Sme Unpacking Standards 2

“A standard answers the While we wait to
question, ‘Where am I get started

please go to
www.menti.com
going in my learning,’ and enter this
code to answer
a few
while Learning Targets questions…
show students the path to 77 12 15

get there.”
www.menti.com enter code 77 12 15 (complete the questions…) SME Professional Learning 2.19.19
The Work of PLCs:
Priority Standards and
Learning Progressions
Professional Development
February 19, 2019
Building Pedagogy KESA Goals...
(71) Professional Development of individual teachers includes

an emphasis on indicators of effective teaching (RIGOR)
(155) All teachers systematically report to parents the

student’s mastery of specific standards-based objectives
(RELEVANCE)
(160) All teachers use a variety of instructional modes

(RELATIONSHIPS)
think of a very
common song...
get a partner and identify one as “A” and “B”
Don’t tell them the song you are thinking of!
“the curse of
knowledge”
The Four Questions of a PLC
What do we want students to learn? - Curriculum

How will we know when they learn it? - Assessment
What will we do if they have not learned it? - Intervention
What will we do if they have learned it? - Enrichment
Criteria:
Priority Standards
1. Readiness: Will this standard provide students with
knowledge and skills that will be of value in college and
career?
2. Endurance: Will this standard provide students with

knowledge and skills that will be of value beyond a single
test date or at the next level?
3. Assessed: Will the standard be assessed on external

assessments? With how much regularity?
4. Leverage: Will this standard provide students with

knowledge and skills that will be of value in multiple
disciplines?
RTI Pyramid PDF
Quality Core Instruction (Tier 1) Components
Teachers and students, working together, as evaluators of

their impact
All having high expectations
All moving towards explicit success criteria
Using the Goldilocks principle of challenge - Not too hard,
not too boring
Errors and trust are welcomed
Maximize feedback about learning
Surface to deep progressions of learning
Deconstructing
Standards
What is the
● knowledge
● reasoning and
● skills
you are asking each

student to
demonstrate as
they work towards
mastery of this
standard?
Progression of Learning
Learning Targets as a
Learning Targets as a Progression of Learning
● Short term student goals.
● Focused on what is to be learned.
● Clearly state what we expect students to know and
be able to do.
● Include measurable objectives that anchor
instructional activities, strategies, and formative
assessments.
● Teachable/learnable using a variety of instructional
activities, strategies, contexts, and tools.
● Guide instruction and learning toward a standard.
Why clear Learning Targets?
Student… Teacher…
● Reflect on their own ● Can make better

learning instructional decisions
● Assess their own growth ● Can gauge student
● Will know what questions mastery
to ask ● Have an instant formative
● Have a clear assessment tool
understanding of what they ● Distills the curriculum into
should know manageable chunks
Explicit / Direct Instruction (.60)
Active Learning in Class
1. Define learning intentions;
2. aware of and know success criteria of performance;
3. building commitment and engagement in the
learning task;
4. presentation of the lesson;
5. guided practice (work is marked and corrective
work);
6. closure; and
John Hattie speaking directly to the
7. independent practice value of explicit instruction… heck,
= Carefully teaching a sequenced curriculum with built we’re “change agents” and that
requires us to set the stage for
in cumulative practice. learning!
https://vimeo.com/88176157
Feedback (.70)
Feedback (Actionable Information)
=Just in time, Just for me, When and
Where it does the most good
● Focus on task not learner
● Link to goals / Address the gaps
● Keep simple and in small pieces
● Dialogue and trust
● Time to act on it (Ongoing, formative,
corrective)
=Drives the Prevention Loop
Clarity (.75)
=Clear Learning Targets, Success Criteria,
Learning Progressions, and Lessons/Units with
Examples/Models (PLC Question 1)
Students are able to answer:

– Where am I going? (learning targets)
– How am I going? (success criteria)

