deconstructing standards: building a common understanding

Deconstructing Standards:

Building a Common Understanding

Rick Stiggins

“Students can hit any target they can see and will hold still.”

What do you know?

What do you hope to learn?

Define CCSS Success by June 2013

To serve you!

1. What did you learn that others need to know? Brain

2. What did you do that you think others should do? Hands

3. What resources do my teachers and administrators need? Hands

4. What reactions will your administrators or teachers have when they are involved in similar activities? What are the issues that they will need to overcome? Stomach and/or heart

5. Do I need to visit someplace to learn more or go somewhere to get items I need? Feet

3

What Do I Need to Learn

My Targets for This Session

Understand the importance of the process Know why each step is integral in developing

standards literacy Look at how the Deconstruction Process is

connected with the Common Core State Standards

Curriculum Alignment Research shows that a well-articulated curriculum,

aligned to standards, is critical for student achievement. (Marzano 2003, 2006)

Survey of Enacted Curriculum• Pervasive misalignment of standards and instruction –

particularly the level of rigor (CCSSO, 2010)• 50% of the variance in student achievement can be

explained by the extent to which curriculum, instruction, and assessment are aligned to state standards (CCSSO, 2004)

NO ONE SHOULD TEACH THE STANDARDS

We should be teaching all of the requisite content and skills necessary for students to hit the target – independently

The focus should be on student learning with an emphasis on improving our instructional practice

The Deconstruction Process1. Identify nouns and noun phrases to identify key concepts

2. Locate verbs to identify key target(s)

3. Place the targets into one or more Learning Target categories

4. Identify the Securely Held Content

5. Clarify terms that may lead to multiple interpretations

6. Construct a list of skills that are essential to become proficient in the identified standard

7. Determine that skills:1. Are aligned to the Learning Target categories2. Have the level of rigor necessary to meet the expectations of the

standard

8. Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills

Standards Literacy

8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

The Process 1. Identify nouns and noun phrases to identify key concepts


Step 11. Identify nouns and noun phrases to identify key concepts





• Knowledge

• Reasoning

• Demonstration (Performance)

• Products

Classifying TargetsKnowledgeMastery of substantive subject content where mastery includes both knowing and understanding it.

ReasoningThe ability to use knowledge and understanding to figure things out and solve problems.

DemonstrationThe development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills.

ProductsThe ability to create tangible products, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.

Examples: Knowledge Targets

Identify characters, settings, and major events in a story

Define words by category Name the author and illustrator of a story Identify parts of an expression using mathematical

terms Define a coordinate system Recognize opposite signs of numbers

Examples: Reasoning Targets Make logical inferences Analyze the structure of texts Compare and contrast treatments of the same topic Interpret data on a single count or measurement

variable Relate counting to addition and subtraction Explain the reasoning used Summarize numerical data sets

Examples: Demonstration Targets

Retell familiar stories, including key details Respond to questions and suggestions from peers Describe the connection between two individuals Tell the number of objects Describe and compare measurable attributes Decompose a fraction into a sum of fractions

Examples: Product Targets

Construct viable arguments produce rhyming words Write arguments to support claims in an analysis of

substantive topics Model shapes in the world by building shapes from

components Produce an equivalent sum Develop a probability distribution for a random

variable

Examples: Learning Target Categories

Knowledge Reasoning Demonstration Product

Explain Predict Observe Design

Describe Infer Perform Produce

Identify Classify Compose Make

Define Compare Conduct Write

Recall Summarize Speak Draw

Recognize Analyze Operate Represent

Select Evaluate Investigate Display

List Generalize Collect Model

Verbs in Context

Describe 3 characteristics of metamorphic rocks Knowledge (simple recall)

Describe the difference between igneous and metamorphic rocks

Reasoning (requires cognitive processing to determine the difference between the two types of rocks)

Describe a model that you might use to represent the relationship that exist within the rock cycle

Demonstration (requires deep understanding of the rock cycle and the determination of how best to represent it)

Step 4

1. Identify nouns and noun phrases to identify key concepts




Securely Held Content represents the concepts and skills that students must master and hold with them in order to be fully prepared for the next grade level.





5. Clarify any terms that may lead to multiple interpretations

Terms, concepts, or vocabulary that might have multiple uses or interpretations should be discussed and a common understanding developed to improve consistency.

Vague/Ambiguous Terms

Understand Decompose Know Interpret Analyze Synthesis Establish a situation Recognize Integrate

Moving from Targets to Skills

Skills Criteria Considerations

• Expressed as seeable and measurable verbs • Are precise and exhibit active demonstrations of learning• Focused on the skills students learn rather than activities• Establishes what students needed to know and be able to do• Not a list of standards, but rather the skills students acquire as

they work toward mastery of the standards







7. Determine that skills:1. Are aligned to the Learning Target categories2. Have the level of rigor necessary to meet the expectations of the standard

Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills

Surveys of Enacted CurriculumConcept L1 L2 L3 L4 L5

Word meaning from context

Level II Level III Level IVPerform Procedures,

Explain Generate, Create. Demonstrate Analyze, Investigate

Follow instructions Create / developconnections among text,self, world

Categorize / schematize information

Give examples Recognize relationships Distinguish fact and opinion

Check consistency Dramatize Compare and contrastSummarize Order, group, outline,

organize ideasIdentify with another's point of view

Identify purpose, mainideas, organizationalpatterns

Express new ideas (orexpress ideas newly)

Make inferences, drawconclusions

Gather information Develop reasonablealternatives

Predict probableconsequences

Generalize

http://seconline.wceruw.org/secStandards.asp







7. Determine that skills:1. Are aligned to the Learning Target categories2. Have the level of rigor necessary to meet the expectations of the standard


Define figurative meaning

Identify where

figurative meaning is used in a piece of writing

Provide an example of figurative

meaning and write a piece

exemplifying figurative meaning

Describe how figurative meanings impact a piece of writing

Define “analogy” and describe how

figurative meanings

support the tone or

meaning of the text

Compare two pieces of

writing that use figurative meaning and

create an argument why

one uses figurative

meaning to enhance

meaning over the other

Develop a piece of

writing that utilizes

figurative meaning and contrast that to another

piece of writing either published or peer written

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

The Deconstruction Process1. Identify nouns and noun phrases to identify key concepts






7. Determine that skills:A. Are aligned to the Learning Target categoriesB. Have the level of rigor necessary to meet the expectations of the

standard


deconstructing standards: building a common understanding

Documents

common core standards

state standards ccsso

aligned instruction

handswhat resources

handswhat reactions

student achievement

stomach andor heartdo

note of items