Writing a Learning Experience ToolsContact Information: Pat Loncto

THINKING ABOUT WRITING A LEARNING EXPERIENCE

WRITING A LEARNING EXPERIENCE TIPS

TOOL BLANK TEMPLATES

Tool 1: Finding the Big Ideas

Tool 2: MY Performance Indicator Vocabulary List

Tool 3: Lesson Sketch

Tool 4: Rubric

SAMPLE TOOL TEMPLATES

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THINKING ABOUT WRITING A LEARNING EXPERIENCE

Begin with reflection on the Big Picture for the Learning Experience:

What content is to be addressed (refer to Standards/PI)?

Is this centered on a significant/relevant issue or concept?

What skills might be necessary?

What processes/procedures might the students need to use?

What types of products might be suitable for my students?

How can the student and I evaluate the content and quality of the work?

WRITING A LEARNING EXPERIENCETIPS

OVERALL REMINDERS Use these LE BASIC TOOLS:

o Tool 1: Finding the Big Ideas o Tool 2: MY Performance Indicator Vocabulary List o Tool 3: LESSON SKETCHo Tool 4: Rubric

Sections in the Sketch template are recursive. When a change is made to one section it often requires revision to other sections. Continual re-reading and editing is part of the writing process.

Use the exact coding and wording for the NYS Standards/PI. Be sure to use most current version.

Keep all writing in the in present tense because it is easier to imagine the action when it is written in present tense and there is a strength of conviction to the writer’s plan. Do not use “will”.

Keep all writing impersonal avoiding the use of “I”, “my”, “we”, “they”.

Continually use key vocabulary found in the Standards/performance indicators when writing all sections so the connection to them is always in the reader’s mind.

Title all handouts and refer to the item with the title throughout the sections of the Sketch. Use key vocabulary in titles when appropriate.

Less is better – be concise and articulate, use bullets when appropriate.

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LESSON DESIGN REMINDERS

1. Think about and design a “summative assessment” before you begin planning the learning opportunities. A summative assessment summarizes student performance on larger portions of learning at the end of a major block of time. Examples of tools for this purpose are: demonstrations in authentic simulations, post-tests, presentations, projects, portfolios.

2. Design “formative” assessments. Formative assessments guide the instruction of students. They are a collection of evidence of progress toward meeting the learning standard performance indicators. Examples of tools for this purpose are observation, group discussion, journal writing and reflection, graphic organizers, portfolios, checklists, scoring guides, logs, skill applications, role play, teacher-student conferencing, and rubrics.

3. It is educationally sound to design “diagnostic” assessments to determine the student’s knowledge base or skill level prior to implementation of the lesson, thereby helping the teacher plan instruction. When compared to the summative assessment for the specified learning, the diagnostic assessments also become evidence of growth as a result of learning. Examples of tools for this purpose are journal writing and reflection, graphic organizers such as a concept map, pre-test, and on-demand application of a skill.

LESSON SKETCH REMINDERS

1. In the Learning Opportunities section of the Sketch, write a procedural explanation to describe the actions of students and teachers, and the interactions among and between students and teachers that support student progress toward attainment of the learning standards and performance indicators being assessed.

2. The focus of the steps should be about the students. It is assumed the steps are what the students do therefore it is not necessary to repeat the word “student”. But it IS necessary to state “teacher” when they are performing the action.

3. Keep all writing in the SKETCH section in present tense because it is easier to imagine the action when it is written in present tense and there is a strength of conviction to the writer’s plan. Do not use “will”.

4. Keep all writing in the SKETCH impersonal, avoiding the use of “I”, “my”, “we”, “they”.

5. It is helpful to state if the action is being performed by students individually, in pairs, small groups, or large group.

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Finding the Big Ideas Grade level:Directions: Fill in all the blanks with the same word for the topic of a unit. WRITE your answer for each question in the space under the question. Write the first ideas that come to your mind. Select a unit that you enjoy and like to teach. You may find that you are not quite as clear as you might be about what students should leave understanding. If you feel really feel “stuck”, look at your Standards/PI, look at the Core Curriculum and other resources for ideas.

Purpose of finding the Big Idea: to discover what makes this topic worth your time to teach and the student’s effort and time to learn.

NOTE: This design tool with prompts has been adapted from UBD.

Why study ____________________? So what?(topic)

What makes the study of ____________________universal? (topic)

If the unit on ____________________is a story, what’s the moral of the story (topic)

What’s the Big Idea implied in the skill or process of ____________________? (topic)

What larger concept, theme, or issue underlies ____________________? (topic)

What couldn’t we do if we didn’t understand ____________________?

How is ____________________used and applied in the larger world? (topic)

What is real-world insight about ____________________? (topic)

What is the value of studying ____________________?

