deeply aligned teaching

Deeply Aligned Teaching

How to prepare students for success on statewide

testing

Participants will:

Recognize effective learning targets that align to the written curriculum.

Become aware of vocabulary essential to success on statewide tests.

Use the Success web site to create practice tests for students.

Examine cognitive level of benchmarks and indicators using SEC web site.

Develop lessons plans with differentiating strategies and interventions that align to the statewide curriculum and tests.

Preparing students and parents

ODE: “Strategies for Taking State Assessments Information for Parents and Students”

Vocabulary: Verbs from standards

Content

Cognitive Level Classroom application

Context

Pre-requisitesVocabularyKnowledge & skillsKey conceptsExtension

Test formatGiven informationGiven materialsDistractorsPerformance verbs

KnowledgeProcessAnalysisEvaluationMetacognition

Teaching strategiesClassroom activitiesRelevance to lifeAssessmentInterventions

Deep Alignment

Content

•Pre-requisites•Vocabulary•Knowledge & skills•Key concepts•Extension

How will I share with students?How will I go beyond?

An effective learning target should:

Describe learning goals, not activities (the WHAT and not the HOW)

Tell specifically what the students will be able to know or do

Use indicators from Ohio’s Academic Content Standards

Be “just right” for one lesson unit

Is this an effective learning target?

Do #5-20 on page 167 Legislative Branch Explain the causes of World War II Write a narrative paragraph Work on your lab project Fractions Add fractions and mixed numbers Describe some battles from the Civil War Cooking

Context

•Success Web site at:•http://portal.success-ode-state-oh-us.info•ODE web site at: http://www.ode.state.oh.us Teaching: Practice Tests Teaching: Released Test Material

Scoring guides, blueprints

How will I share with students?How will I go beyond?

Some things you need to know:

Grades 5 and 8 social studies and science are benchmark tests.

Indicators from previous years math and reading are fair game.

Biggest errors kids make on constructed response: not responding to the WHOLE question; not understanding question vocabulary.

Cognitive Level

•Bloom’s Taxonomy•Recall – know, understand•Process – apply, demonstrate•Analyze – compare, generalize•Evaluate – use in new situations

How will I share with students?How will I go beyond?

Some things you need to know:

Surveys of Enacted Curriculum shows cognitive levels required for your grade level indicators and past tests: http://www.seconline.org

Teachers may “cover the material” but not on a high enough cognitive level

HOTS involves PRACTICE

Classroom Application

•Teaching strategies•Classroom activities•Relevance to life•Formative/summative assessment•Interventions

How will I share with students?

How will I go beyond?

The Big Questions

What do students need to learn? How will I know students have learned it? What will I do if they don’t learn it?

Rick DuFour

Interventions and Strategies

Strategy Ring A+ software

Using the GAME Plan

Goals – set clear learning targets (OACS)

Activities – geared to knowledge or skills (Strategy Ring, SEC web site)

Access previous knowledge Add new knowledge Apply in a variety of situations Assess and summarize what has been learned

Measurement – ongoing check for understanding (Success Web site)

Evaluation – Now what? (A+ software)

Summing it Up

Compass points

E – What excites you about what you have learned today?

W – What worries you?

N – What else do you need to know?

S – What are the next steps you need to take?

Questions for the Consultant:

Bonny Buffington, Knox County ESC740-393-6767http://www.bonnybuffington.wikispaces.comBonny_buffington@knoxnet.k12.oh.us