Professional Learning Resources

1. Professional Learning Resources • Go to BISD homepage • Departments • Professional Learning • District Professional Learning • October 2012 Download presentations and resources from today’s sessions!

2. Planning for Learning:Starting with the Standards

3. Work Samples • Find your work sample/lesson/worksheet/lab. • Make sure it has a S.E. written on it. (7.12B or C.7E) • We will use them later today. • Place it on the appropriate table by the course or grade you for which it was meant.

4. TIME

5. Day At A Glance

6. In the survey given after August professional learning, The #1 training requested was how to plan from a standards-based curriculum. As we have engaged in using Forethought, the #1 area of concern has been on the process of planning for learning in a PLC. Why are we here today?

7. To become more familiar with the process of planning from standards • To collaborate with peers to apply learning to authentic classroom scenarios Goals for the day

8. Listen fully and reflectively • Practice forming new habits of mind that challenge the limits of your potential • Hold confidentially the experiences and revelations of others with care • Be responsible for your impact on the room • Give yourself the grace to be a learner, and not necessarily an expert, today Session Norms

9. Planning for Learning Model Curriculum PLC PLC PLC Regroup/ Re-teach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 FA FA Formative assessment (FA) Instructional Unit 1

10. Planning for Learning Model: The PLC PLC The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions: What do students need to know and be able to do? How will we know when they’ve learned it? What will we do if they haven’t learned it? What will we do if they already learned it?

11. What do students need to know and be able to do? First step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do? PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested. Curriculum PLC

12. How will we know when they’ve learned it? Second step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it? PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not. Curriculum PLC Common assessment

13. What do students need to know and be able to do? • Navigating Forethought Standards folder (or in ELA, standards folders organized by strand): These are all of the standards students should learn during this unit. Unit Overview: The concepts, key understandings, and guiding questions that shape the unit and align to the standards. Vocabulary: list of essential terms and/or word stems Resources: the resources available for effectively teaching this unit. These resources have been vetted for alignment to each standard in the unit.

14. What do students need to know and be able to do? • Navigating Forethought Remember: The Unit Overview, Vocabulary, Resources, Standard Clarifications, and any other attached materials are available in the Resources Box at the bottom right of the screen.

15. Planning for Learning: The Lesson Design Level Select the standard Partners and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

16. Planning for Learning: Expectations for Lesson Planning • The WHAT we teach within a unit will be common (the standards) • The HOW we teach may vary • Lessons DO NOT have to be lock-step • We will COLLABORATE to design quality lessons • We will MODIFY for our students’ unique needs

17. Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning • What standard is the target of learning? • Are there any TEKS that • partner with this? • are prerequisites? • How do I bundle these standards together? • What process skills are necessary for the student to be able to master the standard(s)? • What is the cognitive • rigor, content, and • context of the • standards? • What is the purpose • of this lesson? • How exactly will students demonstrate evidence of their learning? • How will you assess the evidence? • What formative assessments can be used throughout the lesson cycle to monitor student progress? • What strategies can I use to cause my students to engage in the content, context, and rigor of the standards? • What whole class instruction is necessary? • How can I use different groupings to structure • learning? • What is the • purpose of each structure I choose • and how does it align to the standard? Strategies and Structures Resources • What resources do I have? • What resources will my students need? • Do these resources align to the intent of the standards? Procedure Accommodations/ Modifications/ Extensions • How can I plan for differentiation according to the varied needs of my students? • 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? Reflection • What will I do if students don’t get it? • What other strategies could help my struggling students? • Do I need to re-teach (whole group, certain students)? How will I re-teach and why?

18. Planning for Learning: The Lesson Select the standard Partners and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

19. What do students need to know and be able to do? • Standard The standard is the target learning of a lesson.

20. What do students need to know and be able to do? • PARTNER STANDARDS • Though one standard may be the primary target of a lesson other standards may also be addressed in a partnership with one another. • For example, if the leading standard is: • Differentiate between elements and compounds on the most basic level [6.5C-SS] • A partner standard could be: • Know that an element is a pure substance represented by chemical symbols.[6.5A]

21. What do students need to know and be able to do? • PROCESS SKILLS • Process skills are those skills needed for applying the content standards. • For example, if the leading standard is: • Use the mole to calculate the number of atoms, ions or molecules in a sample of material.[C.8B] • Students will need to have this process skill in • order to apply the above standard: • Express and manipulate chemical quantities using scientific conventions and mathematical procedures including dimensional analysis, scientific notation and significant figures.[C.2G]

22. What do students need to know and be able to do? • PROCESS SKILLS • Using your scope and sequence, locate the process skill/s that list scientific equipment that should be used. • Did you know that there is a checklist at the back of the scope and sequence? • These will need to be partnered with various standards throughout the year.

23. What do students need to know and be able to do? • PROCESS SKILLS • For example, if the leading standard is: • Recognize that according to cell theory all organisms are composed of cells . . . [7.12F] • Students will need to have this process skill in order to apply the above standard: • Use appropriate tools to collect, record and analyze information including microscopes, microscope slides, . . .[7.4A]

24. What do students need to know and be able to do? Guiding Questions for the PLC • What is the main standard? • Are there standards that partner with this one? • What process skills are necessary to the student’s ability to master the standard(s)? (includes equipment and safety) • What is the cognitive rigor of the standard(s)? • What content is addressed in the standard(s) and in what context will it be assessed? • What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?

