standards based lessons great beginnings year one

Standards Based Lessons

Great Beginnings Year One

BellworkGive one Get one –

What do you remember about successful goal setting? What do you remember about the

challenges to successful goal setting?

List your key ideas separately in each square Walk about and exchange ideas with

classmates Fill as many squares as reasonable before

time is called

Essential Questions

What level of congruence am I enjoying with the state’s vision for SBE?

What level of congruence does my school team exemplify?

What is compelling about the competing behaviorist model?

How does the standards-based implementation process model serve as a foundational

piece?

Goal #1 – Improving student achievement through standards-based education;

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Strategies to enact Goal 1

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Implement SB curriculum, instruction, & assessments that measure achievement in all classrooms

Ensure continuing support of SB Instruction within AcFin plans

Implement focused, prioritized, SB curriculum, instruction, assessment, and Professional Development options

Concept DevelopmentConcept Development“Standards Based “Standards Based

Education”Education”

InitialDevelopingExpert What are the characteristics that define a standards-

based education – curriculum, instruction, and assessments?

Measures for Goal 1: What percent of classrooms are determined to be standards-based?

Exploring MeaningsExploring Meanings Complete

column one by yourself.

Pair/share with a partner adding in Partner column.

If directed; “square up” with another pair and look for commonalities.

“First set high standards that determine what students need to know and be able to do.

Second, do whatever it takes for as long as it takes to teach all students these standards.

Third, measure student achievement of these standards by having them perform what they

have learned and then comparing that performance to the standards.”

-Ruth Mitchell

SBE: Three Critical Stepping Stones!

Backward Mapping

“…the reversal of the traditional process of starting with curriculum or activities that are usually textbook driven and ending with a wide range of learning outcomes.”

“A backward mapping, begins with the desired outcome, the standard, and weaves it into the assessment and instruction.”

California Department of Education, Aiming High Toolkit

Key Differences?• Few, fundamental, key outcomes that emphasize higher

levels of understanding….GENERATIVE TOPICS• Emphasis on understanding, internalization, and

demonstration of knowledge….CONTENT & PERFORMANCE STANDARDS

• Leading to ONGOING ASSESSMENTS of multiple variety by multiple sources

• Leading to ONGOING ADAPTATIONS in instruction• Leading to DIVERSITY OF METHODS & Materials

IN ORDER THAT ALL CHILDREN HAVE ACCESS TO rigorous content promoting EQUITY in EDUCATION

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REALITY

• Schmoker – US math textbooks attempt to address 175% more than German; 350% more than Japanese, and both SIGNIFICANTLY outperform US students.

• Schmoker – US science textbooks attempt to cover 930% more than German; 433% more than Japanese, and both out perform US students.

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Urgently Needed

• Teachers to be critical decision makers in their professional roles….

• Students to be serious meaning makers in their learning roles….

Through the SBE philosophy--- clear goal, adapt, adjust, assess, adapt, adjust assess, adapt, adjust assess.

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Am I a Standards Based Am I a Standards Based

Classroom?Classroom?

(Teachers)(Teachers)

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Do you……- Articulate standards- Inform students about the standards- Use standards to design instruction and assessment- Use rubrics and other methods to clearly communicate student expectations.- Provide feedback to help students improve performance- Use teaching methods that suit the individual student's needs.- Communicate progress towards the achievement of standards

Am I a Standards Based Classroom?Am I a Standards Based Classroom?

Students:- Can describe the standards- Use self-assessment and reflection to improve performance- Take responsibility for their own learning.- Communicate progress towards the achievement of standards

REVIST MatrixREVIST MatrixRevisit your concept development matrix on Standards Based Education.

Has your ideas developed in defining critical components of SBE?

Summarize and articulate critical components with yourneighbor.

Essential Question #1Essential Question #1What level of congruence do I enjoy with the state’s vision of SBE?0 not using

1 Beginning to -- attempts being made

2 Developing -- fluctuating application of some of the critical components of SBE

3 Applying -- fairly consistent application of the critical components of SBE

4 Innovating -- consistent application of the critical components of SBE; advocating for SBE

WHAT %WHAT %

In reflecting on the practices of other professionalsIn your school, including peers, administrators, & support staff…..Focusing on three - four others

How would they score on the previous rubric?

School wide School wide ImplementationImplementation

What evidences do you note on your campusto indicate the SBE is practiced?

Discussions in PLC?Rubrics in use?Assessments tied to student performance of benchmarks?Common assessments to narrow instructional differences among teachers in order toimprove each others’ work?Initiatives & mandates from leaders support backward mapping and multiple forms of assessment?

