Deconstructing/Unpacking a North Carolina Standard

1. Deconstructing/Unpacking a North Carolina Standard Designed from the supplementary materials provided with Stiggins, Richard. Classroom Assessment for Student Learning. 2004. Assessment Training Institute. WSFCS Instructional Services

2. Agenda • Welcome • Revisit our Norms • Parking Lot / Issue Bin • Deconstructing Standards: What, When, How • Guided Practice – Everyday Standard, 6th Grade Language Arts • Independent Practice – 4th Grade Math,Elem/Secondary • Tool Tip - Google Docs Survey Tool • Wrap-up

3. PLC Team Processes • Analyzing evidence of student learning (examining data protocols) • Clarifying essential student learning • Developing common formative assessments • Instructional practices that impact student learning • Examining student work

4. What is “Deconstructing a Standard?” Breaking a standard, goal, or benchmark into smaller, more explicit learning targets

5. Why do we deconstruct standards? • Enhances student understanding and mastery • Enables teachers to interpret standards the same way • Clarify learning targets • Write broad standards as smaller more explicit learning targets

6. When do we deconstruct a standard? • When targets for students and teachers are unclear • When necessary to create a common understanding of learning targets • When creating assignments aligned to standards It is not necessary to deconstruct every standard!

7. When we deconstruct a standard, we ask a series of questions: • What knowledge will students need to demonstrate the intended learning? • What patterns ofreasoning will they need to master? • What skillsare required, if any? • What product or capabilities must they create or acquire, if any? Remember you are looking at what the content standard requires students to know, understand and be able to do not how you will assess it.

8. “Remember you are looking at what the content standard requires students to know, understand and be able to do, not how you will assess it. Deconstruct only the content standard rather than all possible ways to assess it or all possible ways to teach it.” Rick Stiggins

9. What knowledge will students need to demonstrate the intended learning? Knowledge: basic information, knowledge, facts, concepts to be learned outright Key Words: explain, understand, describe, identify, define, label, recognize, know, match, choose, tell, recall, select

10. What patterns ofreasoning will they need to master? Reasoning: Thinking skills, mental processes that require skillful use of knowledge to solve problems, make a decision etc. (higher order reasoning) Key Words: analyze, predict, contrast, synthesize, classify, infer, justify, summarize, solve, use, evaluate, categorize

11. What skillsare required, if any? Skills: Demonstrations where the doing is what is important, using knowledge and reasoning to perform skillfully Key Words: perform, conduct, speak, assemble, operate, use, demonstrate, measure, investigate, model, collect, dramatize, listen

12. What product or capabilities must they create or acquire, if any? Products: Where the characteristics of the final product are important; using knowledge, reasoning and skills to produce a final product Key Words: design, produce, develop, create, make, write, draw, model, display, construct

13. Steps • Select standard or objective to unpack. • Look at the verbs and nouns (what the students have to know and do). Identify the learning targets. • Write the learning targets in the appropriate category (knowledge, reasoning, skill, product). • Stop and Reflect • Write each target in student friendly “I Can” language.

14. Deconstructing/Unpacking Steps • Select standard or objective to unpack. • Highlight all of the verbs in the standard • Highlight all of the nouns in the standard

15. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

16. Deconstructing/Unpacking Steps Cont. 2. Look at the verbs and place each one in the appropriate category on the Deconstructing/Unpacking Standards Worksheet: • Knowledge • Patterns of reasoning • Skills • Products

17. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

18. Deconstructing/Unpacking StepsCont. 3. Use the nouns with the verbs to write learning targets.

19. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

20. Deconstructing/Unpacking StepsCont. • Stop and Reflect Are all of the knowledge, reasoning, skills and products that students need to be successful from the standard listed on the chart? What else do students need to know, understand or be able to do to master this standard?

21. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

22. Deconstructing/Unpacking StepsCont. 5. Write each target in student friendly “I Can” language on the Learning Targets in Student Friendly Language worksheet. Beside of each “I can” statement identify the target as knowledge, reasoning, skills, or products.

23. Student-Friendly Language • I can compare the cultures of South America. • I can explain how South American peoples adapted to their environment. • I can describe Incan culture. • I can explain how the relationship between individuals in South American and their government changed over time. Use Learning Targets in Student Friendly Language…..

24. Deconstructing an Everyday Standard Standard: Students will drive a car with skill.

25. Standard: Students will drive a car with skill. • Select standard or objective to unpack. • Look at the verbs and nouns (what the students have to know and do). • Write the learning targets in the appropriate category (knowledge, reasoning, skill, product). • Stop and Reflect (add anything left out) • Write each target in student friendly “I Can” language.

27. Student-Friendly Language • I can read road signs and understand what they mean. • I can analyze road conditions. • I can use past experiences to make informed decisions. • I can evaluate options to make decisions about what to do next . • I can parallel park. • I can shift gears smoothly. Use Learning Targets in Student Friendly Language…

28. Standard: Study the characteristics of literary genres (fiction, nonfiction, drama and poetry) through interpreting what impact genre-specific characteristics have on the meaning of the work. Learning Team Model NC 6th Grade Language Arts Objective 5.02 Use Deconstructing/Unpacking Standards Worksheet

29. Deconstructing a North Carolina Standard 4th Grade Math 4.01 – Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems. NC 4th Grade Math Objective 4.01 Use Deconstructing/Unpacking Standards Worksheet

30. Subject: 4th Grade Math Standard: 4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.

31. Student-Friendly Language • I can collect data. • I can sort and organize data. • I can choose charts and graphs for data. • I can create a graph to display data. • I can interpret charts and graphs. • I can use charts and graphs to make predictions. Use Learning Targets in Student Friendly Language…..

32. Deconstructing a Subject Specific Standard -4th Grade NC Geography and History -7th Grade Africa Asia Australia -10th Grade Civics and Economics -6th Grade Mathematics -4th Grade Science

33. What are some resources that may help you in deconstructing a standard? • North Carolina Standard Course of Study • DPI Support Documents • Bloom’s Taxonomy / Webb’s Depth of Knowledge

34. Tool Tip - Google Docs Survey Tool • How’s It Going • Wrap-up • Next Meeting-March 16 3:00-4:00 Elementary and Middle School Auditorium 4:15-5:15 High School – IRC