction. Participants and

presenters take turns talking and listening to each other, trying to answer the questions the presenter of the student work is asking.

Standards in Practice (SIP)

A process that works to ensure that student work is aligned with the standards.

Looks at teacher work through the lens of classroom assignments and how well students perform on assignments.

The purpose is to increase the rigor of teachers’ assignments by aligning them with standards so that student achievement rises to meet the standards.

Collaborative Assessment of

Student Learning (CASL)

Helps teachers identify and evaluate learning strategies for students

Focuses on accomplishing a particular learning target linked to a specific standard

52

Three Sample ProtocolsThree Sample ProtocolsThe Tuning

Protocol Emphasizes

evaluative feedback from participants.

Helps participants “fine tune” their

instruction. Participants and

presenters take turns talking and listening to each other, trying to answer the questions the presenter of the student work is asking.

Standards in Practice (SIP)

A process that works to ensure that student work is aligned with the standards.

Looks at teacher work through the lens of classroom assignments and how well students perform on assignments.

The purpose is to increase the rigor of teachers’ assignments by aligning them with standards so that student achievement rises to meet the standards.

Collaborative Assessment of

Student Learning (CASL)

Helps teachers identify and evaluate learning strategies for students

Focuses on accomplishing a particular learning target linked to a specific standard

53

Protocol PointersProtocol Pointers Works for many types of groups Same groups work together regularly. Six to eight group members From one to three hours (but can be

modified) Have a time keeper Best to work at a table Follow-up is key

54

Jigsaw Jigsaw DirectionsDirections

Form groups:1. Tuning Protocol (pages 41-44)2. SIP (pages 45-54)3. CASL (pages 55-57)

Read the materials and be prepared to present: Why use this protocol? When would it be most helpful? What are some key guidelines for making the most

from this protocol?

55

Essential Question 6Essential Question 6 How can we use teacher commentary to increase

student learning?

56

What is teacher commentary?What is teacher commentary?

Feedback to students Lets them know how the student’s “evidence”

matches up against the expectations expressed in the standards.

May be oral or in writing, and both are suggested.

Formative in nature Tells the student how to improve Assumes that s/he will have opportunities to do

so!

57

What is the purpose of What is the purpose of teacher commentary?teacher commentary?

To correct knowledge gaps or skill deficits To provide feedback that is specific and helpful to

the student To encourage the student to continue trying To guide learning by letting the students know

where s/he needs to focus To keep a written record of student progress

58

How often should one provide teacher How often should one provide teacher commentary on student work?commentary on student work?

Often enough to document progress throughout a unit.

Often enough so that students can make adjustments and learn and then demonstrate new learning.

Often enough so that students can see patterns in their work and in the commentary their work elicits.

59

What are guidelines for providing What are guidelines for providing good teacher commentary?good teacher commentary?

Review the standards and elements so that you have expectations clearly in your mind, and so that you can refer to them (in terms students understand) in your commentary.

Center your comments around the standards and elements. If the teacher commentary is in writing, think of it as a “written conference.”

Be very specific; this helps students know exactly what they are doing right and/or wrong.

60

Practice Teacher CommentaryPractice Teacher Commentary Use a piece of student work from the

previous activity. Write teacher commentary for the work

selected (individually). Share your commentary with a partner. Partners offer “commentary on the

commentary.”

61

Essential Question 7Essential Question 7 How can we map our units over the course of a

year?

62

What Mapping DoesWhat Mapping Does Provides a road map Gives teachers picture of students’ long-term

experiences Serves as a communication tool Shows potential links Provides timeline for new teachers

The above statements are only true if the maps are living documents that people use!

63

Grade Level Content Map 1Grade Level Content Map 1Grade Subject Area

Aug Sep Oct Nov Dec

64

Grade Level Content Map 2Grade Level Content Map 2Grade Subject Area

Content Skills Assessment

Aug

Sep

Oct

Nov

Dec

65

Work in small groups. Generate some possible map formats. For each one:

Identify its purpose and audience Tell what type of information it would contain Identify the relative level of detail (high, medium, low) Show what it might look like Create a one-page description and thumbnail drawing to post on

the wall. Put any new units that you have created into the map.

What types of maps would What types of maps would serve you well?serve you well?

66

Wrapping UpWrapping UpWhat have you learned over the past two days?

Documents

1 GEORGIA PERFORMANCE STANDARDS Days 4 and 5: Making Instructional Decisions