(topic)

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Tool to be used prior to writing a Learning Experience.A vocabulary list that originates with the Standards/PI and Core Curriculum is used as a reference when writing. It provides intentional

focus on the learning that is to take place so that parts of the sketch remain aligned as the teacher writes the lesson sketch details. The words on this list should be used with the students in directions and explanations. These words are the language of the discipline that

can be learned by students in the context of the instruction.

MY Performance Indicator Vocabulary List

Name: NYS Standards Area:

Grade Level: Title of Learning Experience:

Brief description of the related series of lessons (LE):

NYS Standards and Performance Indicators:

In the chart below, list the words in the Standards and Performance Indicators selected that you think are significant. Pay particular attention to words that are part of that discipline’s literacy. (For example: plot in ELA, inquiry in Science, strategy in Math, pitch Music)

Next, list other significant words that you commonly use, or would like to use, during this series of lessons. Focus on words that relate to what you expect to see in rubric 3 or 4 level work representing achievement of the stated Performance Indicators for this series of lessons.

Key Phrases Nouns Verbs Adjectives

Using the information you included within Tool 1 and 2, write an Enduring Understanding for your topic.

Using the information you included within Tools 1, 2, and the Enduring Understanding write an Essential Question for your topic.

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Hints for Avoiding Common Edits to Sketches for Novice Sketch Writers

Essential Question – avoid personal pronouns. If must, use collective “we” or “one” Guiding Question - avoid personal pronouns. If must, use collective “we” or “one” Reflection Questions – USE pronouns to make the question personal to the student. Standards/PI –

o code correctly using name for discipline area (IE. ELA, MST), and all the parts and pieces leading to PI as well as verbatim PI language. Label NYS before the state standards and CC for common core. In other words, lead us to them in the correct standards document.

o Only list Standards/PI assessed during that Sketch. Content = learn about Skills = learn to do Learning Opportunities –

o Each LO needs to be connected to a Standard/PI and to an assessment tool.o Use present tense verb to start the sentence.o No need to start sentence with “student” since this section is about the student.o When talking about a worksheet or rubric give the title for each. If you did not title the worksheet, then

title it. Adding clip art, related to the content/purpose, is encouraged to create mental models for students.

o Reflection is a learning opportunity and must be noted in this section in addition to briefly stating the opportunity/question in the reflection row.

o At some point in the Learning Experience the Essential Question must be addressed with students. The “when” and “how” appear somewhere in the Sketch(es).

Assessment Tool –o If evidence is gained through observation there must be a record in the form of annotated comments.

Documentation cannot be held in the teacher’s head.o Tools must be related to each chosen Standards/PI and to Learning Opportunities.o If the same tool is used multiple times during the same session, it only needs to be listed once on that

Sketch. Reflection – Write the question or a brief description to document that students connect learning content/skills to

their lives. The “how” is stated in Learning Opportunity.

If possible – include a diagnostic assessment to discover what students know prior to teaching the sketches.

If appropriate, include data to back up the need to teach your Learning Experience. IE State Assessments chart, or a survey you took of your classes, an article you read….Include in your presentation or in your package the rationale for creating these lessons.

Add your own style to the presentation – sit, stand, use technology, folder, binder, stapled papers…. You own it, make it yours and SHINE.

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Terms for completing Lesson SketchLesson Sketch is a graphic organizer containing a teacher’s learning plan for engaging students in experiences that attain the lesson’s objectives specified in the NYS Standards/Performance Indicators.

Organizing Center and Essential Question allow the teacher to connect lessons and to make the unit as cohesive as possible by providing a theme and an overarching question designed to create student interest and summarize the direction for the entire unit.

Student Guiding Question(s) allow the teacher to connect lessons and to make the unit as cohesive as possible by breaking the essential question into smaller scaffolding questions.

NYS Standards/Performance Indicators are specific criteria/objectives for identifying what students are expected to learn and be able to do.

Assessment Tool(s) can be recall-based, performance-based, product-based, and process-based (reflections). They provide concrete evidence of learning. Assessment must be aligned to the stated performance indicators, that is, they must show what each student knows and can do in relation to the performance indicators that the lesson sets out to accomplish. They result from engagement in the Learning Opportunities.

Skills are subject-related actions/procedures students learn, practice, and apply, numerous times, with positive reinforcement and support in a variety of tasks/situations. Assessment of skills needs to be listed in Assessment Tool(s) section.

Learning Opportunities include lesson activities that the teacher uses to engage students in learning. These need to consider a number of criteria, including (a) sensitivity to multiple learning styles and intelligences; (b) inquiry questions and experiences; (c) flexibility and choice; (d) academic rigor; (e) incorporation of higher order thinking and ELA skills; (f) requirements stipulated by school district. The Learning Opportunities are stated in terms of what the STUDENTS are doing, not the teacher and begin with a verb.

