BEST Brevards Effective Strategies for Teaching Module 6
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If you build it. Lets build a castle
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Tick-tock, time to work!
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Exploring your experience Team A Team B Frustrating Manageable,
but dont grade me on it! No problem
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Instructions given to Team A Team A was given the materials a
model step-by-step directions for building their castle.
Additionally, we specified there were materials to choose from (not
all were required) they could use extra materials to add their
creative touch they were being timed
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Instructions given to Team B Team B was given the materials
directions to build the best castle they could they were being
timed
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Which approach is more effective on a consistent basis?
balances direction with creativity? is more efficient?
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Objectives By the end of this module, we should be able to use
an end in mind planning paradigm to align standards, curriculum,
assessment and instructional practices.
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What? How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
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Lets begin with the End in Mind
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What does End in Mind mean? To begin with the end in mind means
to start with a clear understanding of your destination. It means
to know where youre going so that you better understand where you
are now so that the steps you take are always in the right
direction. ~Stephen Covey, The 7 Habits of Highly Effective People,
1989, p. 9
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Why should we use it? Three of the five National Survey of
Student Engagement benchmarks align with the principles of an End
in Mind design. (Indiana University, 2001). End in Mind design
represents a synthesis of research-based best practices that are
associated with improving student achievement (Brown, 2004).
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Where we typically spend our time
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Where we should spend our time Keep in Mind! The Designing
Assessment section should be where the bulk of our materials
preparation time is spent, as this is where students are practicing
and we are using formative assessment to guide our teaching.
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What it is / What it isnt End in Mind Design isEnd in Mind
Design is NOT A paradigm A prepackaged template An approach Rigid
Thinking made visible Something more to do Good planning practices
Knowing where you are going Streamlining best practices
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Exploring the End in Mind Design
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Step One Desired Results
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What? How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
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The Established Goal(s) state standard What is the state
standard for the instructional plan? A plan could be for a concept,
a topic, a theme, a week- long lesson, etc.
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Students will understand that What is the rationale behind the
standard? Why do they have to know it? How does it apply? So
what?
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Students will know What are the general Concepts Skills
Information Abilities they should gain from the learning
experience?
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Students will be able to SMART goals Specific Measurable
Attainable Realistic Time-bound What they will do to show you they
have met the standard?
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Questions?
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Essential Questions
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Purpose of essential questions Spark interest Build connections
Activate background knowledge Identify areas of interest Plant
seeds for future learning
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What? How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
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What is an essential question? According to Wiggins &
McTighe (2005, p. 342), a question the lies at the heart of a
subjectand promotes inquiry. Essential questions thus do not yield
a single straightforward answerbut produce different plausible
responses, about which thoughtful people may disagree.
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Examples from science How is a leaf like your hand? What should
be the limits of scientific discovery? Is scientific discovery
always progress?
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Examples from mathematics How is addition and subtraction
related? How do we use numbers? Is a straight line always the
shortest possible distance?
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Examples from social studies What is fairness? Where do we
live? Is honesty the best policy? Was Jefferson a hypocrite? How
should resources be divided? (Are you willing to give up some of
yours to make things even?)
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Examples from English Language Arts Literature: What makes a
friend? Who are our heroes? What makes writing worth reading? What
does it mean to be literate in the 21 st century?
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Examples from fine arts What is music? What makes for good art?
What are the limits on artistic expression?
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Examples from Careers and Technology Culinary: Does food that
is good for you have to taste bad? Business: Can a business be 100%
ethical and successful? Technology: Should we be able to freely
share files, such as music, movies, etc., on the internet? Family
& Consumer Science:
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An Essential Question should be framed for maximal simplicity.
be worded in student-friendly language. provoke discussion. point
toward the larger essential idea and unit questions. (Wiggins &
McTighe, 1998, p. 34)
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Its your turn so get curious! At your table, choose two
subjects (math, science, etc.) and generate as many essential
questions as you can in the next four minutes.
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What? How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
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Questions?
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Step Two Assessment Evidence, or ~how do you know they
know?~
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What do we mean by evidence? Stage One: What should students
know? Stage Two: What counts as evidence of what they know? This
needs to be decided upon BEFORE the learning activities are
designed.
