GPS, Essential Questions, and Word Walls… …taking the first steps toward backward design

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  • GPS, Essential Questions, and Word Walls taking the first steps toward backward design.
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  • Partner Organizer Chat with a few neighbors and share your most recently read novel, a vacation destination from the summer, and a favorite dessert.
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  • Paired Verbal Fluency- Thoughts on Backward Design Set up: Students Pair, decide who will be 1 and 2 in each pair. Announce topic. Round 1: 1 Talks 2 Listens45 seconds Switch roles Round 2: 1 remembers more ideas 2 Listens 30 seconds Switch roles Repeat for Round 3: 20 seconds Process or Write: Things you and your partner shared Ideas shared that need clarification Questions about the topic Set up: Students Pair, decide who will be 1 and 2 in each pair. Announce topic. Round 1: 1 Talks 2 Listens45 seconds Switch roles Round 2: 1 remembers more ideas 2 Listens 30 seconds Switch roles Repeat for Round 3: 20 seconds Process or Write: Things you and your partner shared Ideas shared that need clarification Questions about the topic
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  • Essential Questions How do skillful teachers deliver instruction at the level requested in the GPS? How do you move from a content standard to a well crafted essential question?
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  • Beginning with Standards Georgia Standards Quality Core Curriculum Georgia Performance Standards National Standards Cobb Standards Resources to access standards PICASSO Course Guides Unit Outlines Exemplary units Resources www.gastandrds.org
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  • How do you move from a content standard to a well crafted essential question? Standards Identify Understanding Essential Questions
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  • What comes first learning or understanding?
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  • Standards/Picasso/GPS Begin with your standards Consider your learning goals before creating lessons or activities Enduring Understanding Worth Being familiar with Important to know
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  • Begin with NOUNS and VERBS Decide What Students Must Know and How They Are to Demonstrate Knowledge
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  • Unpacking a standard: 4th grade Science Strand: Physical Science S4E3 States of Water, Water Cycle, and Weather S4E3 States of Water, Water Cycle, and Weather Students will differentiate between the states of water and how they relate to the water cycle and weather. Element: S4E3a States of Matter (Water)S4E3a States of Matter (Water) a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. Element: S4E3b Freezing/Boiling Temperatures of WaterS4E3b Freezing/Boiling Temperatures of Water b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
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  • Unpacking a standard: 4th grade Science Strand: Physical Science S4E3 States of Water, Water Cycle, and WeatherS4E3 States of Water, Water Cycle, and Weather Students will differentiate between the states of water and how they relate to the water cycle and weather. Element: S4E3a States of Matter (Water)S4E3a States of Matter (Water) a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. Element: S4E3b Freezing/Boiling Temperatures of WaterS4E3b Freezing/Boiling Temperatures of Water b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
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  • S2P1 Properties of Matter and Changes in Objects 4 th grade science Standard Verbs (How students will show what is required) Nouns (What students are required to know) S4E3 States of Water, Water Cycle, and Weather Differentiate ~relates Demonstrate ~change in state Identify Becomes states of water Water cycle Weather Solid, liquid, gases Temperatures (Water)-Solid and Gas
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  • Unpacking your standard Take a few minutes to Circle the verbs Underline nouns
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  • Create a Graphic Organizer If done by teacher, can be used by students as a preview If done by students can be used as a word wall
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  • S4E3 States of Water, Water Cycle, and Weather Differentiate states of water Weather Water Cycle Demonstrate Temperatures Changes in States Solid Liquid Gas Relation Identify
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  • Your Turn! Think- Pair- Share! Step 1: Review the standard identify nouns and verbs on your own. Step 2: Pair up to create a concept map. Step 3: Share your map with the class!
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  • How do you move from a content standard to a well crafted essential question? Standards Identify Understanding Essential Questions
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  • What Is Understanding? Understanding is different than knowledge Understanding is fluid, transferable to new contexts and transformable into new theory Mere knowledge can be rote, understanding provides insight
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  • Stage One Content Standards to Understandings When writing understandings, ask yourself these questions: What are the enduring understanding I want my students to take away from this unit? Does my understanding have lasting value beyond the classroom? Does the understanding help dispel misconceptions is the understanding not obvious?
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  • Modified Concept Attainment for Enduring Understandings The student will understand that Effective readers use specific strategies to help them better understand the text. A texts structure helps a reader better understand its meaning. The student will understand How to predict. The table of contents.
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  • Examples of Understandings Reading involves making sense of the text, not just decoding the words. History is a story, who tells the story affects how it is presented. Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion. Meaning is conveyed through phrasing, intonation, and syntax.
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  • Examples of Understandings Science claims must be verified by independent investigations. The topography, climate, and natural resources of a region influence the culture, economy, and lifestyle of its inhabitants. Meaning is conveyed through phrasing, intonation, and syntax.
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  • Enduring Understandings: Format No: Students will understand principles of persuasive speaking No: Students will know how to speak persuasively No: Speak persuasively in public YES: Students will understand that persuasion often involves an emotional appeal to the particular wishes, needs, hopes, and fears of an audience, irrespective of how logical and rational the argument
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  • Begin with Understandings to get to Essential Questions Remember understanding should be: Knowledge that is enduring Has value beyond the classroom Understanding is not obvious to students Most be uncovered inferred, revealed, come to be seen, constructed Can often be applied to other situations Should be written as a full sentence statement
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  • Your Turn! With a partner determine an Enduring Understanding for your standard. State understandings as sentences: Students will understand that Write 1-2 understandings for the standard and elements.
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  • Flip Book 1 Record the definition of an Enduring Understanding under the first flap. You may also include an example.
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  • How do you move from a content standard to a well crafted essential question? Standards Identify Understanding Essential Questions
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  • Essential Questions Questions of different scope and purpose are used to uncover important ideas and issues in a unit Are arguable and lead to understandings, rather than leading questions that point to facts Have no simple right answer Raise other important questions, often across subject boundaries Are thought provoking
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  • Partner Activity Concept Attainment With a partner, review the questions in the envelope. Determine if the question is a yes example or a no example of EQs. Record their common characteristics.
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  • Modified Concept Attainment To what extent does form derive from function in biology? How do effective writers hook and hold their readers? Who wins and who loses when technologies change? How do you know that you comprehend when you read? How do native speakers differ from fluent foreigners? How can technology enhance understanding? How many legs does a spider have? How does an elephant use its trunk? What is foreshadowing? Can you find an example of foreshadowing in the story? What is the original meaning of the term, technology (from its Greek root, techne)? What are continents? How many hours are in day? When was the Magna Carta signed and by whom?
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  • 3 Types of Questions Overarching ~ Essential Questions Point to broad transferable ideas Transcend a particular unit Can apply to various subjects or topics Topical ~ Essential Questions Frame a particular unit of study Specific to a particular content topic Guiding ~ Questions NOT an Essential Question More specific than topical Answers are right or wrong Can be looked up
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  • Essential Questions Geography How does where