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Pop Corn

Pop Corn. What are the three goals we have learned thus far? What is our next (4 th ) Goal?. Meeting Student Needs. Plus: Fireside Chats Candy!!! Choices for fireside chats Flowcharts Looking forward to to Wed. (standards). Delta: More work time Grade level grouping

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Pop Corn

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  1. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  2. Meeting Student Needs Plus: Fireside Chats Candy!!! Choices for fireside chats Flowcharts Looking forward to to Wed. (standards) Delta: More work time Grade level grouping Blurry slides Individual rooms for chats Less time on flowcharts

  3. Scavenger Hunt Day 3 Classroom Design and Delivery Classroom Design and Delivery Matrix PDCA Packet

  4. Beacon Shared Vision Our Beacon Vision is… Empowerment of students eXpectations are clear Progress is accelerated Leadership includes everyone Own pace Responsible and invested students Experiences connected to real world

  5. Monitor Code of Cooperation • In your table groups… • Complete a plus/delta to assess how you follow our Code of Cooperation. • Set a goal for building our culture based on the Plus/Delta Needs for Code of Cooperation • Create a PDCA for you to better follow our Code of Cooperation • (review PDCA Thursday morning)

  6. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  7. Goal # 4

  8. Goal 4 CDD Matrix 9 9

  9. Instructional Transparency 1. Whatdoweneedtoknow?ClarifytheLearningStandard(Unpack)2. Howwillwegetthere?Organize,Record & ReportonLearningTargets(CapacityMatrix)3. Howwillweknowwearethere?Assessment(ScoringGuide/Rubrics) 9

  10. Goal 4 Expectations Individual or Small Group Work • Unpack a standard from Common Core or MLR • Create a Capacity Matrix for that standard • Create a Scoring Guide for that standard 7

  11. UnpackingStandards CommonCoreStandardsforELAandMath MaineLearningResults 5

  12. CommonCoreStandardsforELAandMath 6

  13. MaineLearningResults 7 7

  14. Unpacking Standard • Underline nouns “Students will • know...” • 2)Circle the “Students will • significant verbs be able to...” • **Keys: • -don’t add EXTRA requirements • -don’t IGNORE expectations • ***Why is that essential???? • (scaffolding of levels) = =

  15. CommonCoreEnglishLanguageArtsStandards, Reading: Literature, Grade4 Standard#6Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifferencebetweenfirst-andthird-personnarrations. 8

  16. Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifferencebetweenfirst- andthird-person narrationsKnow:compareandcontrastpointofviewnarratedfirstandthirdpersonnarrationsDo: UnderstandthedifferencebetweenfirstandthirdpersonnarrationsCompareandcontraststoriesbasedonpointofview 12

  17. Horizontally group by grade level • Groups of no more than 4/5 • Choose a standard to unpack • Establish the KNOW and DO 13 13

  18. Unpacking Standard • Underline nouns “Students will • know...” • 2)Circle the “Students will • significant verbs be able to...” • **Keys: • -don’t add EXTRA requirements • -don’t IGNORE expectations • ***Why is that essential???? • (scaffolding of levels) = =

  19. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  20. Goal # 4

  21. Capacity Matrix

  22. Capacity Matrix • *Allows for student independence • *Enables kids to move at their own pace • *Kids know when they have demonstrated • mastery • *Used as a recording and reporting tool • *Kids can check and adjust their learning • *Helps to drive assessments • *Allows for student voice and choice

  23. CapacityMatrixforStudents 36

  24. Capacitymatrixforanentirelevelsworthofstandards

  25. Capacitymatrixforindividualstandards

  26. How to... • *Start with a blank matrix • *Determine the purpose of capacity matrix • *Write or copy and paste the learning target • and/or traits • -----Student Use----- • *Fill in the continuum from emerging to • advanced • *Add evidence ideas

  27. Gotowork ….. • Create a Capacity Matrix for the standard you unpacked

  28. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  29. Goal # 4

  30. Scoring Guides/Rubrics • Define the specifics of what a student will know or be able to do (learning traits) • Describe the growth in acquisition of these learning traits • 4 point scale • Progress descriptors (emerging, developing, proficient, advanced)

  31. Scoring Guides/Rubrics • Unpacked standards “know” and “do” become the traits for the scoring guide • Proficient is the ‘lowest level” of achievement acceptable • Continuous growth along continuum • Measurable • Difference between scoring guide and rubric is the same as potato and pototo.

  32. Example Sources • Bering Strait S.D. • www.bssd.org • Adams 50 S.D. • www.sbsadams50.org/content go to D50 Wiki • Highland Tech High School • www.highlandtech.org go to Academics

  33. ScoringGuideTemplate 26

  34. ScoringGuides/RubricsWorkTime • - Unpacked standards “know” and “to do” • become the traits • - Proficient is the ‘lowest level” of • achievement acceptable • - Continuous growth along continuum • - Measurable

  35. Pop Corn What are the three goals we have learned thus far? What is our next (4th) Goal?

  36. Options for Work Time Finish PDCA for:Shared Vision Code of CooperationContinue working on SOP flowchartsUnpacking StandardsCapacity MatrixScoring GuidesBuilding Units 32

  37. Assessments of Work Time Trade Show*Last 30 mins.*Visual representation of your work 32

  38. Instructional Transparency 1. Whatdoweneedtoknow?ClarifytheLearningStandard(Unpack)2. Howwillwegetthere?Organize,Record & ReportonLearningTargets(CapacityMatrix)3. Howwillweknowwearethere?Assessment(ScoringGuide/Rubrics) 32 32

  39. Table talk • What is the difference between a capacity matrix and a scoring guide or rubric? • What are the strengths/weaknesses of scoring guides vs rubric?

  40. How are we doing SV & CC? 3 Scatter-gram Code of Conduct 2 1 2 3 Shared Vision

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