best brevard’s effective strategies for teaching module 6

BEST Brevards Effective Strategies for Teaching Module 6

If you build it. Lets build a castle

Tick-tock, time to work!

Exploring your experience Team A Team B Frustrating Manageable, but dont grade me on it! No problem

Instructions given to Team A Team A was given the materials a model step-by-step directions for building their castle. Additionally, we specified there were materials to choose from (not all were required) they could use extra materials to add their creative touch they were being timed

Instructions given to Team B Team B was given the materials directions to build the best castle they could they were being timed

Which approach is more effective on a consistent basis? balances direction with creativity? is more efficient?

Objectives By the end of this module, we should be able to use an end in mind planning paradigm to align standards, curriculum, assessment and instructional practices.

What? How? Why?What if? Refine teaching and misunderstandings, then share projects /performances. Make connections to get their attention Create/find and share a conceptual image, then inform them (content, facts). Practice with formative assessment followed by summative assessment, then create extensions for personal use (plan for quadrant four).

Lets begin with the End in Mind

What does End in Mind mean? To begin with the end in mind means to start with a clear understanding of your destination. It means to know where youre going so that you better understand where you are now so that the steps you take are always in the right direction. ~Stephen Covey, The 7 Habits of Highly Effective People, 1989, p. 9

Why should we use it? Three of the five National Survey of Student Engagement benchmarks align with the principles of an End in Mind design. (Indiana University, 2001). End in Mind design represents a synthesis of research-based best practices that are associated with improving student achievement (Brown, 2004).

Where we typically spend our time

Where we should spend our time Keep in Mind! The Designing Assessment section should be where the bulk of our materials preparation time is spent, as this is where students are practicing and we are using formative assessment to guide our teaching.

What it is / What it isnt End in Mind Design isEnd in Mind Design is NOT A paradigm A prepackaged template An approach Rigid Thinking made visible Something more to do Good planning practices Knowing where you are going Streamlining best practices

Exploring the End in Mind Design

Step One Desired Results

The Established Goal(s) state standard What is the state standard for the instructional plan? A plan could be for a concept, a topic, a theme, a week- long lesson, etc.

Students will understand that What is the rationale behind the standard? Why do they have to know it? How does it apply? So what?

Students will know What are the general Concepts Skills Information Abilities they should gain from the learning experience?

Students will be able to SMART goals Specific Measurable Attainable Realistic Time-bound What they will do to show you they have met the standard?

Questions?

Essential Questions

Purpose of essential questions Spark interest Build connections Activate background knowledge Identify areas of interest Plant seeds for future learning

What is an essential question? According to Wiggins & McTighe (2005, p. 342), a question the lies at the heart of a subjectand promotes inquiry. Essential questions thus do not yield a single straightforward answerbut produce different plausible responses, about which thoughtful people may disagree.

Examples from science How is a leaf like your hand? What should be the limits of scientific discovery? Is scientific discovery always progress?

Examples from mathematics How is addition and subtraction related? How do we use numbers? Is a straight line always the shortest possible distance?

Examples from social studies What is fairness? Where do we live? Is honesty the best policy? Was Jefferson a hypocrite? How should resources be divided? (Are you willing to give up some of yours to make things even?)

Examples from English Language Arts Literature: What makes a friend? Who are our heroes? What makes writing worth reading? What does it mean to be literate in the 21 st century?

Examples from fine arts What is music? What makes for good art? What are the limits on artistic expression?

Examples from Careers and Technology Culinary: Does food that is good for you have to taste bad? Business: Can a business be 100% ethical and successful? Technology: Should we be able to freely share files, such as music, movies, etc., on the internet? Family & Consumer Science:

An Essential Question should be framed for maximal simplicity. be worded in student-friendly language. provoke discussion. point toward the larger essential idea and unit questions. (Wiggins & McTighe, 1998, p. 34)

Its your turn so get curious! At your table, choose two subjects (math, science, etc.) and generate as many essential questions as you can in the next four minutes.

Questions?

Step Two Assessment Evidence, or ~how do you know they know?~

What do we mean by evidence? Stage One: What should students know? Stage Two: What counts as evidence of what they know? This needs to be decided upon BEFORE the learning activities are designed.

