Professional Learning Resources

Professional Learning Resources

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Professional Learning

District Professional Learning

October 2012

http://schools.birdvilleschools.net/domain/3946

Planning for Learning:Starting with the Standards

Why are we here today?

In the survey given after August professional learning,

The #1 training requested was how to plan from a standards-based curriculum.

As we have engaged in using Forethought, the #1 area of concern has been on the process of planning for learning in a PLC.

Goals for the day

To become more familiar with the process of planning from standards

To collaborate with peers to apply learning to authentic classroom scenarios

Session Norms Listen fully and reflectively

Practice forming new habits of mind that challenge the limits of your potential

Hold confidentially the experiences and revelations of others with care

Be responsible for your impact on the room

Give yourself the grace to be a learner, and not necessarily an expert, today

Lesson 1

Instructional Unit 1

Common assessment

Formative assessment

(FA)

Regroup/ Re-teach

Lesson 2 Lesson 3 Lesson 4

FA FA

PLC

PLC

PLC

Curriculum

Planning for Learning Model

Planning for Learning Model: The PLC

PLCThe primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions:

1. What do students need to know and be able to do?

2. How will we know when they’ve learned it?

3. What will we do if they haven’t learned it?

4. What will we do if they already learned it?

What do students need to know and be able to do?

PLC

CurriculumFirst step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do?

PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested.

How will we know when they’ve learned it?

PLC

CurriculumSecond step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it?

PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not.

Common assessment

What do students need to know and be able to do?Navigating Forethought

Standards folder (or in ELA, standards folders organized by strand): These are all of the standards students should learn during this unit.

Unit Overview: The concepts, key understandings, and guiding questions that shape the unit and align to the standards.

Vocabulary: list of essential terms and/or word stems

Resources: the resources available for effectively teaching this unit. These resources have been vetted for alignment to each standard in the unit.

What do students need to know and be able to do?Navigating Forethought

Remember:The Unit Overview, Vocabulary, Resources, Standard Clarifications, and any other attached materials are available in the

Resources Box at the bottom right of the screen.

Lesson 1

Instructional Unit 1

Common assessment

Formative assessment

(FA)

Regroup/ Re-teach

Lesson 2 Lesson 3 Lesson 4

FA FA

PLC

PLC

PLC

Curriculum

Planning for Learning Model

Select the standard

Partners, PreReqs, and

Process

Evidence of Learning

Strategies and Structures

Resources

ProcedureAccommodations/

Modifications/ Extensions

Reflection

Planning for Learning: The Lesson Design Level

Planning for Learning: Expectations for Lesson Planning

The WHAT we teach within a unit will be common (the standards)

The HOW we teach may vary

Lessons DO NOT have to be lock-step

We will COLLABORATE to design quality lessons

We will MODIFY for our students’ unique needs

Select the standard


Process


Strategies and

Structures

Resources



Reflection

•What standard is the target of learning?• Are there any TEKS thata) partner with this?b) are prerequisites?c) How do I bundle

these standards together?

•What process skills are necessary for the student to be able to master the standard(s)?•What is the cognitiverigor, content, andcontext of thestandards?

•What is the purpose of this lesson?•How exactly will students demonstrate evidence of their learning?•How will you assess the evidence?•What formative assessments can be used throughout the lesson cycle to monitor student progress?

•What strategies can I use to cause my students to engage in the content, context, and rigor of the standards?

•What resources do I have?•What resources will my students need?•Do these resources align to the intent of the standards?

•What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occur in an efficient and effective manner?

•How can I plan for differentiation according to the varied needs of my students?

• What will I do if students don’t get it?•What other strategies could help my struggling students?•Do I need to re-teach (whole group, certain students)? How will I re-teach and why?

•What whole class instruction is necessary?•How can I use different groupings to structure learning?

•What is the purpose of each structure I choose and how does it align to the standard?

Planning for Learning: The Lesson

Select the standard


Process



Resources



Reflection


What do students need to know and be able to do?Leading Standard

The leading standard is the target learning of a lesson.

According to your data, are there any skills the students will need to have already mastered in order to demonstrate mastery of the leading standard?

For example, if the leading standard is:Students understand, make inferences, and draw conclusions about how an author’s use of sensory language creates imagery in literarytext and provide evidence from the text to supporttheir understanding. Students are expected to explain the role of irony, sarcasm and paradox (9.7)

In order to master this expectation, what do students have to know?

What do students need to know and be able to do?PREREQUISITE SKILLS

Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another.

Think about the leading standard we just discussed.

A partner standard could be:Students understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from the text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. (9.3)

What do students need to know and be able to do?PARTNER STANDARDS

Process skills are those skills needed for applying the content standards.

