Deconstructing Standards

Summer Training 2014

Clear Targets:• I can deconstruct standards to better

understand and integrate contents.• I can develop clear targets and

essential questions.

What Can Teachers Gain by Thoughtfully Deconstructing or “Unpacking Standards?

Develop a common understanding about a Learning Expectation (LE) versus a Clear Target.

Discover the embedded science and math concepts in the standard.

Clarify what students need to know and be able to do, which provides guidance for developing assessment and instructional plans that are carefully aligned with the standard.

Establish a knowledge base for differentiating instruction so that all students have the opportunity to learn and master a standard.

Determine what evidence of performance is sufficient to establish that a student has mastered a standard.

What does the standard really mean? 8.EE.C.8 Analyze and solve pairs

of simultaneous linear equations.

8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

DECLARATIVE VS

PROCEDURAL KNOWLEDGE

Analyze the Standard

1. the verbs.

2. Underline the nouns and what the verb is referring to.

Circle

Student KnowledgeVertical alignment

Pre-requisite knowledge – What content should students have mastered before they can master this standard?

Future knowledge – After students have mastered this standard, how will they apply the content to future learning?

Connecting standards to content:Math: http://quantiles.com/tools/quantile-teacher-assistant/ Science: http://www.tncurriculumcenter.org/science

EDI: I do/We do

EDI: You do!

Support for Student Success:Alignment Among the Elements

Why is alignment of these three elements important?

How can alignment contribute to increased rigor?

Math or Science or BOTH?

We need to understand each others’ content.

Explain to your partner the content that is in your deconstructed standard.

If we can’t understand our own standards, then we can’t explain it to our colleagues for STEM purposes and we can’t effectively teach our students.

Reflection Question:• How does deconstructing standards make STEM an easier process for teachers?