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What Do We Expect Students to Learn?Unpacking Expectations

Jennifer L. Sparrow

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A World Leader in Education Cultivating Exceptional Thinkers Prepared for the Future

What Do We Expect Students to Learn?

Unpacking Expectations

Jennifer SparrowDeputy Superintendent

Singapore American School

Settingthe Stage


Topics

• Why unpack expectations?

• Why are power standards important?

• How can my PLC unpack expectations?

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• Look over the handout “Why Should WeEnsure Students Have Access to aGuaranteed and Viable Curriculum?”

• What benefits come from unpackingexpectations?

• What issues might arise from notunpacking expectations?

Why?


Key Reasons

• It promotes clarity.• It promotes consistent priorities.• It is crucial to the common pacing required for

common formative assessments.• It can help establish a curriculum that is viable.• It creates ownership of the curriculum among

those who are called on to teach it.

(DuFour, DuFour, Eaker, Many, & Mattos, Learning by Doing:A Handbook for Professional Learning Communities at Work, 2016)

ClearLearning

Targets

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Curriculum

StandardK–12 or K–5, 6–8, 9–12

BenchmarkCourse, Grade

OutcomeCourse, Grade


Curriculum

Understand numbers, ways of representing

numbers, relationships among numbers, and

number systems.Math 9–12

Compare and contrast properties of number systems and understand complex numbers as solutions.

Algebra

Understand vectors and matrices as

systems that have some properties of

the real-number system.

Algebra

Use number-theory arguments

to justify relationships

involving whole numbers.

Algebra


Problem With Standards

“In striving to “cover” everything, many educators admit to teaching many of the standards only superficially. Often all standards are considered equal when, in fact, certain standards are more important than others in terms of overall student success.”

—Ainsworth, Power Standards: Identifying the Standards That Matter the Most (2003), p. 1

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Problem With Standards

“There is uncertainty and inconsistency regarding which standards educators need to emphasize over others. As a result, the use of standards to focus instruction and thus improve student learning is diminished.”

—Ainsworth, Power Standards: Identifying the Standards That Matter the Most (2003), p. 1


Lit. Info. Text

Found. Skills

Writing Spk’g & Lstn’g

Lang. Total

K 10 10 17 7 8 21 731 10 10 19 7 9 27 822 10 10 11 7 9 25 723 10 10 9 21 10 31 914 9 10 6 25 10 26 865 9 10 6 25 10 24 846 9 10 - 28 10 22 797 9 10 - 28 10 19 768 9 10 - 28 10 21 78

9-10 9 10 - 28 10 18 7511-12 9 10 - 28 10 17 74

—Common Core English Language Arts Standards


Count’g & Cardinality

Oper. & AlgebraicThinking

# & Oper. in Base 10

# & Oper. in Fractions

Measure. & Data

Geo. Total

K 10 5 1 - 3 6 251 - 8 9 - 4 3 242 - 4 11 - 10 3 283 - 9 3 9 14 2 374 - 5 6 14 9 3 375 - 3 9 14 10 4 40

—Common Core Mathematics Standards

Ratio & Prop.

Relation.

NumberSystem

Express.& Equat.

Geo. Stats & Probab.

Functions Total

6 7 15 12 4 9 - 477 7 11 6 6 13 - 438 - 2 13 12 4 5 36

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Solution = Power Standards

“Power standards are prioritized standards that are derived from a systematic and balanced approach to distinguishing which standards are absolutely essential for student success from those that are nice to know.”

—Ainsworth, Unwrapping the Standards: A Simple Processto Make Standards Manageable (2003), p. 3


Power Standards

• Create a “safety net.”

• Ensure that every student understands theitems inside the power standards beforeleaving the grade or course.

• Flexibility occurs outside of the safety net.


Power Standards

• Power standards usually apply to K–12 ora division (K–5, 6–8, 9–12).

• At the grade level, power standards areusually more specific and labeled“essential outcomes” or “essentialbenchmarks.”