Teaching Strategies NOTES are details about the lesson that the teacher wants to remember about his/her part in the learning such as a teaching strategy explanation, classroom management, resources, etc.

Student Reflection Opportunity/Question support students’ meta-cognitive processes and allow them to reflect on different aspects related to learning. These include: the processes used to learn (i.e., how did you solve that problem?), the merits and shortcomings of their products and performance (i.e., what is the best part of your essay?), their feelings and thoughts as learners (i.e., what aspects of this work are you finding most challenging?), and their learning as a whole (i.e., what is the most important thing you learned this week, why?).

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LESSON SKETCH TEMPLATE

Discipline: Title: Grade Level: Teacher :Enduring Understanding: Essential Question: Length of Periods:Lesson Components Day 1Student Guiding Question(s) What questions direct this lesson and connect to the essential question? NYS Standards/PI What do you want your students to know and/or be able to do by the end of this learning?Assessment Tool(s)How do you obtain evidence of each student’s learning?Skills What steps/procedures do you want your students to learn during this lesson?Learning OpportunitiesWhat are the students doing during this lesson?

Teaching Strategies NOTES:What does the teacher need to remember during this lesson?

Student Reflection Opportunity/Question How do students connect their learning to their personal lives?

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Rubric

Dimension/Attribute Level 4 Level 3 Level 2 Level 1 Total/Comments

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Sample Basic Tools in My Tool Box for Writing an LE.By Jennifer Twist

Tool 1: Finding the Big Ideas Directions: Fill in all the blanks with the same word for the LE topic. Brainstorm and write your answer for each question in the space under the question. Write the first ideas that come to your mind. Purpose of finding the Big Idea: to discover what makes this topic worth your time to teach and the student’s effort and time to learn.NOTE: This design tool with prompts has been adapted from UBD.

Why study place value and number value? So what?(topic)

Place value/number value are foundational skills for mathematics. An understanding of place value and number value is necessary when adding and subtracting multi digit numbers, multiplying, and dividing.

What makes the study of place value and number value universal? (topic)

All individuals need a basic understanding of the number system. The skill of applying place value/number value is necessary within several place in the real world including money and cooking.

If the unit on place value and number value is a story, what’s the moral of the story? (topic)

All digits within a number have a specific place value number value. Incorrect usage of a place value and completely changes the meaning of a digit.

What’s the Big Idea implied in the skill or process of place value and number value? (topic)

The value of a digit changes based on its place value and number value.

What larger concept, theme, or issue underlies place value and number value? (topic)

The value of digits change based on interpretation of place value and number value.

What couldn’t we do if we didn’t understand place value and number value? (topic)

Go about daily life and activities including balancing a checkbook, cooking or purchasing any item from a store.

How are place value and number value used and applied in the larger world? (topic)

The number system(place value and number value) is used in everyday life including money and buying/selling items.

What is real-world insight about place value and number value? (topic)

The number system is a foundational element of basic life.

What is the value of studying place value and number value? (topic)

Successfully carrying out day to day activities including driving and shopping.

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Sample Tool 2: MY Performance Indicator Vocabulary ListDirections: List the key vocabulary for your particular chunk of learning. Also refer to Standards/PI selected and Core Curriculum

Name: Jennifer Twist Standards Area: MST Standards 3: MathematicsGrade Level: Fourth Title of Learning Experience: Place Value

Brief description of the related series of lessons (LE): This learning experience focuses on reviewing the following skills:

Place Value and Number Value

New York State MST Standard 3: MathematicsStudents will:

Understand the concepts of and become proficient with the skills of mathematics Communicate and reason mathematically Become problem solvers by using appropriate tools and strategies through the integrated study of number and sense

and operations, algebra, geometry, measurement and statistics and probability.

Strand: Number Sense and OperationStudents will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.

Band: Number SystemsPerformances Indicator

Key Phrases Nouns Verbs AdjectivesNumber Sense and Operation

Foundation of the number system

Mathematics

Place Value

Base Ten Number System

Concepts

Skills

Problem Solver

Tools/strategies

Numbers/Number Systems

Relationships

Everyday life: money shopping, driving

Position

Digit

Problem Solving

Communicate/reason

Understand

Representing

Interpret number meaning

Proficient

Multiple

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3.4.N.4 Understand the place value structure of the base ten number system

Sample Tool 3: LESSON SKETCH

Standards Area: Mathematics Topic: Place Value and Value of a Number

Grade Level: Fourth Teacher: Ms. Jennifer TwistClassroom Teacher: Mrs. Jennifer Battel

Enduring Understanding:The value of a digit changes based on its place value and number value.

Essential Question: What do numbers show?

Length of Periods: 50 Minutes

Lesson Components Day 1Student Guiding Question(s) What questions direct this lesson and connect to the essential question?

