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Gerald Boyd, Susan Jacobs Georgia Department of Education English Language Arts

RESA/DOE SUMMER INSTITUTE Common Core Georgia Performance Standards: The Basics of CCGPS Instructional Planning and Unit Design. Gerald Boyd, Susan Jacobs Georgia Department of Education English Language Arts. Class Keys Standard.

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Gerald Boyd, Susan Jacobs Georgia Department of Education English Language Arts

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  1. RESA/DOESUMMER INSTITUTECommon Core Georgia Performance Standards: The Basics of CCGPS Instructional Planning and Unit Design Gerald Boyd, Susan Jacobs Georgia Department of Education English Language Arts

  2. Class Keys Standard • CP 1.2 The teacher demonstrates a clear understanding of the Common Core Georgia Performance Standards (CCGPS) by appropriately planning for what students are expected to know, understand, and do in the grade level and content area.

  3. Essentials of Unit Planning • Use standards-based design • Begin with the end in mind • Establish meaningful essential questions and learning targets • Delineate formative and summative assessments

  4. How is this new instructional platform NEW? How is it BETTER?

  5. GPS/CCGPSIdentify 3 key things… What is new in CCGPS? What is unchanged from GPS?

  6. Start Packing! • 4’s • 60 years old • Male • Pack for a week trip to Vegas for poker with buddies. • No wife or kids • 1’s • 16 years old • Female • Pack for a week trip • to the beach with a youth group. • No Parents • 3’s • 45 years old • Female • Pack for a week • vacation for a • Caribbean cruise with husband • No kids • 2’s • 30 years old • Male • Pack for a week vacation • at the beach with bro’s • No Fiancé

  7. Trip Essentials • After making a list of what you need for your trip, identify the three most essential things you will need to enjoy yourself. • Next, identify what you will need to 1) know, 2) do, and 3) understand in order to plan this trip.

  8. Reflection • How is planning for a trip like planning for instruction? • How do we determine what students need to know, do, and understand?

  9. Template Study • Using the template provided, talk with your partner about where in this infrastructure you will find • Standards-based planning • Backward Design • Formative and Summative Assessments • Rigor, appropriate DOK, and appropriate Text Complexity and appropriate mix of genres in reading and writing • What else would we like to find, and is it there?

  10. Template Study • Using the template provided • Sketch out the cover page with the bare bones of a unit you have taught in the past • Identify the extended texts and at least one complementary short text and be able to defend their appropriateness in complexity and rigor • Write one sample prompt that you think exemplifies appropriate rigor and DOK for a CCGPS unit • Identify an essential question for your unit and at least one task

  11. What is Backwards Design? Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  12. What is Backwards Design? Mastery of Standard Summative Assessment (R/W) Tasks Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  13. What does this video teach us about students and essential questions?

  14. Essential QuestionsWhat are they and how can they help us provide context for instruction? • There are two types of essential questions • Ones that derive from enduring understandings • Ones that drive unit frameworks/daily lessons “The point is not to quibble about whether a question is an essential question or unit question, rather to focus on its larger purpose- to frame the learning, engage the learner, link to more specific or more general questions, and guide exploration and uncovering of important ideas.” (Wiggins and McTighe, 30)

  15. Essential Questions • Essential Questions are “provocative and multilayered questions that reveal the richness and complexities of a subject.” – Grant Wiggins and Jay McTighe

  16. Characteristics of Essential Questions • Goes to the heart of a discipline What makes a book a classic? • Recurs naturally throughout one’s learning and in the history of a field. How does language affect meaning? • Raises other important questions What do we mean by language?

  17. Instructional Practice • A curriculum document such as the CCGPS mandates what teachers should teach at respective grade levels. • Such a document does not mandate how to teach. • No curriculum document (and no unit framework) can make a “good” teacher.

  18. Instructional Practice • Regional Educational Service Agencies (RESAs) are uniquely equipped to assist teachers with good instructional practice. (See Leigh Ann Putman) • Teachers who are using good practices now (strategies such as Writer’s Workshop) should continue using those strategies. The CCGPS is expansive, not prohibitive.

  19. Accessing Unit Planning Resources • GeorgiaStandards.Org • Model Unit Frameworks • Blank Planning Template • Curriculum Maps • ELA Editable Unit Drop Box (sjacobs@doe.k12.ga.us) • ELA Reporter Newsletter • ListServ: join-ela-(gradeband)@list.doe.k12.ga.us

  20. How Can We Help? • Gerald Boyd Susan Jacobs • gboyd@doe.k12.ga.ussjacobs@doe.k12.ga.us • 404-617-7185 • Kim Jeffcoat Daniel Rock • kjeffcoat@doe.k12.ga.usdrock@doe.k12.ga.us • 404-463-1933 770-617-9270 • DOE ELA HOMEPAGE: • http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServEnglish

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