Planning for Learning

1. Planning for Learning

2. we discussed Planning for Learning in the context of In Forethought 101… Backward Design

3. BACKWARD DESIGN = DEEP ALIGNMENT The Teacher… Look at the end result first. Then decide how students will provide evidence of their learning, and finally design instructional activities to help kids learn what is needed to be successful.

4. Planning for learning model Curriculum PLC PLC PLC Regroup/ Reteach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 FA FA Formative assessment (FA) Instructional Unit 1

5. Plan Written Do Tested ACT Taught Study PLC PLC QC PLC Continuous Improvement Model Elizabeth A. Clark, Ed.D.

6. Stand up and step away from your chair • Raise your hand • Search for someone in a different area of the room whose hand is raised • When you find one another, give a big HIGH FIVE, put your hands down, and sit together • You will end up in groups of TWO Stand up. Hand up. Pair up.

7. Take turns discussing the following questions: • How did PLCs function at your campus last year? • How can your PLC function to better support planning for learning this year? • What impact do you think PLCs and planning for learning will have on student achievement? Why? Stand up. Hand up. Pair up. 5 minutes to discuss

8. Congratulate each other on your BRILLIANT responses. Please return to your original seat. Stand up. Hand up. Pair up.

9. Who would like to share your group’s discussion related to the following questions? • How can your PLC function to better support planning for learning this year? • What impact do you think PLCs and planning for learning will have on student achievement? Why? Stand up. Hand up. Pair up. Debrief

10. As you watch this video showing a PLC in action: • Jot down FACTS about what you see taking place. • Think about the implications of what you see for your specific instructional setting. PLCs in Action Watch Video

11. Turn to the person next to you and discuss your reactions to the video. • Address the facts you jotted down and the implications for your instructional setting. PLCs in Action: Your Reactions 2 minutes to discuss

12. Four Questions of the PLC What do students need to know and be able to do? How will we know when they have learned it? What will we do when they haven’t learned it? What will we do when they already know it?

13. A Lesson Plan/Planning For Learning:“What am I doing to ensure students will learn?” • Strategies:“What are the students doing to process information?” • Structures:“How do I organize the classroom for active student engagement?” • Procedure:What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occur in an efficient and effective manner? Planning for learning: The Lesson Plan

14. Components of the BISD Lesson Plan Standards: Knowledge, skills and competencies expected for mastery of a course or discipline based upon the Texas Essential Knowledge and Skills (TEKS). Often referred to as objectives. Standards: Strategies: Techniques or tools that students use to process information that can be applied to any learning situation and that engage students in the learning process. Structures to enhance learning: Ways that a teacher organizes the classroom to maximize student engagement and interaction for the purpose of enhancing learning. Evidence of Learning: Formative and summative measures to evaluate student learning; assessments. Resources: Materials that support instruction. Procedures: Activities and processes to ensure that what has been planned in terms of grouping and strategies occurs in an efficient and effective manner. Accommodations/Modifications/Extensions: Differentiations intentionally included in lesson procedures designed to meet specific needs of students in the class. Notes/Reflections: Placeholder for important information to be included prior to lesson delivery and for post-delivery reflection; useful for making adjustment decisions prior to future delivery of same lesson.

15. Components of the written curriculum • Yearly Documents in Forethought • Instructional Calendars: district and testing calendars • Units of Study: charts that delineate the various curriculum units to be taught during each six weeks • Scope and Sequence: documents that show all of the standards for a course and the six weeks in which they will be taught • Vertical Alignment: documents that show the matriculation of the standards K-12

16. Components of the written curriculum • More Yearly Documents in Forethought • District Glossary Of Terms: definitions of the terms used within the Curriculum Management Plan for BISD • District Instructional Resources: a listing of required, recommended, and suggested resources for each course • State Assessment Information: link to TEA’s STAAR and TAKS Resources websites (testing blueprints, reporting category delineation, released tests, etc.)

17. Components of the written curriculum • Process Skills • Those skills needed for applying the content standards. • Each lesson plan will include at least one process skill along with one or more SEs designated to be taught within the unit. • Process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment. • These skills have been “pulled out” of the units for easy access to the best-suited process skills all year long.

18. Components of the written curriculum • Unit Documents in Forethought • Standards: Knowledge, skills and competencies expected for mastery of a unit based upon the Texas Essential Knowledge and Skills (TEKS) or other appropriate standards. For tested standards, red designates Readiness, blue designates supporting, and green designates process skills. Untested items are not color-coded. • Standard Clarification: Clarity on the cognitive rigor, content, and context of the standard. This will ensure that our interpretations of the standards are aligned to their true intent. There will also be a sample assessment item to provide clarity on how that student expectation will be tested and what students will need to be able to do in order to show evidence of their learning.

19. Components of the written curriculum • Unit Documents in Forethought • Standards: Knowledge, skills and competencies expected for mastery of a unit based upon the Texas Essential Knowledge and Skills (TEKS) or other appropriate standards. For tested standards, blue designates Supporting and red designates Readiness. • Unit Overview: developed for each six weeks. Unit overviews will include: concepts/key understandings, guiding questions, and suggestions for teachers to align instruction to the rigor of the standards. • Vocabulary: the terms students will need to understand in order to master content and skills in the unit.