– Where to next? (learning progressions)
1. Teachers believe that their fundamental task is to evaluate the effect of
their teaching on students’ learning and achievement
2. Teachers believe that success and failure in student learning is about what
they, as teachers, did or did not do.. We are change agents!!
3. Teachers want to talk more about the learning than the teaching.
4. Teachers see assessment as feedback about their impact.
5. Teachers engage in dialogue, not monologue.
6. Teachers enjoy the challenge and never retreat to “I’m just doing my best!”
7. Teachers believe that it is their role to develop positive relationships in
classrooms and staff rooms
8. Teachers inform all about the language of learning.
9. Teachers recognize that learning is hard work
10. Teachers effectively collaborate around learning.
Hattie’s EdWeek “Leaders to Learn
From” Keynote…
https://youtu.be/UJyEXZuIgMQ
Consider starting with this

as you begin your work this
afternoon…
A good transition into the

“unpacking” of priority
standards.
Deconstructing
Standards
What is the
● knowledge
● reasoning and
● skills
you are asking each

student to
demonstrate as
they work towards
mastery of this
standard?
Resources to help you in this work…
To do’s... Depth of Knowledge (Webb)... quick graphic to

define what it means
Unpacking Standards Template… Fill at least 2
of these out this afternoon with your PLC DOK in…
Unpacked Standards Submission form … Social Studies ELA Math Science

Please submit this as a PLC by the end of the
day
Meeting theory with practice...
Teacher Sample #1 -- Unpacking a standard

(Future work…)
WITH students
Linking Priority Standards and Proficiency
Teacher Sample #2 -- Students discuss the
Scales… Here is a sample from Fond du Lac
power of learning targets
Wisconsin
1.57 effect size
“when you fundamentally believe you can make a difference

and then you feed it with the evidence you are that is what it
makes it tremendously powerful!”
PLC Tool Kit
Unpacking Standards Form
Learning Targets PD
CITW Instructional Strategies
Depth of Knowledge Wheel
Tier 1 Bingo Activity (from Lindsay Stephenson and Tim Walker at SM South)
Tier 1 Interventions Cheat Sheet (from Lindsay Stephenson at SM South)
Becoming Data Wise (8 Step Process for Using Data in Teams)
5 Whys Template
Feedback Tools for Google Docs
Tier One / Visible Learning Tool Kit
Self Eval for Collaborative Learning
http://resources.corwin.com/sites/default/files/figure_1.1_2.pdf
Self Eval for Argumentative Writing

http://resources.corwin.com/sites/default/files/figure_7.2.pdf
Self Questions for Content Knowledge

Language Frames for Peer Critiques

Strategies for Phases of Learning

Unit Tracking Guide – This is a good one to show teachers how to create a “visible” unit with clear, purposeful progression

Sme Unpacking Standards 2

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Sme Unpacking Standards 2

Caricato da

Copyright:

Formati disponibili

“A standard answers the While we wait to

question, ‘Where am I get started

show students the path to 77 12 15

(71) Professional Development of individual teachers includes

(155) All teachers systematically report to parents the

(160) All teachers use a variety of instructional modes

Don’t tell them the song you are thinking of!

What do we want students to learn? - Curriculum

2. Endurance: Will this standard provide students with

3. Assessed: Will the standard be assessed on external

4. Leverage: Will this standard provide students with

Teachers and students, working together, as evaluators of

you are asking each

● Reflect on their own ● Can make better

Students are able to answer:

– How am I going? (success criteria)

Consider starting with this

A good transition into the

you are asking each

To do’s... Depth of Knowledge (Webb)... quick graphic to

Unpacked Standards Submission form … Social Studies ELA Math Science

Teacher Sample #1 -- Unpacking a standard

“when you fundamentally believe you can make a difference

Self Eval for Argumentative Writing

Self Questions for Content Knowledge

Language Frames for Peer Critiques

Strategies for Phases of Learning

Potrebbero piacerti anche