1 / 42

Pop Corn

Pop Corn. What are the three goals we have learned thus far? What is our next (4 th ) Goal?. Meeting Student Needs. Plus: Liked S.V. and C of C Liked visual examples in classroom model Practical tools for the classroom P3T Good pacing Beacon Teachers!!!. Delta:

francis-sargent
Download Presentation

Pop Corn

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  2. Meeting Student Needs Plus: Liked S.V. and C of C Liked visual examples in classroom model Practical tools for the classroom P3T Good pacing Beacon Teachers!!! Delta: Grade level/school grouping Breaks (lunch 45 mins, morning 10:00am) Clear way to use PDCA/more time to work Standards?? (it is coming) More moving

  3. Monitor Code of Cooperation • In your table groups… • Complete a plus/delta to assess how you follow our Code of Cooperation. • Set a goal for building our culture based on the Plus/Delta Needs for Code of Cooperation • Create a PDCA for you to better follow our Code of Cooperation • (review PDCA Thursday morning)

  4. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  5. Goal # 4

  6. Goal 4 CDD Matrix 9 9

  7. Instructional Transparency 1. Whatdoweneedtoknow?ClarifytheLearningStandard(Unpack)2. Howwillwegetthere?Organize,Record & ReportonLearningTargets(CapacityMatrix)3. Howwillweknowwearethere?Assessment(ScoringGuide/Rubrics) 9 9

  8. Goal 4 Expectations Individual or Small Group Work • Unpack a standard from Common Core or MLR • Create a Capacity Matrix for that standard • Create a Scoring Guide for that standard 7

  9. UnpackingStandards CommonCoreStandardsforELAandMath MaineLearningResults 5

  10. CommonCoreStandardsforELAandMath 6

  11. MaineLearningResults 7 7

  12. Unpacking Standard • Underline nouns “Students will • know...” • 2)Circle the “Students will • significant verbs be able to...” • **Keys: • -don’t add EXTRA requirements • -don’t IGNORE expectations • ***Why is that essential???? • (scaffolding of levels) = =

  13. CommonCoreEnglishLanguageArtsStandards, Reading: Literature, Grade4 Standard#6Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifferencebetweenfirst-andthird-personnarrations. 8 8

  14. Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifferencebetweenfirst- andthird-person narrationsKnow:compareandcontrastpointofviewnarratedfirstandthirdpersonnarrationsDo: UnderstandthedifferencebetweenfirstandthirdpersonnarrationsCompareandcontraststoriesbasedonpointofview 12

  15. Horizontally group by grade level • Groups of no more than 4/5 • Choose a standard to unpack • Establish the KNOW and DO 13 13

  16. Unpacking Standard • Underline nouns “Students will • know...” • 2)Circle the “Students will • significant verbs be able to...” • **Keys: • -don’t add EXTRA requirements • -don’t IGNORE expectations • ***Why is that essential???? • (scaffolding of levels) = =

  17. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  18. Goal # 4

  19. Capacity Matrix

  20. Capacity Matrix • *Allows for student independence • *Enables kids to move at their own pace • *Kids know when they have demonstrated • mastery • *Used as a recording and reporting tool • *Kids can check and adjust their learning • *Helps to drive assessments • *Allows for student voice and choice

  21. CapacityMatrixforStudents 36 36

  22. Capacitymatrixforanentirelevelsworthofstandards

  23. Capacitymatrixforindividualstandards

  24. How to... • *Start with a blank matrix • *Determine the purpose of capacity matrix • *Write or copy and paste the learning target • and/or traits • *Fill in the continuum from emerging to • advanced • *Add evidence ideas

  25. Gotowork ….. • Create a Capacity Matrix for either your SOP you created or the standard you unpacked

  26. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  27. Goal # 4

  28. Scoring Guides/Rubrics • Define the specifics of what a student will know or be able to do (learning traits) • Describe the growth in acquisition of these learning traits • 4 point scale • Progress descriptors (emerging, developing, proficient, advanced)

  29. Scoring Guides/Rubrics • Unpacked standards “know” and “do” become the traits for the scoring guide • Proficient is the ‘lowest level” of achievement acceptable • Continuous growth along continuum • Measurable • Difference between scoring guide and rubric is the same as potato and pototo.

  30. ScoringGuideTemplate 26

  31. ScoringGuides/RubricsWorkTime • - Unpacked standards “know” and “to do” • become the traits • - Proficient is the ‘lowest level” of • achievement acceptable • - Continuous growth along continuum • - Measurable

  32. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  33. Instructional Transparency 1. Whatdoweneedtoknow?ClarifytheLearningStandard(Unpack)2. Howwillwegetthere?Organize,Record & ReportonLearningTargets(CapacityMatrix)3. Howwillweknowwearethere?Assessment(ScoringGuide/Rubrics) 32 32

  34. How do we make these ‘work’? • Capacity Matrix • Scoring Guide • Table Talk: • What are these tools? • How might they be developed?

  35. Table talk • What is the difference between a capacity matrix and a scoring guide or rubric? • What are the strengths/weaknesses of scoring guides vs rubric?

  36. Resources • Bering Strait S.D. • www.bssd.org • Adams 50 S.D. • www.sbsadams50.org/content go to D50 Wiki • Highland Tech High School • www.highlandtech.org go to Academics

  37. How are we doing SV & CC? 3 Scatter-gram Code of Conduct 2 1 2 3 Shared Vision

  38. TableTalks • ProcessforTopics • BrainstormatTable (Topicyoureallywanttoknow) • Atyourgroups,prioritizetop3 • Shoutoutuntilweget10tables • PowerVote (1roundstickereach) duringbreak • Admin (SharedLeadership) • 3TopicsUnfinished • Process & ProblemSolve • Tomorrow (DebriefwithRichregardingstrategies) 19 19

More Related