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What? How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
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What? How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
Assessment drives Instruction Assessment pieces must be
designed BEFORE learning activities The assessment pieces we design
inform us of the instructional activities we need to plan
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Step Two in Action we How will we know that you understand the
End in Mind design?
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You will apply your learning! (Of course!) Individually, as a
table, in grade level team, etc. (your choice), you will draft part
of an End in Design Instructional Planning Tool But first, dont you
want to know whats expected from you?
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One approach -- GRASPS Goal Role Audience Situation Product,
Performance, Purpose Standards for Success (Wiggins & McTighe,
2007).
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Goal GOAL: Your task is to create a draft end in mind
instructional plan for your classroom/school.
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Role ROLE: You are a classroom teacher, administrator, etc.
whatever your actual role is.
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Audience AUDIENCE: Your target audience is your class of
students or your faculty or small group.
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Situation SITUATION: The challenge involves identifying a
standard, understanding its rationale and relevance, then selecting
appropriate research-based resources, strategies, activities, and
assessment pieces to bring students to an end goal.
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Performance, Product, Purpose PERFORMANCE / PRODUCT / PURPOSE:
The final product, before you leave today, is a draft of Stage 1
(Desired Results) of the instructional plan so that you will have a
clear foundation for choosing appropriate resources and learning
activities.
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Standards (criteria) for success STANDARDS AND CRITERIA FOR
SUCCESS: Your product must meet the following standards: The
Established Goal section lists a state standard. The Understandings
section reveal the why behind the state standard. The Essential
Questions should generate student engagement. The Students Will
Know section should list basic concepts students should know as a
result of the learning experience. The Students will be able to
section should list specific, measurable, attainable,
results-oriented, and time-bound goals.
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The Bottom Line Regardless of approach to assessment, the
criteria for student success needs to be well-articulated
Development of rubrics List of facts students will be tested upon
Criteria for presentations Etc.
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Your turn! Activity: Teachers complete Steps One and Two (or at
least part of Step Two) of their End in Design Instructional
Planning Tool Provide standards for those who do not want to think
of their own Participants may choose to work individually, in
pairs, grade level, departments, etc. Follow-up: Praise, Question,
Polish
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Questions?
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Feedback Need some directed questions here to elicit feedback
and segue into the next step of the Instructional Planning
Model.
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Step Three The Learning Plan
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THIS SECTION NEEDS HELP - FYI
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1. What is your data? Consider your students What is your data?
Test scores / Classroom performance as data (FCAT, SRI, prior
performance in class, benchmarks, end of unit tests, FAIR, running
records, etc.) Readiness, interest and learning profile data (see
Module 4) Exceptional education, English language learners, gifted
student education, etc. data.
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Based on the data, how will you differentiate Content? (what
you want the students to learn) Process? (the way students make
sense out of the content) Product? ( how will students demonstrate
mastery of what they learned) 2. How will you differentiate?
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3. Plan activities
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4. Do (implement)
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5. Reflect
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Resources vs. Curriculum ~food for thought~
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A teachers primary job is to uncover important ideas in
subjects, not cover a textbook. ~Wiggins & McTighe, 2007
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Heres the BIG PICTURE: are the ~curriculum~ Everything else is
a resource
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Questions?
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TAKE NOTE! The next set of slides are not complete, but give
you our thought process of where we were headed.
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Follow-up Activity Complete a End in Mind Instructional
Planning Tool for a standard / set of standards / unit, etc.
Implement it and provide feedback in a mini-PLC during a faculty
meeting
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Parking Lot The subsequent slides are ideas to incorporate or
where we placed something we werent sure where to place.
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What?How? Why?What if? Refine teaching and misunderstandings,
then share projects /performances. Make connections to get their
attention Create/find and share a conceptual image, then inform
them (content, facts). Practice with formative assessment followed
by summative assessment, then create extensions for personal use
(plan for quadrant four).
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Examples of how we use the End in Mind Design already PDP In a
sense, preparing for FCAT