Get Ready : Sit with someone teaching the same content and/or the same region as you in the fall.

1. PLAN 11: Backwards Planning – Widening Your Scopelkirklin.ls.chicago@gmail.comwww.kirklinhsela.pbwiki.com Get Ready: Sit with someone teaching the same content and/or the same region as you in the fall. Take out your CMIM. You will need your computers and/or state standards near the end of the session.

2. Do Now- 10 min. Complete a guided “Skim, Scan, Understand” of pg. 4-10 of Chapter 1 in your IPD text, “How to Read the Standards” • What are the relationships among standards, learning goals, and objectives? • Describe the level of detail each one gives regarding the expectations for student learning. • Sketch out a diagram or other visual representation that shows how these three layers of student learning descriptors are connected to one another. You will use this work later in the session!

3. Agenda • Do Now • Session Opening • Intro to New Material • Framing this Session • From Broad Standards to Lesson Objectives • Guided Practice • Independent Practice • Closing

4. Small-Scale to Large-Scale So do… Larger Learning Goals & Standards Just as… Lesson Objectives Lesson Objectives Key Points This is the same process, only at a wider scope!

5. By the end of this session… You’ll be able to articulate how you will sequence your learning objectives during the regular school year. You will have practiced the new skills of identifying the objectives embedded in a learning goal and creating a series of objectives that lead toward that larger learning goal.

6. Why are we learning this? You will be planning for the entire year and not just for learning gaps You may not have your objectives given to you Even if you do have a scripted guide, it’s your responsibility to analyze the choices that your curriculum is making

7. Key Idea Backwards Planning “Motto”: One step at a time, ALWAYS with the end in mind! PLAN 11 marks the transition from thinking about backwards planning at the lesson level to thinking about it at the unit-level and at the whole-year level.

8. Planning Differences – Summer & Fall Fall Planning Summer Planning Accountable for planning learning experiences for an entire year’s worth of standards and learning goals. Objectives should be sequenced in such a way that they build on one another. Accountable primarily for filling learning gaps. Objectives did not necessarily build upon one another Objectives provided in ISAT. Teacher develops objectives. Even when provided with a scripted guide, teacher analyzes choices to ensure that daily goals lead effectively to the larger goal.

9. Backwards Planning – Institute Emphasis A smaller goal is only worthwhile if you know that it is a meaningful step toward your larger goal. There’s not a moment to waste! Summer Goal • CMs at Institute: • saw the PURPOSE of having a big goal • internalized what it would look like for students to achieve that big goal in their specific class so as to inform their daily planning and their work with students • internalized ISAT lesson objectives and used those to drive their planning Lesson Objective

10. Backwards Planning – Regional Emphasis When you go to your region, you must widen your field of vision in order to establish a basic goal for the entire year. With this larger context, you will focus on building your skill at the unit level so that every unit and daily lesson is a purposeful step toward the goal. Year Unit Lesson

11. Key Idea A lesson can only be “good” if it’s a meaningful, critical step on the way toward a larger goal.

12. Descriptors of Student Learning- 4 min. Refer back to #2 (Describe the level of detail each one gives regarding the expectations for student learning.) from your Do Now reflection. With your group, design a visual representation that illustrates the connections between the following three descriptors of student learning: • Standards • Learning Goals • Objectives Broadest description of what students need to know and be able to do in a given subject area… Derived from standards…usually define what needs to be learned within a certain grade level…sometimes published alongside state standards… Provide the most specific guidelines for student learning…describe the discrete bits of learning that students are expected to master within approximately one lesson…

13. Breaking it Down STATE STANDARDS Learning Goals Learning Goals Lesson Objectives Lesson Objectives

14. Why Wouldn’t I Break it Down? “I know that I will be following a scripted curricula in my region – we use _______________________.” Success for All Open Court Everyday Math Be a smart consumer of these programs! “I know that my district gives me a comprehensive curriculum for my content area. Everything is already laid out for me!”

15. Why You Still Should Break it Down! You are strongly advised to use these programs and guides as smart consumers because: • Scripted curricula are often based upon the standards of the largest, wealthiest states (e.g., Texas, California). • Most curricula will have weak spots that need “patching.” • Scripted programs often give consideration only to students who are on-grade level.

16. Breaking it Down – Key Idea Being able to break down standards into lesson objectives and order them logically ultimately increases your effectiveness as a teacher. You will have a deeper understanding of what to teach, what it will look like when your students are learning, and how to lead your students to academic success.

17. Breaking it Down – Example- 2 min. 8th Grade Math Learning Goal: SWBAT solve practical problems using percents. What discrete knowledge and skills (i.e., potential objectives) can you identify as being embedded in this learning goal? How did you do? • Did you feel like you were “guessing” at some potential objectives? • Would your objectives create a comprehensive and cohesive learning map for the goal? • Are there any gaps in your list? • Could you figure out how many days it would take to teach this learning goal based on your list? We need tools and a plan!

18. Breaking it Down – Tool • Any of the following are valid and accessible tools you can use to break down standards and learning goals: • Assessments • Teacher’s Manuals • Curriculum Guides • Veteran Teachers Today’s Focus: ASSESSMENTS!