Evidence = Assessment Formative Summative INSERT KEY POINTS FROM MODULE 4

Assessment drives Instruction Assessment pieces must be designed BEFORE learning activities The assessment pieces we design inform us of the instructional activities we need to plan

Step Two in Action we How will we know that you understand the End in Mind design?

You will apply your learning! (Of course!) Individually, as a table, in grade level team, etc. (your choice), you will draft part of an End in Design Instructional Planning Tool But first, dont you want to know whats expected from you?

One approach -- GRASPS Goal Role Audience Situation Product, Performance, Purpose Standards for Success (Wiggins & McTighe, 2007).

Goal GOAL: Your task is to create a draft end in mind instructional plan for your classroom/school.

Role ROLE: You are a classroom teacher, administrator, etc. whatever your actual role is.

Audience AUDIENCE: Your target audience is your class of students or your faculty or small group.

Situation SITUATION: The challenge involves identifying a standard, understanding its rationale and relevance, then selecting appropriate research-based resources, strategies, activities, and assessment pieces to bring students to an end goal.

Performance, Product, Purpose PERFORMANCE / PRODUCT / PURPOSE: The final product, before you leave today, is a draft of Stage 1 (Desired Results) of the instructional plan so that you will have a clear foundation for choosing appropriate resources and learning activities.

Standards (criteria) for success STANDARDS AND CRITERIA FOR SUCCESS: Your product must meet the following standards: The Established Goal section lists a state standard. The Understandings section reveal the why behind the state standard. The Essential Questions should generate student engagement. The Students Will Know section should list basic concepts students should know as a result of the learning experience. The Students will be able to section should list specific, measurable, attainable, results-oriented, and time-bound goals.

The Bottom Line Regardless of approach to assessment, the criteria for student success needs to be well-articulated Development of rubrics List of facts students will be tested upon Criteria for presentations Etc.

Your turn! Activity: Teachers complete Steps One and Two (or at least part of Step Two) of their End in Design Instructional Planning Tool Provide standards for those who do not want to think of their own Participants may choose to work individually, in pairs, grade level, departments, etc. Follow-up: Praise, Question, Polish

Questions?

Feedback Need some directed questions here to elicit feedback and segue into the next step of the Instructional Planning Model.

Step Three The Learning Plan

THIS SECTION NEEDS HELP - FYI

1. What is your data? Consider your students What is your data? Test scores / Classroom performance as data (FCAT, SRI, prior performance in class, benchmarks, end of unit tests, FAIR, running records, etc.) Readiness, interest and learning profile data (see Module 4) Exceptional education, English language learners, gifted student education, etc. data.

Based on the data, how will you differentiate Content? (what you want the students to learn) Process? (the way students make sense out of the content) Product? ( how will students demonstrate mastery of what they learned) 2. How will you differentiate?

3. Plan activities

4. Do (implement)

5. Reflect

Resources vs. Curriculum ~food for thought~

A teachers primary job is to uncover important ideas in subjects, not cover a textbook. ~Wiggins & McTighe, 2007

Heres the BIG PICTURE: are the ~curriculum~ Everything else is a resource

Questions?

TAKE NOTE! The next set of slides are not complete, but give you our thought process of where we were headed.

Follow-up Activity Complete a End in Mind Instructional Planning Tool for a standard / set of standards / unit, etc. Implement it and provide feedback in a mini-PLC during a faculty meeting

Parking Lot The subsequent slides are ideas to incorporate or where we placed something we werent sure where to place.

What?How? Why?What if? Refine teaching and misunderstandings, then share projects /performances. Make connections to get their attention Create/find and share a conceptual image, then inform them (content, facts). Practice with formative assessment followed by summative assessment, then create extensions for personal use (plan for quadrant four).

Examples of how we use the End in Mind Design already PDP In a sense, preparing for FCAT

References

best brevard’s effective strategies for teaching module 6

Documents

mind slide

time slide

mind design slide

castle slide

timed slide

problem slide

mind design isend

formative assessment