Clarify. Focus. Connect.

1. Clarify. Focus. Connect. Clarifying expectations for focus and connectivity in the technology-rich, standards-based classroom Dr. Elizabeth Clark Donna Solley Crysten Caviness Birdville ISD

2. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

3. Session Objectives CLARIFY Understand the design process for creating a standard clarification document FOCUS Design learning with a focus on the standards CONNECT Understand how to connect learning tasks to a standard and integrate technology to maximize learning in a high-stakes, standards-based system

4. Session Objectives Focus on the WHAT to design the HOW Clarify the WHAT Connect lesson design to DESIRED LEARNING OUTCOMES We CLARIFY what is to be learned so that teachers can FOCUS on the target while designing a lesson that CONNECTS the lesson to the desired learning.

5. Clarify

6. Curriculum Design

7. Curriculum Design Unit of Instruction Frontloaded Curriculum Development Backward Design of Instruction As curriculum developers, we must frontload from the standards and provide specificity through the clarification documents so that teachers can employ backward design principles when planning instruction.

8. Curriculum Design

9. Curriculum Design Standard Clarification Document

10. Standard Clarification Design 8th Grade Science (8)  Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A)  compare and contrast potential and kinetic energy

11. Standard Clarification Design • What is the cognitive requirement of the standard? • What is the VERB? • At what level of complexity should students be working? • What content is addressed in the standard? • What is it about the content that the students will (insert verb here)? • What is the context of the content and its relationship to the cognitive requirement? • How will students interact with the content of the standard?

12. Focus

13. Focus on the Curriculum Standards-Based Curriculum

14. Standard Clarification Use • Clarifies for the teacher WHATstudents should know and be able to do – Cognitive Rigor, Content, Context, Assessment • Focuses the teacher on the PURPOSE of strategies, structures, and technology • Empowers the teacher to design HOW instruction will unfold

15. Focus on Data Design assessments based upon Standard Clarification documents Implement Instruction Conduct Assessments Plan Instruction Obtain Data Determine Conclusions Analyze Relevant Data

16. Focus on Collaboration

17. Focus Drives Lesson Design Lesson Design: Planning for Learning

18. Consider the Digital Learner

19. Connect

20. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

21. Connect the Lesson to the Learning • Each lesson component’s PURPOSE is focused on student mastery of the standard • Decisions about strategies, structures, and technology are focused on engaging students in the THINKING required by the standard • Use of technology should CONNECT the learning process to the desired learning outcomes Desired Learning Outcomes

22. Learning Tasks Task = Performance • Quality work products that allow • students to engage in • ALIGNED LEARNING • Lead students to the desired • LEARNING OUTCOMES • May be scaffolded in order to help students work toward MASTERY of the standard(s)

23. Connected Lesson Design • Does the application of this technology align to the standards? Will it lead students to the desired outcomes? • Will this technology help to make the students’ cognition more tangible for the teacher and students? • Will this technology cause students to be more engaged in the learning? Does it distract from or promote the desired learning outcomes? • Will the technology in this learning task aid in the scaffolding of instruction? Desired Learning Outcomes

24. Connected Lesson Design • Example Standard: • analyze the way in which a work of fiction is shaped by the narrator's point of view.[E1.5C]

25. Connected Lesson Design • Example Standard: • analyze the way in which a work of fiction is shaped by the narrator's point of view.[E1.5C] • Example Learning Task: • In small groups, students read a short fiction passage for 5 minutes • Teacher has set up a Poll Everywhere question so groups can send a text message stating the Point of View (POV) of the passage • Whole class, led by teacher, briefly discusses which POV and why • This is repeated for three different short passages • At the end of class, the small groups use an iPad to create an electronic poster to illustrate their favorite of the three passages and which point of view it represents. They must include a definition of the type of POV.