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Example

K–12 Power Standard• “Write opinion pieces on topics or texts, supporting

a point of view with reasons and information.”

Grade Specific Essential Outcomes• Provide reasons that support the opinion (grade 3).

• Provide reasons that are supported by facts anddetails (grade 4).

• Provide logically ordered reasons that are supported by facts and details (grade 5).


Remember

If you aren’t going to assess it explicitly, it isn’t a power standard or essential outcome!


Criteria for Power Standards

LeverageWide application (e.g., proficiency in creating graphs, tables, & charts)

EnduranceNeeded throughout life (e.g., reading)

Success in School (Readiness)Foundational to further learning (e.g., leaving grade 3 understanding multiplication to focus on division in grade 4)

(Reeves, The Leader’s Guide to Standards: A Blueprint for Educational Equity and Excellence, 2002)

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Is This a Power Standard? If Yes, Why? If No, Why Not?

• G3 Writing – “Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.”

• G5 Reading – “Quote accurately from a text when explaining what the text says explicitly and when drawing inferences fromthe text.”

• G6 Language – “Vary sentence patterns for meaning, reader/listener interest, and style.”

• G9-10 Speaking/Listening – “Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.”

• G11-12 History/Social Studies Literacy – “Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.”


Overview of Process

1. Make initial selections; reach initial consensus.2. Reference outside sources (e.g., SBAC content

specifications); make changes as needed.3. Chart selections for each grade.4. Vertically align priority standards K–12; resolve

uncertainties; reach group consensus.5. Acquire feedback from all teachers responsible

for teaching the standards.6. Revise, publish, and distribute.

—Ainsworth, Prioritizing the Common Core: Identifying Specific Standards to Emphasize the Most (2013), p. 159


Example – Singapore American Elementary School

1. Each elementary grade level selects reading, writing, or math.2. Collectively, the grade level reaches initial consensus for their selected

subject.3. Grade level PLC leaders, instructional coach, and director of curriculum

reference outside sources (e.g., Columbia Teacher College readingcontinuums) to ensure something important is not being left out. Revisions are made as needed.

4. Instructional coaches and director of curriculum are charting selectionsfor each grade.

5. Director of curriculum is monitoring vertical alignment of power standards K–12. As needed, he asks questions and pushes thinking to ensure vertical alignment is taking place.

6. Grade level teachers use the power standards to drive PLC conversations and make revisions as needed.

7. At the end of the year, the final set of power standards are published. 8. At the end of three years, power standards will be in place for all three

areas.

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Example – Kindergarten PLC





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• What is most important toremember about the concept of power standards?

• To what degree have PLCs in your context identified power standards?

• How might you take this concept back to your school or PLC?


Unwrap Learning Targets

Standard Content Cognitive Behavior




The studentwill explain

the associative property.

associative property explain

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The studentwill list the

elements of narrative structure.

elements of narrative structure

list


Importance of Cognitive Behavior

The student will list the elements of narrative structure.

The student will describe the elements of narrative structure.

The student will determine the elements of narrative structure.


Importance of Cognitive Behavior

The student will list the elements of narrative structure. – remember

The student will describe the elements of narrative structure. – understand

The student will determine the elements of narrative structure. – evaluate

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Bloom’s Revised Bloom’s(Anderson & Krathwohl)

High Cognitive Demand

Low Cognitive Demand

Evaluating

Synthesizing

Analyzing

Applying

Comprehending

Knowing

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Common Taxonomies


Knowledge DimensionA. Factual Knowledge – the basic elements

that students must know to be acquainted with a discipline or solve problems in it

A. Knowledge of terminologyB. Knowledge of specific details and

elementsB. Conceptual knowledge –

interrelationships among the basic elements within a larger structure that enable them to function together

