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    3. What’s at the Core of your Content?

    4. “Enduring Understandings” Overarching concepts Broad and abstract Give the content meaning Transferable Timeless

    5. Design Process

    6. In Laymen’s Terms… ..

    7. In Laymen’s Terms…

    8. The age old question: (read in annoying, whiney voice) “Why do I need to know this?”

    9. Stage 1: DESIRED RESULTS Ask yourself…. Why study______? So what? What makes the study of______ universal? What larger concept, issue, or problem underlies_______? How is ________ used and applied in the larger world? What is the real-world insight about _________? What is the value of studying __________?

    10. Sixth Grade Social Studies: Ancient Civilizations Unit History repeats itself: cyclical and progressive (or not?) The Human Condition: protection, competition, religion, etc. “The more things change, the more they seem the same.” Vocabulary: contribution, belief, perspective, technology (in a broader sense), impact, consequence, significance, parallel, influence

    11. HS Physical Science: Energy and Matter Energy and matter interact through forces Forces govern all of the interactions of the universe (even personal ones!!) Changes in the motion of an object require a force Vocab: charge, interaction, momentum, acceleration, friction, velocity

    12. You Try! Look at your state standards, state/district curriculum, textbooks Choose a unit Prioritize unit concepts Determine “enduring understandings” for the unit Identify key vocabulary (about 5) for those enduring understandings

    13. Check for Understanding: Rally Coach! Partner A share Partner B listen for essential understandings and key vocabulary, ask questions and/or provide feedback Switch and repeat

    14. In Laymen’s Terms…

    15. Evidence of Learning

    16. Stage 2: ASSESSMENT EVIDENCE What evidence can show that students have achieved the desired results? What assessment tasks and other evidence will anchor our curricular unit and thus guide our instruction? What should we look for, to determine the extent of student understanding?

    17. Consider Summative Assessment(s) Alternatives What kinds of evidence will demonstrate the student learning that was intended? What types of assessment are most appropriate and most revealing of the desired learning?

    18. Examples 6: Essay analyzing the relationship between a contribution from an ancient civilization and a modern day manifestation of that contribution (city wall/border patrol, pyramid/church, irrigation ditches, plumbing systems) HS: Design an experiment to investigate the relationship between force and motion

    19. Your Turn Brainstorm summative assessment alternatives for your unit Check for a direct match between the assessment and the intended learnings Start to determine what concepts and skills students will need to master in order to be successful with the assessment.

    20. Check for Understanding: Rally Coach! Partner A share Partner B listen for match to intended learning, ask questions and/or provide feedback Switch and repeat

    21. In Laymen’s Terms…

    22. The Lesson Plan Which one do you want me to use?

    23. The Lesson Plan What are the essential components? Curriculum or Benchmark Big Idea/Question Objective Access, build or connect to prior knowledge Construct, support, scaffold new learning Assessment or evidence of learning with feedback Reflection or next steps Share outShare out

    24. Writing Objectives - Determine Your Purpose Essential Understanding: History repeats itself: cyclical and progressive (or not?) Summative Assessment: Write an essay analyzing the relationship between a contribution from an ancient civilization and a modern day manifestation of that contribution (city wall/border patrol, pyramid/church, irrigation ditches, plumbing systems) Concepts/Skills needed: Identify contributions of Ancient Civilizations Analyze the purpose of those contributions Determine a modern day manifestation Compare and contrast Organize ideas for essay Write lesson objectives to review with students: Students will describe significant contributions of Ancient Greece using a T-Chart (contribution/significance or purpose)

    25. Shift Thinking From activity… “What will I have the students do today?” To cognitive objective… “What do I want the students to learn today?” …and how will I know they learned it?

    26. Let’s take a look at “Objective Speak” Which one should I use? Bloom’s Taxonomy Costa’s Levels of Questioning Put them together and you’ve got …

    27. A Three Story Intellect

    28. Formulate an Instructional Objective Cognitive Verb: “What kind of thinking do I want students to do?” Content: “About what?”

    29. Take Off, Touch Down! Summarize the causes of the Boston Tea Party by writing a “Gist Statement.” Analyze the movie Romeo and Juliet. Identify whether each sentence includes a simile or a metaphor by labeling each sentence with an S or an M. Compare and contrast neighborhoods and communities by completing a Venn Diagram. Draw an animal cell.

    30. Let’s Do Some Together Predict the issues that arose when people first proposed public education. Explain the theory of plate tectonics by telling it to a partner. Scan multiple texts to compare/ contrast character traits. Revise summaries about the Reformation.

    31. Your Turn! Look at one of the summative assessment options for your unit What concepts/skills are necessary? Write an objective for at least one of those concepts/skills Remember…cognitive verb, content, proving behavior

    32. Rally Coach! Partner A shares objective Partner B identifies the cognitive verb, content, and evidence Switch and repeat

    33. You’ve Won!!!

    34. Did you say… Select a destination What does this place have to offer? Prioritize (what can’t be missed, what is optional?) Sequence/Create an itinerary Pack appropriately and hit the road! Select a unit What is essential for students to learn? Prioritize unit objectives Sequence content/skills and write cognitive objectives for individual lessons Design targeted instruction with built-in checks for understanding

    35. Teach to the Objective!

    37. Frame the Learning Support the Learning Summarize the Learning Plan Instruction

    38. Frame the Learning

    39. Activate-Build-Connect Bridge to prior knowledge or experience Hook the students interest Find relevance Create quality questions Incorporate unit vocabulary when possible (CODE: Connect)

    40. 6th Grade Social Studies: Ancient Civilizations How do people sometimes separate themselves from others? Think of some different examples of when and how we, as people, keep others away from us. What are some of the reasons we do this? Possible Responses: cliques, bouncers at clubs, gated communities, borders, etc. Possible Reasons: ego-centrism, security, fear of unknown, various others

    41. You Try! Generate ideas for the Frame portion of your lessons. Think about: Students prior knowledge (access or build?) Go back to essential understandings to look for relevant connections What would be interesting/motivating for your students?