20. Components of the written curriculum • More Unit Documents in Forethought • Structures and Strategies: suggested ways for the teacher to organize the classroom to maximize student engagement and interaction for the purpose of enhancing learning; suggested techniques or tools that students use to process information that can be applied to any learning situation and that engages students in the learning process • Resources: a listing of required, recommended, and suggested resources aligned to each standard addressed in the unit • *Note: Required means the district is required to provide these resources for the course to be taught effectively • Assessments: sample assessment items aligned to the specified standards within the unit

21. Plan Written Do Tested ACT Taught Study PLC PLC QC PLC Continuous Improvement Model Elizabeth A. Clark, Ed.D.

22. Quality Lesson Plan Rubric • Focus on the qualities of deep alignment • Intended to guide your design of lesson plans

23. Quality Lesson Plan Rubric Qualities of Deep Alignment • Standards • Selected standards appropriate to the 6 Weeks. • Selected standards are the targeted new learning in the lesson. • Resources • Variety of resources using a wide range of technologies included that appear to be of high student interest. • Teacher selected resources aligned to the curriculum. • Assessments • Assessments chosen are outcomes of the activities and strategies chosen. • Both formative and summative assessments evident over a several week period.

24. Quality Lesson Plan Rubric Qualities of Deep Alignment • Strategies and Structures • Thoughtfully selected to match the standard. • Number of strategies and structures is appropriate to a class period. • Appropriate variety of strategies used over a 1 to 2 week period. • Activities • Appropriate for effective delivery of content. • Activities and structures evident that appear to be engaging for students such as group work, manipulatives, authentic experiences etc. • Match the listed strategies, structures and assessments.

25. Planning for learning Quick Review Curriculum PLC PLC PLC Regroup/ Reteach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 FA FA Formative assessment (FA) Instructional Unit 1

26. Planning for Learning Quick Review What do students need to know and be able to do? How will we know when they have learned it? What will we do when they haven’t learned it? What will we do when they already know it?

27. Planning for Learning Quick Review • Forethought will support you as you plan for learning: • Yearly Documents • Unit Documents • Standards and Clarifiers • Sample assessment items • Resources • Collaboration tools (learn more in Forethought 201)

28. Afternoon Collaboration

29. Click on the page for August 2012: District Professional Learning Resources Website schools.birdvilleschools.net/eduphoria

30. Return to your assigned location after lunch • Meet in your assigned PLC group • 12:45-2:15 pm: Planning for Learning using Forethought • 2:30-3:30 pm: Scavenger Hunt Campus Collaboration: Afternoon Activity

31. Planning for Learning using Forethought • Task 1: Celebrations and Logistics • Task 2: Student Expectations • Task 3: Evidence of Learning • Task 4: Planning for Learning • Task 5: Planning for Learning Part 2 Campus Collaboration: 12:45-2:15 pm

32. Task 1: Celebrations and Logistics • One speaker at a time • Share a moment from the end of last school year or this summer that you would like to celebrate with your peers. • Assign one team member as time keeper and one to control computer and type in lesson plan. Campus Collaboration: 12:45-12:55 pm

33. Task 2: Student Expectations • Identify one student expectation (or standard for the course you teach) in the first six-weeks that you predict students will struggle with. • What criteria did you use to select the student expectation? • Examine the Standard Clarification, if available, and discuss the cognitive rigor, content, and context of the SE. • It is possible that the SE you select will not have a clarifying document. In this case, examine the SE to determine the cognitive rigor, content, and context. What do students need to know and be able to do? Campus Collaboration: 12:55-1:05 pm

34. Task 3: Evidence of Learning • Locate or create an assessment item that will allow students to demonstrate evidence of their learning. • Discuss the item and how it will be an effective measurement of student learning in regards to this specific SE. • Discuss indicators you will use to rate student performance. How will we know when they have learned it? Campus Collaboration: 1:05-1:25 pm

35. Task 4: Planning for Learning • Utilize the Share My Lesson Planner feature within Forethought to collaboratively design a lesson. • Use the Quality Lesson Plan Rubric as a guide to ensure deep alignment to the standard. Campus Collaboration: 1:25-1:50 pm eduphoria! Forethought

36. Task 5: Planning for Learning Part 2 • Anticipate necessary interventions to accommodate different learning needs. • Consider accommodations, modifications, and extensions. • Focus on the questions: • What will we do when they haven’t learned it? • What will we do when they already know it? Campus Collaboration: 1:50-2:15 pm

37. BREAK 2:15-2:30

38. Click on the page for August 2012: District Professional Learning, then Scavenger Hunt Scavenger Hunt 2:30-3:30 schools.birdvilleschools.net/eduphoria

39. Please bring the following items tomorrow:glue/glue stickscissorstapePrint out the lesson your team designed or bring an iPad/laptop so you can access it in Forethought.