26. Connected Lesson Design • Does the sample learning task align to the cognitive rigor, content, and context of the standards? • No. This task calls upon students to IDENTIFY POV but stops short of analyzing how it shapes a work of fiction • Does it cause students to demonstrate their thinking? • Yes and No. The whole class does discuss why the passage represents a certain POV, but the thinking about the way it shapes the fiction is not depicted. • Will it likely engage the students? • Yes. Students get to collaborate with peers using personal cell phones and get to use creativity on the iPad. • Does it engage students in the desired learning? • No. Students are not called upon to analyze anything in this task. • Will the technology in this learning task aid in the scaffolding of instruction? • Possibly. This task does aid students in first being able to identify POV. If it is followed up by a task that asks students to apply the knowledge of POV in the form of analyzing its impact on the work of fiction, it could be on track to leading students to mastery.

27. Connected Lesson Design • What modifications could be made to the learning task to better align the technology, and the lesson as a whole, to the standard?

28. Alignment to the Curricular Standards

29. Aligning the Flipped Classroom Model What is a Flipped Classroom? Basically, the Flipped Classroom inverts traditional teaching methods, delivering instruction online outside of class and moving “homework” into the classroom

30. Lesson Design with Clarity, Focus, and Connectivity 8th Grade Science teacher in Birdville ISD, Whitney Isbell

31. Flipped Classroom Model: Start with the Standards 8th Grade Science Example

32. Flipped Classroom Model: 8th Grade Science 6.8A States of Energy: Flipped Lesson WSQ Form: Teacher's View Focus of classroom activity: Teacher reviews WSQ responses in the morning to determine what needs to be clarified at the start of class Students work in small groups to design and implement a lab to compare and contrast potential and kinetic energy Teacher works with small groups and individuals to address their questions and diagnose whether certain students need further instruction

33. Flipped Classroom Model: Start with the Standards Algebra II Example

34. Flipped Classroom Model: Algebra 2 11.F Exponential Function: Flipped Lesson Focus of classroom activity: Based on WSQ form data, any confusion that students have are addressed.  Students work in groups on application activity.  They have white boards to collaborate on the work before answering the questions on the activity.  While students are working, teacher walks from group to group to hear their discussion and facilitate their learning. 

35. Why did these teachers decide to flip? • One teacher’s students had 200 zeroes in one six-weeks…she sought out the flipped model and by the end of the semester, had zero zeroes! • Students learn at different paces (slow, medium, fast). • Students were missing important pieces of information from class even though they were “present”. We wanted a student-centered classroom and to be able to do more engaging activities. • Students are absent sometimes (sick, sports, etc.) and miss critical lessons.

36. Why did these teachers decide to flip? • Students not completing homework fully at home because they “forgot” how to do it from class (or simply copying from a friend). • Teacher spending most of class time giving direct instruction and not giving students a lot of practice on their own with support. • Teachers spending many extra hours tutoring and re-explaining to students who didn’t “get it” during class. • Students working in class in groups allows teachers to make higher order thinking activities/assignments.

37. What changes for your classes when you flip? • Responsibility for learning flipped from teacher’s hands to student’s hands • Face to face time flipped from teacher-centered to student-centered • Focus of class time flipped from lower-order to higher-order thinking

38. What do our students say?

39. What do our students say?

40. What do our students say?

41. What do our students say?

42. What do our students say?

43. What do our students say?

44. What do our students say? “We both [Algebra 2 teachers who flipped their classrooms] had 100% passing for our students who took TAKS AND for our students who took STAAR!!! That has NEVER happened for me in all my years of teaching Algebra 2. Our on-level students who scored commended on TAKS were VERY close to the amount of PAP students who scored commended. Our last April Alg2 CBA results were so much higher than they ever were!! I am so proud of my students for adapting to this new way of learning and succeeding and it proves to me that as educators, we have to do something different!!! I am excited to see how we can improve on this for next year!!” • Carla Dalton, Algebra 2 Teacher

45. Clarify. Focus. Connect. • What factors are most important to consider when designing a technology-infused lesson? • How could technology strategies, such as the flipped learning model, impact student success in your school(s)? • How can curriculum designers support teachers in aligning instructional technology to the standards?