Instruction and Assessment Overview – Part 3

1. Instruction and Assessment Overview – Part 3

2. A Look Back at Instruction and Assessment… Module 2: • Deep Conceptual and Procedural Knowledge • Definition • Teaching for Understanding • Definition • David Perkins article • Viewed instruction

3. A Look Back at Instruction and Assessment… Module 3: • Balanced Assessment • Definition • Examination of different types of assessments • Assessment for Learning • Definition • Vignettes

4. Instruction & Assessment Objectives • To make a connection between Deep Conceptual and Procedural Knowledge and Rigorous and Relevant Curriculum • To begin to develop a common vision of what a Rigorous and Relevant Curriculum looks like in classroom practice.

5. Deep Conceptual and Procedural Knowledge • Silently, review the definition of Deep Conceptual and Procedural Knowledge and the Essential Concepts and Skills. • Green Tables-Reflect individually on an essential concept that you possess Deep Conceptual Knowledge around and how you know you possess this knowledge as it relates to the definition. Consider how you developed deep conceptual knowledge around this concept. • Yellow Tables- Reflect individually on a procedure or skill that you possess Deep Procedural Knowledge around and how you know you possess this knowledge as it relates to the definition. Consider how you developed this deep procedural knowledge.

6. The Big Question What type of instruction do teachers need to provide so that each and every student develops Deep Conceptual and Procedural Knowledge around the Essential Concepts and Skills Sets identified in the Iowa Core Curriculum?

7. Rigorous and Relevant CurriculumThe Connection… What the evidence says…

8. Rigorous and Relevant Curriculum Current Reality

9. Rigorous and Relevant Curriculum What it is… What it is not…

10. Introduce the Video Option A: Learning on Purpose South Grand Prairie High School Grand Prairie, Texas (a suburb of Dallas/Fort Worth) 7:39 minutes or Option B: Developing Minds: Learning how to Rebuild a Town Developed by: Urban Land Institute 9:00 minutes

11. Introduction to the Video Green Tables Consider the Following: • What did the community, school, and teachers do to engage students in a Rigorous and Relevant Curriculum? • How did the students benefit as a result of their participation in these experiences? Yellow Tables Consider the Following: • What actions could the community, school and teachers take or incorporate into the current model to improve the level of rigor and relevance for all students? • How will these recommendations improve the students’ experience and effect their learning?

12. Video Link Grand Prairie High School http://www.edutopia.org/learning-purpose Or http://www.edutopia.org/developing-minds

13. Processing the Video • As a table, share your responses to the video. • Discuss your observations and recommendations. • Appoint a spokesperson to share out two key responses or observations with the whole group.

14. Review of Today’s Objectives Objectives • To make connection between Deep Conceptual and Procedural Knowledge and Rigorous and Relevant Curriculum • To begin to develop a common vision of what a Rigorous and Relevant Curriculum looks like in classroom practice.

15. Homework Individual Reflection Objective: To individually reflect on how instruction in your school aligns with what was discussed in Module 4 around a Rigorous and Relevant Curriculum. Directions: • Reread the definition of a Rigorous and Relevant Curriculum. • Reflect on what we have done today. • Write how instruction in your school connects to the common vision of a Rigorous and Relevant Curriculum we started to build today.