Consider again the leading standard

Process skills are those that we practice dailyand intentionally. Process skills help us get to meaning and learning.

A process skill that supports the leading standard is make complex inferences about text and usetextual evidence to support understanding (9 RCB)

What do students need to know and be able to do?PROCESS SKILLS

What do students need to know and be able to do? Guiding Questions for the PLC

• What will be the leading, or target, standard for this lesson?

• Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together?

• What process skills are necessary to the student’s ability to master the standard(s)?

• What is the cognitive rigor of the standard(s)?

• What content is addressed in the standard(s) and in what context will it be assessed?

• What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?

Standard Clarification

• Contains information on the cognitive rigor, the content, the context, and a sample assessment item

• Provides the guidance for the level of the standard

Step 1: Independent

What do students need to know and be able to do?ACTIVITY 1

-Examine the standards for the first unit of the 2nd six-weeks

-What is one leading standard in this unit?

Step 2: Partners


-Turn to your shoulder partner-Discuss: the standard each of you chose- What makes this a leading standard?

-Select one of the standards for the focus of the next step.

Step 3: Partners


-Do any other unit standards naturally partner with this one? -What are prerequisite skills the students need to have?-What process skill(s) would be necessary for the student to be able to master this standard? or What process skill(s) support the mastery of this standard?

Step 4: Partner Swap


-Find another partner group and SWAP so that you have a new partner

Step 5: Partner Swap


-Discuss: How will grouping standards impact planning a lesson? Why is it essential to examine the standards in this way?

Step 1:

Step 6: WholeGroup


What did we learn? How will

this impact planning for

learning?

Select the standard


Process



Resources



Reflection


How will we know when they’ve learned it? Evidence of Learning

Types of AssessmentFormative:-Frequent

-Occurs before or during the unit of instruction

-For instructional purposes-Can be anything that informs you on student progress- May not be for a grade

Summative:- Less frequent - Occurs after unit of instruction - For evaluative purposes- Can be a test, a project, an essay, a presentation, etc.

- Example: Major test grade

How will we know when they’ve learned it?Evidence of Learning

• How exactly will students demonstrate evidence of their learning at the end of the lesson cycle?

• How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.)

• What formative assessments can be used throughout the lesson cycle to monitor student progress?

Step 1: Independent

Evidence of LearningACTIVITY 2

-Think for 2 minutes and jot down notes about an assessment (either formative or summative) for the standard:

(9.7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.

Step 1:

Step 2: Small Group

Huddle Up!

1. Stand Up (take notes with you)

2. Raise both hands in the air

3. Find someone with both

hands up and join one hand

4. Find a third person to complete

the huddle

5. Huddle Up!


Step 1:

Step 3: Small Group


-Take turns discussing the assessment idea you just came up with-Discuss how you think each idea aligns to the cognitive rigor, content, and context of the standard.

Step 1:

Step 4: Small Group


-Come to an agreement on one assessment shared by the group- Consider: is it aligned to the cognitive rigor,

content, and context of the standard?- Will this authentically assess the students’

mastery of the standard?

Step 1:

Step 5: Small Group

Evidence of LearningACTIVITY

-On a piece of paper:

1. Describe the assessment

2. Explain how the assessment is aligned to the intent of the standard


Step 6: Gallery Walk

-Elect a docent, or representative, from the team to remain seated with the group’s paper

-All other team members stand up

-Rotate around the room discussing all of the assessments with the docent for each group

On a Post-It Note: record your biggest A-HA about the multiple ways we can assess student learning.

Please put it in the “Parking Lot.”

Student Work SamplesMultiple Assessments: Debrief


• Let’s look at some student work samples.

Evidence of Learning: Student Work

Please take out the work

samples

Student Work Samples

• Each table is a group• Each person at the table will share the following:– The work sample assigned to you– The standard it addressed

• The group will determine:– If the sample matches the cognitive level of the standard– Next steps for learning– One other idea for evidence of learning for the standard

Evidence of Learning: Student Work

Student Work SamplesEvidence of Learning: Debrief

Select the standard


Process



Resources



Reflection


Select the standard


Process



Resources

Planning for Learning: The Lesson Plan in Forethought

What do students need to know and be able to do?

How will we know when they’ve learned it?

Procedure

Accommodations/ Modifications/

Extensions

Reflection

Planning for Learning: The Lesson Plan in Forethought

What will we do if they haven’t learned it? What will we do if they already learned it?

DebriefDebrief

Are you more familiar with the process of planning from standards?

How can you apply learning to authentic classroom scenarios?

How will this inform your instruction?

How will this process fit in with the work of your PLC?

Documents

Professional Learning Resources