A. Knowledge of classifications and categories

B. Knowledge of principles and generalizations

C. Knowledge of theories, models, and structures

C. Procedural knowledge – how to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

A. Knowledge of subject-specific skills and algorithms

B. Knowledge of subject-specific techniques and methods

C. Knowledge of criteria for determining when to use appropriate procedures

D. Metacognitive knowledge – knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

A. Strategic knowledgeB. Knowledge about cognitive tasks,

including appropriate contextual and conditional knowledge

C. Self-knowledge

Cognitive Process Dimension1.0 Remember – retrieving relevant knowledge form long-term memory

1.1 recognizing1.2 recalling

2.0 Understand – determining the meaning of instructional messages, including oral, written, and graphic communication

2.1 interpreting2.2 exemplifying2.3 classifying2.4 summarizing2.5 inferring2.6 comparing2.7 explaining

3.0 Apply – carrying out or using a procedure in a given situation

3.1 executing3.2 implementing

4.0 Analyze – breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose

4.1 differentiating4.2 organizing4.3 attributing

5.0 Evaluate – making judgments based on criteria and standards

5.1 checking5.2 critiquing

6.0 Create – putting elements together to form a novel, coherent whole or make an original product

6.1 generating6.2 planning6.3 producing


dd

d

d

d

d

d

d

Interactive version: http://www.celt.iastate.edu/teaching/effective‐teaching‐practices/revised‐blooms‐taxonomy

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Understands and analyzes how cultures and cultural groups have contributed to history



• Underline the content.• Circle the cognitive behavior.





• For each cognitive behavior, determinethe level of rigor.

• If necessary, be more specific about thecontent.

immigrant groups (Northern and Southern European)

U AN

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Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

EV

AN

AP



Learn and remember extended movement sequences and use projection while performing.

R R

AP



Identify and apply suitable criteria for listening to and critiquing performances of self, peers, and others, providing feedbackas appropriate. AP

APR

elements and formsof music; how it affects

the reactions of listeners

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• Use a variety of strategies to decode words and derive meaning.

• Compose a personal narrative based on ideas, observations, or memories of an event or experience.

• Use equivalent fractions as a strategy to add and subtract fractions.

• Identify properties of solid, liquid, and gaseous substances.

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to thelearning and performance of physical activities.

• Explain the importance of respecting personal space and boundaries.


Taxonomy Table

• Also known as Assessment Blueprint ORTable of Specifications

• Ensures clarity among the PLC for whatstudents are expected to learn

• Can be used to check for level of rigor


Taxonomy Table

Two Steps:

1. Unwrap learning outcomes forknowledge and cognitive level.

2. Plot the intersection between theknowledge and level of cognitivedemand for each learning objective ona matrix.

If helpful, indicate the relative emphasis of each intersection on the chart.

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Taxonomy Table

Remember Understand Apply Analyze Evaluate Create

Factualknowledge

Conceptual knowledge

Procedural knowledge

Metacognitiveknowledge

Cognitive Process Dimension

Knowledge Dimen

sion


Objective for Grade 8 US History unit:1. Remember the specific parts of the Parliamentary Acts (such as the

Sugar, Stamp, and Townshend Acts).2. Explain the consequences of the Parliamentary Acts for different colonial

groups.3. Choose a colonial character or group and write a persuasive editorial

stating his, her, or its position on the acts (the editorial must include at least one supporting reason not specifically taught or covered in class).

4. Self- and peer edit the editorial.

Cognitive Process DimensionRemember Understand Apply Analyze Evaluate Create

Factualknowledge

Obj. 1 Obj. 3

Conceptual knowledge

Obj. 2 Obj. 4 Obj. 3

Procedural knowledge

MetacognitiveknowledgeKn

owledge Dimen

sion


Rigor

“Rigor is more than what you teach and what standards you cover; it’s how you teach and how students show you they understand. True rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.”

—Blackburn, Rigor Is Nota Four-Letter Word (2008), p. 15

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Assessment Blueprint – Change to Revised Bloom’s

Is this a rigorous unit? If yes, why?If not, what should be done to raise the level of rigor?