19. Key Idea Assessments are one helpful tool in identifying the discrete knowledge and skills embedded in a learning goal.

20. Agenda Check • Do Now • Session Opening • Intro to New Material • Framing this Session • From Broad Standards to Lesson Objectives • Guided Practice • Independent Practice • Closing

21. Step One: Find an Aligned Assessment Question 8th Grade Math Learning Goal: SWBAT solve practical problems using percents. Assessment Item: The school auditorium was 7/8 full. What percent of the auditorium was full? Sources of Assessments: state Department of Education websites, released test items from state assessments, curriculum resources, published assessments, TFANET, veteran teachers…

22. Step Two: Solve the Problem / Make a Step-by-Step List What steps am I following to determine the correct answer? 1) Change a fraction into a decimal using division. 2) Change a decimal into a percent using multiplication.

23. Step Three: Look at the Steps / Consider Content Knowledge • Change a fraction into a decimal using division. • 2) Change a decimal into a percent using multiplication. What does a student need to know in order to complete the above steps and solve the problem? • Fractions, decimals, and percents are all methods of writing #s between 0 and 1 (e.g., parts of numbers). • It’s easier to convert a decimal into a percent than to convert a fraction into a percent because a decimal gives us a part of a number that is easily multiplied by 100. • To change a fraction to a decimal, I need to divide the numerator by the denominator. • To change a decimal to a percent, I need to multiply by 100.

24. Step Four: Look at the Knowledge / Consider Content Skills • Fractions, decimals, and percents are all methods of writing #s between 0 and 1 (e.g., parts of numbers). • It’s easier to convert a decimal into a percent than to convert a fraction into a percent because a decimal gives us a part of a number that is easily multiplied by 100. • To change a fraction to a decimal, I need to divide the numerator by the denominator. • To change a decimal to a percent, I need to multiply by 100. What does a student need to be able to do (e.g., math operations) in order to do apply this knowledge? • Divide numerators by denominators to get a decimal equivalent. • Multiply decimals by 100 to get a fraction equivalent.

25. Step Five: Develop Lesson Objectives Remember to make these measurable, ambitious and feasible, and meaningful to both students and teachers! • SWBAT describe how fractions, decimals, and percents are all methods of writing numbers between 0 and 100 (parts of numbers). • SWBAT convert fractions to decimals by dividing the numerator by the denominator. • SWBAT convert decimals to percents by multiplying by 100. • SWBAT accurately define the term percent.

26. Step Six: Logically Order Objectives Use Bloom’s Taxonomy to order the objectives in a manner that they incrementally lead students to conceptual mastery while avoiding any gaps in cognitive development. What do they need to know first? • SWBAT accurately define the term percent. • SWBAT describe how fractions, decimals, and percents are all methods of writing numbers between 0 and 100 (parts of numbers). • SWBAT convert fractions to decimals by dividing the numerator by the denominator. • SWBAT convert decimals to percents by multiplying by 100. HOT SPOT: You might be tempted to trace learning goals back several years. Be cautious of doing this. You don’t want to spend time re-teaching what students already know. That’s why diagnostic testing is so important!

27. Step Seven: Task Analysis Repeat Steps 1-4 with other assessment items to ensure that your list of objectives is comprehensive and that your sequence is logical. Check to ensure that each and every objective actually moves students one step closer to achieving the larger Learning Goal.

28. Key Idea Lesson objectives should build toward the larger learning goal so that they create the most direct path to achievement of that goal.

29. Agenda Check • Do Now • Session Opening • Intro to New Material • Framing this Session • From Broad Standards to Lesson Objectives • Guided Practice • Independent Practice • Closing

30. Breaking it Down – Independent Practice, Round 1 • Based on what you know about your regional placement for the fall, select a learning goal from your CMIM. Or use your state learning goals/ standards and a state assessment item (a list of websites is on your table) to do the following: • On your own, or with a partner, complete the following steps: • Find an aligned assessment item (starting on pg. 749). • Solve the problem. Make a step-by-step list. • Look at the steps. Consider content knowledge. • Look at the knowledge. Consider content skills. • Develop lesson objectives. • Logically sequence objectives. • Analyze the task. www.michigan.gov/mde

31. Closing – Connect and Move Forward! • Classroom teachers must plan to meet students’ needs with a curriculum that is made up of connected and cohesive learning experiences so that students achieve academic success. • Just as lesson objectives can be broken down into key points, larger learning goals can be broken down into lesson objectives. It’s the same process, only at a wider scope. • Assessments are one helpful tool in identifying the discrete knowledge and skills embedded in a learning goal. • Lesson objectives build toward the larger goal so that they create the most direct path to achieve the learning goal.

32. Closing – Connect and Move Forward! • Think back to your experiences with backwards planning throughout Institute • Share with your table groups the one or two most essential and impactful things you learned Take one minute to complete the PLAN 11 section of your “Corps Member Can” chart.

33. Bottom Line Backwards planning is a fundamental, ongoing process.