    42. Support the Learning

    43. Deep Processing How will students think about the content? Refer to cognitive objective! What vocabulary (CODE: Organize and Deep Process) is essential to understanding? What kinds of processing activities/structures can you plan to generate deep thinking? How will you generate questions at all levels of thinking? Refer to Three Story Intellect!

    44. Differentiation How can you differentiate by Content, Process, or Product? What are some ways you can differentiate by Student Interest, Readiness, or Learning Style?

    45. Welcome to Italy! One goal you have is to learn about Venice You have four options Attend a lecture on the rich history of Venice Read the Venice Vacation Guide featured in the local newspaper, The Gondola Times Take a self-guided audio tour of the Venice Museum Spend a day with a local on a walking tour of the city

    46. Active Engagement: Why it Matters Lecture: 10% Reading: 20% Auditory/Visual: 30% Demonstration: 50% Discuss w/others: 70% Practice by Doing: 80% Teaching Others: 90%

    47. Teacher Talk… 0% simultaneity One student at a time in a class of 25… 4% simultaneity Students working in foursomes… 25% simultaneity Students are working in pairs…50% simultaneity All learners are involved at the same time…100% simultaneity!! Student Engagement=Simultaneity

    48. Ask Questions More Effectively: Address All Students Instead of… Can anyone tell me? Hands up if you know… Johnny, what is the answer to number 5? Anyone, anyone, Bueller???

    49. Ask Questions More Effectively: Facilitate Processing Time Say Something Timed-Pair-Share Rally Robin/Table Round Robin/Table

    50. Give One-Get One List three strategies you can use to get/keep students actively engaged. Stand Up, Hand Up, Pair Up to exchange a strategy with a partner Repeat 3x and return to your seat.

    51. Summarize the Learning

    52. Evidence w/ Feedback How will students show their thinking? How will I check for understanding and progress towards intended objectives? Can students use lesson vocabulary as they summarize their learning (CODE: Exercise)? What feedback can I provide to keep students moving toward that intended learning?

    53. 6th Grade Social Studies: Ancient Civilization Complete the following analogy. Then defend the validity of your analogy in 1-2 sentences using key words from the word bank. A city-wall is to a city-state as a _________ is to __________.

    54. You Try! Generate ideas for the Summarize portion of your lessons. Think about: How students will show their thinking How you will check for understanding and progress towards intended objectives How students can use vocabulary as they summarize their learning (CODE: Exercise) What feedback you can provide to students to keep them moving toward the intended learning

    55. Round Table Review On your own, identify three important ideas from today and rank their importance. In groups of four, round table the index card and write and initial your #1 idea (use #2 or #3 ideas if your #1 is too similar to another group member) until everyone has contributed

    56. Summarizing Your Learning

    57. Group will review rubric for each component of plan. Participants will assess own performance and make revisions. Participants will present to partner(s) and get feedback. Participants will present to group and get feedback.

    58. Self Assessment Using the project rubric, analyze your own essential understandings and objectives. Determine your own success using the rubric as a lens Revise as needed

    59. Feedback Feedback is purposeful, descriptive and specific. Effective feedback is timely, delivered while the learning goal is still fresh in the learner’s mind. Statements of feedback are constructive. must also provide strategies and tips on how to achieve that goal, as well as the opportunity to apply the feedback. Praise is not feedback. Refers directly to the rubric.

    60. Constructive Criticism … The Good

    61. Constructive Criticism… The Bad

    62. Constructive Criticism… The Ugly

    63. Select Two or Three Criteria The Good Essential Understandings Objectives The Bad and/or Ugly Everything on the rubric

    64. Begin with a Positive The Good “Your essential question is very thought provoking and relevant to the students lives.” “Your hook was so interactive!” “It’s very obvious that you met the needs of all the learners through this tiered activity!” The Bad and/or Ugly “Who cares about the effects of acid rain?” “I wouldn’t do that touchy-feely activity with my kids!” “Where’s your differentiation?”

    65. Be Descriptive rather than Judgmental The Good “Your Venn diagram would be good if you want students to compare two things. However, you are asking them to identify cause and effect. Is there a different graphic organizer that would go along with this objective?” The Bad and/or Ugly “Why the heck are you using a Venn diagram for a cause and effect text? You a need a cause/effect graphic organizer, duh!”

    66. Build Relationships The Good “It is very obvious that you attended the literacy institute – I can see all four elements of the literacy framework in your plan! For example…” The Bad and/or Ugly “You could always use this unit as a liner for the dog kennel!”

    67. Be Clear The Good “Your objectives are clearly aligned with your assessments.” The Bad and/or Ugly “This is good.” “This looks great!”

    68. Ask Clarifying Questions The Good “What areas do you feel are the strengths of this lesson?” The Bad and/or Ugly “What’s the point of this unit?” “Where were you for the last week?”

    69. Constructive Criticism: The Good, the Bad and the Ugly

    70. Each Day… Review criteria from the rubric Share your work with your partners Discuss work using the rubric as a lens Give constructive feedback!

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