How Is This More Rigorous?


• What is most important toremember about the unwrapping learning targets?

• To what degree have PLCs in your context unwrapped learning targets?

• How might you take this concept back to your school or PLC?

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Thank You!

Jennifer SparrowDeputy Superintendent

Singapore American School

Learning by Doing © 2006, 2010, 2016 Solution Tree Press • SolutionTree.comVisit go.SolutionTree.com/PLCbooks to download this free reproducible.

REPRODUCIBLE

Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?

To improve student achievement, educators must determine the power standards—learning standards that are most essential because they possess the qualities of endurance, leverage, and readiness for success at the next level; “the first and most important practical implication of power standards is that leaders must make time for teachers to collaborate within and among grade levels to identify the power standards” (Reeves, 2002, p. 54).

“The staff in the effective school accepts responsibility for the students’ learning of the essential curricular goals” (Lezotte, 2002, p. 4, emphasis added).

Professional learning communities are characterized by an academic focus that begins with a set of practices that bring clarity, coherence, and precision to every teacher’s classroom work. Teachers work collaboratively to provide a rigorous curriculum that is crystal clear and includes a compact list of learning expectations for each grade or course and tangible exemplars of student proficiency for each learning expectation (Saphier, 2005).

The first step in curriculum development is to “identify desired results. What should students know, understand, and be able to do? What content is worthy of understanding? What ‘enduring’ understandings are desired? What essential questions will be explored? [This step] calls for clarity about priorities” (Tomlinson & McTighe, 2006, pp. 27–28).

One of the keys to improving schools is to ensure teachers “know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria”; this can be maximized in a safe and collaborative environment where teachers talk to each other about teaching (Hattie, 2009, p. 239).

“Implementing a strategy of common, rigorous standards with differentiated resources and instruction can create excellence and equity for all students” (Childress, Doyle, & Thomas, 2009, p. 133).

A high-reliability school provides students with a guaranteed and viable curriculum focused on enhancing student learning. The curriculum is focused enough that it can be adequately addressed in the time available to teachers. All students have the opportunity to learn the critical content of the curriculum. Individual teachers do not have the option to disregard or replace content that has been designated as essential (Marzano et al., 2014).

“The only way the curriculum in a school can truly be guaranteed is if the teachers themselves, those who are called upon to deliver the curriculum, have worked collaboratively to do the following:

§ Study the intended curriculum.

§ Agree on priorities within the curriculum.

§ Clarify how the curriculum translates into student knowledge and skills.

§ Establish general pacing guidelines for delivering the curriculum.

§ Commit to one another that they will, in fact, teach the agreed-upon curriculum” (DuFour & Marzano, 2011, p. 91).

“If we want to mobilize concerted action and a deep shift in practice then governments, districts, and schools need to develop clarity of outcomes and build shared understanding of these by educators, students, and parents” (Fullan & Quinn, 2016, p. 83).

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Learning by Doing © 2006, 2010, 2016 Solution Tree Press • SolutionTree.comVisit go.SolutionTree.com/PLCbooks to download this free reproducible.

REPRODUCIBLE

References

Childress, S. M., Doyle, D. P., & Thomas, D. A. (2009). Leading for equity: The pursuit of excellence in Montgomery County Public Schools. Cambridge, MA: Harvard Education Press.

DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Lezotte, L. W. (2002). Revolutionary and evolutionary: The effective schools movement. Accessed at www.effectiveschools.com/images/stories/RevEv.pdf on January 10, 2010.

Marzano, R. J., Warrick, P., & Simms, J. A. (2014). A handbook for high reliability schools: The next step in school reform. Bloomington, IN: Marzano Research.

Reeves, D. B. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco: Jossey-Bass.

Saphier, J. (2005). John Adams’ promise: How to have good schools for all our children, not just for some. Acton, MA: Research for Better Teaching.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

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