Learning Today… Leading Tomorrow

1. Learning Today…Leading Tomorrow How To Plan Units, Lessons, and Assessments Using the Learning-Focused Framework: NAMS Faculty Meeting Tuesday, September 1, 2009

2. Ticket “In” the Door Are you prepared to for the work? • ACS Curriculum Guide(s) • CTE Blueprint(s) • NC SCOS (Art, Music, Health, PE)

3. A Fundamental Truth by Dr. Lorin Anderson: We don’t see the world as it is; we see the world through the lens through which we look at it.

4. 2. How will we deliver quality instruction so students learn at a high level? Instruction 1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum 3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment

5. Classroom Instruction That Works (Marzano) • Literacy across the curriculum • 21st Century Skills • Project and Problem-Based Learning • Learning Centered Environment • Differentiation • Essential Standards • Prioritized and focused • Aligned with 21st C. skills • Integrated • Chosen for endurance, readiness and leverage • Driven by Revised Bloom’s Taxonomy • Measurable and concise 2. How will we deliver quality instruction so students learn at a high level? Instruction Summative Benchmark Formative Collaborative Planning Collaborative Planning 1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum 3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment Collaborative Planning

6. Classroom Instruction That Works (Marzano) • Literacy across the curriculum • 21st Century Skills • Project and Problem-Based Learning • Learning Centered Environment • Differentiation • Essential Standards • Prioritized and focused • Aligned with 21st C. skills • Integrated • Chosen for endurance, readiness and leverage • Driven by Revised Bloom’s Taxonomy • Measurable and concise 2. How will we deliver quality instruction so students learn at a high level? Instruction Summative Tier 3 Benchmark Pyramid of Intervention Formative Tier 2 Collaborative Planning Collaborative Planning Core for All Students ProgressMonitoring 1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum 3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment Collaborative Planning Tier 1 4. How will we respond when students do not learn? What will we do for students who have already learned or have learned more?

8. NC’s New Lens: RBT Science Social Studies MATH English/ Language Arts Performing Arts Foreign Languages

9. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judgingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding Higher-order thinking

10. Original Bloom’s: Revised Bloom’s: Create Evaluation Evaluate Synthesis Analyze Analysis Apply Application Understand Comprehension Remember Knowledge Thought Processes

11. Marzano’s Dimensions of Thinking Revised Bloom’s Taxonomy Create Evaluate Analyze Apply Understand Remember Evaluating Integrating Generating Analyzing Applying Organizing Knowing

12. 21st Century Skills • http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120

13. ©2007 Learning-Focused Organization -- Multiple Options for Acceleration -- Vertical AND Grade Level Teams -- Large Blocks of Time -- Literacy & Math Blocks Exemplary Practices in High Achievement,High AccountabilityDistricts andSchools Assessment -- Focus = Assessment for Learning -- Continuous Formative Assessment -- Benchmark Assessments That Direct Instruction -- Continuous Use of Rubrics Instruction -- K- 12 Reading Comprehension -- K- 12 Writing in Content -- Advance Organizers, Scaffolding, Preview -- Differentiated Cognitive Strategies -- Schools With Instructional Coaches Planning -- Priority, Time Allocated -- Data & Results Driven -- Team-Based Planning & Individual - Linked to Staff Development Curriculum -- Prioritized Curriculum -- K-12 Benchmarks/Maps -- Student Learning Maps w/ Key Vocabulary

14. Common Characteristics of High Achievement Schools (90/90/90 Schools) • Focus on Academic Achievement • “laser-like” focus on data • Curriculum Choices • Focus on reading, writing, and math • Frequent Assessment of Student Progress with Multiple Opportunities for Improvement • “multiple opportunities” vs. “get it right the first time” • Feedback

15. Written Responses in Performance Assessments • “write to think” – student thinking processes • Diagnostic formative data – informs instruction vs. binary “right or wrong” answers • Collaborative scoring/analysis of student work • Common Assessments • Regular exchange of student work • Consensus around what proficient “looks like” • Rubrics

16. Student Learning Map Key Learning: ESSENTIAL STANDARD(S) Unit Essential Question(s): ESSENTIAL STANDARD EQ(s) Concept/Skill/Topic: Concept/Skill/Topic: Concept/Skill/Topic: CLARIFYING OBJ CLARIFYING OBJ CLARIFYING OBJ Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): CLARIFYING EQs CLARIFYING EQs CLARIFYING EQs Vocabulary Vocabulary Vocabulary

17. Know – Understand- DoA tool to drive planning, instruction, and assessment (Modified from Unlocking the Secrets of the L-F Strategies Model V.7)

18. Essential Questions Teaching the answers without first raising the questions takes most of the meaning out of learning. ~Francis Slater, London School of Education

19. What is an essential question? Sample EQ:What is yourexplanation for how to evaluatewhether or not a question meets the criteria for being an essential question?

20. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration • Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

21. What is your explanationfor how toevaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration • Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

22. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analysis and Evaluation

23. What is your explanation for how toevaluatewhether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analysis and Evaluation

24. What is your explanationfor how toevaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration • Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Revised Bloom’s Taxonomy: analysis and evaluation

25. Essential Questions-qualities • Cause inquiry into core content (Essential Standards) • Do not have one “right” answer (21st Century Skills, Revised Bloom’s Taxonomy) • Are arguable, provokes deep thought, discussion, inquiry (21st Century Skills) • Promote understanding (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) • Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21st Century Skills) • Spark meaningful connections with prior learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano

26. Your Mission! Collaborative Conversations: September 10 • Use either the ACS Curriculum Guide/CTE Blueprint/NCSCOS to develop a Student Learning Map using the K-U-D as a planning “tool.” • Start with the end in mind!

27. Reflections: Ticket Out The Door What am I squared away with? What am I still circling around? What three things do I need to do in priority order to advance the work?