25. Cognitive Verb LevelKilgo Verb Definitions

26. What do students need to know and be able to do? • ACTIVITY 1 Step 1: Independent • Find your Scope and Sequence and examine the standards listed in your 2nd six-weeks. • Select a Readiness or Supporting Standard that you consider to be important. (You will use this later)

27. What do students need to know and be able to do? • ACTIVITY 1 Step 2: Partners • Do any other unit standards naturally partner with this one? • What process skill(s) would be necessary for the student to be able to master this standard? • Turn to the shoulder partner, on your right, and discuss the standard you chose as well as what you partnered with it.

28. What do students need to know and be able to do? • ACTIVITY 1 Step 3: Partner Swap • Turn to the shoulder partner, on your left, and SWAP so that you have a new partner

29. What do students need to know and be able to do? • ACTIVITY 1 Step 4: Partner Swap • Take Turns: Share the standard you selected and the other standards that would group with it • Discuss: How will grouping standards impact planning a lesson? Why is it essential to examine the standards in this way?

30. What do students need to know and be able to do? • ACTIVITY 1 Step 1: Step 5: WholeGroup What did we learn? How will this impact planning for learning?

31. Planning for Learning: The Lesson Select the standard Partners and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

32. Evidence of Learning: How will we know when they’ve learned it?

33. Evidence of Learning: How will we know when they’ve learned it? • How exactly will students demonstrate evidence of their learning at the end of the lesson cycle? • How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.) • What formative assessments can be used throughout the lesson cycle to monitor student progress?

34. Evidence of LearningACTIVITY 2 Step 1: Independent • Think about an assessment (either formative or summative) for the standard: (8.5C-RS)  Interpret the arrangement of the periodic table including groups and periods, to explain how properties are used to classify elements.

35. Evidence of LearningACTIVITY 2 YOUR TURN Step 2: Independent • Grab a Sticky Note • Look at the Readiness or Supporting Standard that you selected earlier, from the second six weeks, in the course you teach. • Think about an assessment (either formative or summative) for the standard and its partner. • Jot down notes on your sticky note.

36. Evidence of LearningACTIVITY 2 Step 3: Partners NEW PARTNERS Stand Up (with your sticky note) Raise both hands in the air Find someone, who you haven’t worked with today, hands up and join one hand. Introduce yourself along with your years of teaching experience. 5. Share your assessment ideas starting with the partner with the most years of teaching experience.

37. Evidence of LearningACTIVITY 2 Step 4: Small Group Huddle up with another group of two. 2. Introduce yourselves along with the month you were born. Huddle Up!

38. Step 1: Step 5: Small Group Evidence of LearningACTIVITY 2 • Take turns, in order of birth month, discussing the assessment ideas you just came up with – (30 seconds each) • Discuss how you think each idea aligns to the cognitive rigor, content, and context of the standard.

39. Evidence of LearningACTIVITY 2 Step 1: Step 6: Small Group • Come to an agreement on the best assessment idea shared by the group • Consider: is it aligned to the cognitive rigor, content, and context of the standard? • Will this authentically assess the students’ mastery of the standard?

40. Evidence of LearningACTIVITY Step 1: Step 7: Small Group • On a piece of paper: • Describe the assessment • Explain how the assessment is aligned to the intent of the standard

41. Evidence of LearningACTIVITY 2 Step 8: Gallery Walk • Elect a docent, or representative, from the team to remain seated with the group’s paper • All other team members stand up • Rotate around the room discussing all of the assessments with the docent for each group

42. Parking Lot • On a Post-It Note: record your biggest A-HA about the multiple ways we can assess student learning. • Please put it in the “Parking Lot.”

43. Student Work Samples • Multiple Assessments: Debrief

44. Evidence of Learning • Evidence of Learning: Student Work • Let’s look at some student work samples. • These were placed on the tables at the back of the room

45. Student Work Samples • Evidence of Learning: Student Work • Each table is a group • Each person at the table will share the following: • The work sample assigned to you • The standard identified on the piece of work • The group will determine: • Does the product demonstrate the content, context, and cognition (look at the verb) of the standard? If it does not, how could it? • How does the product show evidence of learning of this standard? If it doesn’t, how could it?

46. Student Work Samples • Evidence of Learning: Debrief

47. Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

48. Planning for Learning: The Lesson Plan in Forethought Select the standard Partners, and Process What do students need to know and be able to do? Strategies and Structures Evidence of Learning How will we know when they’ve learned it? Resources

49. Planning for Learning: The Lesson Plan in Forethought Procedure Accommodations/ Modifications/ Extensions Reflection

50. Debrief • Debrief • Are you more familiar with the process of planning from standards? • How can you apply learning to authentic classroom scenarios? • How will this inform your instruction? • How will this process fit in with the work of your PLC?