Five Tasks to Five Tasks to ImplementImplement

1. Coverage of required content (breath)2. Mastery of content (depth)3. Management of class4. Motivation of class (i.e. positive environment)5. Evaluating and holding learners accountable

Frame Factors Frame Factors Many factors impact implementation of SBE:

Temporal – time, quantity, frequency, duration, schedulingPhysical – natural & built environment, materials, equipmentPolitical/legal– state & federal mandates, limits, requirementsOrganizational– Administrative factors, size, grouping,Personal—backgrounds, abilities, interests of ss, staff, parentsEconomic—cost and benefits broadly conceivedCultural– vales and beliefs of school and community

Essential Question #2Essential Question #2

What level of congruence does your school teamexemplify?

0 not using

1 Beginning to -- attempts being made

2 Developing -- fluctuating application of some of the critical components of SBE

3 Applying -- fairly consistent application of the critical components of SBE

4 Innovating -- consistent application of the critical components of SBE; advocating for SBE

Portfolio Assignment

• Provide a caption and reflection (page 9 in Portfolio Info) on your key learnings/insights on the content covered today: Standards-Based Lesson Planning/Student Engagement

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Constructivist vs. BehavioristActivity: Save the Last Word for Me

1. Read the descriptions on Behaviorist and Constructivist

Lesson Plan Design. Mark the readings that addresses

the statements

• My primary lesson design follows ___

• An idea intrigues me and I want to think about it.

• There is something I would like to try.

• I need additional information based on the reading.

2. Write each statement on an index card

3. Write a personal response on the reverse side to share

with a small group.

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Constructivist vs. BehavioristActivity: Save the Last Word for Me (cont.)

4. Meet in groups of 4 to do the following:

• Determine which statement you want to tell first.

• Select a group member to begin.

• Read only the statement on the card.

• Next person shares his/her response to the statement.

• All group members share and first person will have the “Last

Word”.

• Continue with the second person, repeating the process.

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Constructivist Lesson SimulationActivity: Frammets and Langit

• What do students bring to a lesson?

• How do students interpret instructions?

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A langit is a nice thing to have. It can keep Bob

cool and it’s attractive. A langit can also cool

the frammets. One or two frammets are just

about right for most people. It is difficult to

find someone who can stomach more than

three frammets at one time. Bob owns the

langit, but he doesn’t own the frammets.

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• Does Bob own the frammets?

• Are langits attractive?

• If the sun is shining and you wanted to be cool,

would a langit be a good thing to have?

• Would you buy a frammet if Bob offered you one?

• If you were throwing a party for 10 people, about how

many frammets would you have at the party?

• Would your answer change if the party were for 100

people? If so, how?

• About how expensive do you think a langit is?

Essential Question #3

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What is compelling about the competingBehaviorist model?

Ink, pair, share

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Video: Standards-Based Implementation

Model

Winona Oato

2005 Hawaii Teacher of the Year (TOY)

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Standards-Based Implementation Model

Step 1 - Identify relevant standards

Sources: Benchmark Map, Curriculum Map

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Standards-Based Implementation Model

Step 2 - Determine acceptable evidence and criteria

Sources: Instructional Guide, Curriculum Map

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Standards-Based Implementation Model

Step 3 - Determine learning experiences that will

enable students to learn what they need to know and

do.

Sources: Instructional Guide, Unit/Lesson Plans

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Standards-Based Implementation Model

Step 4 - Teach and collect evidence to student learning.

Step 5 - Assess student work to inform instruction or

use data to provide feedback.

Sources: Formative and Summative Assessments

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Standards-Based Implementation Model

Step 6 - Evaluate student work and make judgment on

learning results and communicate findings.

Sources: Standards-Based Grading and Reporting

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TEMPLATE

Standards-Based Lesson Plan

Grade/Course: Quarter:

Unit: Duration: HCPS III Standard(s) Benchmarks:

General Learner Outcomes: Self-directed Learner Community Contributor Complex Thinker Quality Producer Effective Communicator Effective and Ethical User of Technology

Major Understanding(s): Students will understand that…

Essential Question(s):

Content: Students will know…

Skills: Students will be able to…

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Assessment Evidence Determine acceptable evidence and criteria Performance Tasks: Key Criteria: Other Evidence (if applicable) Learning Activities Determine learning experiences that will enable students to learn what they need to know and do (to meet targets and benchmarks)

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Navigating on the Hawaii Content and Performance Standards website

http://standardstoolkit.k12.hi.us

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How does the standards based implementation modelserve as a foundational piece?

Reflect on the 6 steps. What “habits of mind” doesthis process develop? Summarize 5 – 3 – 1

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• Revisit KWL chart

• 3-2-1 Reflection

• Schedule observations

Closure

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• Bring calendar to schedule visitations

• Bring standards based lesson plan of a lesson you

are planning to teach

• Bring materials from this session

For Next Time