What does value of a number mean? How does the place of a digit effect the numbers value? Where are the following place values located? Whole Numbers: Decimal Numbers: Thousands,Hundreds,Tens, Ones Thousandths, Hundredths, Tenths

How will I show place value of whole numbers (up to thousands) and decimal numbers (up to thousandths)? What is the value of the digits in each place value?

NYS Standards/PI What do you want your students to know and/or be able to do by the end of this lesson?

New York State MST Standard 3: MathematicsStudents will:

Understand the concepts of and become proficient with the skills of mathematics Communicate and reason mathematically Become problem solvers by using appropriate tools and strategies through the integrated study of number and sense and

operations, algebra, geometry, measurement and statistics and probability.Strand: Number Sense and OperationStudents will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Band: Number SystemsPerformances Indicators:3.4.N.4 Understand the place value structure of the base ten number system

Assessment Tool(s)How do you obtain evidence of each student’s learning during this lesson?

Place Value Computation Pre-Test (Proficient Level Version)-Administered prior to day one of the LE Observations of student conversations and anecdotal notes (Place Value Game, Walk-About Survey Concept Attainment

Activity, Reflection) Place Value Rubric for Differentiated Place Value Test

Skills What steps/procedures do you want your students to learn during this lesson?

Manipulate the base ten number system to solve problems Communicate mathematical reasoning in relationship to place value/number value

Learning OpportunitiesWhat are the students doing during this lesson?

Independently complete Place Value Computation Pre-Test (Proficient Level Version)-Administered prior to day one of the LE.

Participate in whole group Place Value Game Complete Walk-About Survey with peers Take part in whole group brainstorming Concept Attainment Activity Use the following websites for independent practice while teacher clarifies misconceptions with students needing

additional help.

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http://songsforteaching.com/math/placevalue/onestenshundredsplace.htm http://education.jlab.org/placevalue/gamepage.html Based on Pre-Test score, students independently complete Differentiated Place Value Test Students work collaboratively with 2-3 peers to verbally compile a response for the reflection question. They may also

use white boards and base ten blocks to communicate their thinking.

Teaching Strategies NOTES:What does the teacher need to remember during this lesson?

Gather the following : Place Value number cards (3x5 cards with whole number and decimal number place values printed on them) Mystery Place Value Cards and post-it notes Chart Paper( Examples and Non-Examples) Place Value Computation Pre-Test Walk-About-Survey Differentiated Place Value Test Place Value Rubric white boards and base ten blocks

Student Reflection Opportunity/Question How do students connect their learning to their personal lives during this lesson?

Give an example of when the place value of a number matters in your life? Respond to the following Essential Question:

What do numbers show? “Pop” to share mathematical thinking

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Sample Tool 4: Place Value RubricAttribute Level 4 Level 3 Level 2 Level 1 Total/Comments

Problem SolvingThe extent to which the student provides a correct solution through the use of errorless computations.

Sophisticated computation(s) process is errorlessComputation(s) arrive at correct solution

Computation(s) process is errorless

Computation(s) arrive at correct solution

Computation(s) process contains error(s)

ORComputation(s) arrive at incorrect solution

Computation(s) and/ or solution is missing ORBoth computation(s) and solution are incorrect

Number ValueThe extent to which the student represents number value numerically.

States correct number value based on provided digit

Written response is enriched with the use of mathematical vocabulary

States correct number value based on provided digit

Written response correctly identifies number value of given digit

States incorrect number value based on provided digit ORWritten response includes incorrect usage of mathematical vocabulary

States incorrect number value based on provided digit Written response includes incorrect usage of mathematical vocabulary

Place ValueThe extent to which the student represents a digit according to place value.

Digit is placed in the correct position based on its value

Written response is enriched with the use of mathematical vocabulary

Digit is placed in the correct position based on its value

Written response correctly identifies the place value of a given digit

Digit is placed in the incorrect position based on its value ORWritten response includes incorrect usage of mathematical vocabulary

Digit is placed in the incorrect position based on its value

Written response includes incorrect usage of mathematical vocabulary

Number StoryThe extent to which the student represents mathematical thinking in the form of a number story.

Communicates, in writing, a number story that elicits a mathematical solution

Provides a question that can be solved based on the number story

Uses enriched mathematical vocabulary

Communicates, in writing, a number story that elicits a mathematical solution

Provides a question that can be solved based on the number story

Content of written number story is irrelevant to the skill of place value and number value ORQuestion that can be solved based on the number story is missing or irrelevant

Content of written number story and/or question is irrelevant

Question that can be solved based on the number story is missing and/or irrelevant

Part 1 Test Score (28 points): Part 2 Rubric Score (12points): Total Score (40/40): Sweet Home Grade Interpretation: Secure=40-30 Points Developing=29-20 Points Beginning=19-0 Points

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