A Process to Identify the Enduring Skills, Processes, &

Concepts for your Content Area

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Guide teachers to collaboratively identify the enduring skills in their content area

Support a meaningful student growth goal-setting process for development of quality student growth goals

Goals of this process

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guide you through a process for identifying enduring skills in your content area.

This activity will

One Teacher’s Story

One Teacher’s Story

As you read, think about . . . • How did Mark progress his focus from what

was not enduring to something he considered meaningful (and enduring)?

• How did Mark assess the enduring skill?• How did he engage his students?

Be ready to talk with a partner.

Take a moment to reflect. What matters most for your content area?

Start with

the “big

rocks”

Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?

What Standards, Structural Documents and Resources accompany the standards in each content area?

• Anchor Standards - ELA Reading/Writing/Speaking & Listening

• Anchor Standards - Literacy in Science, Social Studies, Technical Subjects

• C3 Framework -Social Studies

• CCSS/KCAS- Critical Areas combined with math practices

• KY World Language Standards

• National Standards-Visual Arts, PE, etc.

• NGSS/KCAS- Practices/Concepts-Science

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Searching

for the

“big rocks”

Select where in your standards to begin. Can you identify the “big rocks” – the big ideas – in your standards?

Highlight them in your standards document.

Before we move on, let’s define enduring.

Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying

learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of instruction.• Requires critical thinking (analyzing, creating and

evaluating)

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ENDURING LEARNINGWriting Example

EXAMPLES NON-EXAMPLESWrite arguments to support claims with clear reasons and relevant evidence.

-Establish the significance of claims- Create logical organization of claims, reasons and evidence-Use words, phrases and clauses to create cohesionSub Skills

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ENDURING LEARNINGReading Example

EXAMPLES NON-EXAMPLESSummarize key supporting details and ideas

-Identify main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skim and scan a text.

Sub Skills

Strategy

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ENDURING LEARNINGScience Example

EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.

Create a model of an erupting volcano using vinegar and baking soda.

Activity

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ENDURING LEARNINGSocial Studies ExampleEXAMPLES NON-EXAMPLES

Produce an argument to support claims with appropriate use of relevant historical evidence.

Describe point of view for primary and secondary sources.

Use Chicago Style correctly when citing evidence.

Improve student perception of history.

Sub Skill

Strategy

Disposition

ENDURING LEARNINGMusic Example

EXAMPLES NON-EXAMPLESRead & notate music -Identify musical symbols

-Play notes on an instrument

Sub Skills

ENDURING LEARNINGHealth Example

EXAMPLES NON-EXAMPLESAnalyze the influence of family, peers, culture, media, technology, and other factors on health behavior

--Identify factors that influence health -Read and discuss articles about factors that influence health

Sub Skills

Strategy

Write & CHART enduring skill statements.Hint: Start with the verb and write a statement.

Consider: • What can you combine or refine? • Do you notice anything you would consider subskills?• Does your statement meet the definition of enduring?

POST your chart.

From “big rocks” to enduring

Gallery walk • Evaluate the ES statements for the

criteria assigned your table.• Place a dot if it meets the criteria. • Choose one good example to share

explaining why it is a good example of that criteria.• Decide who will share.

Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying

learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of instruction.• Requires critical thinking (analyzing, creating and

evaluating)

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Enduring Learning

What it is What it isn’t

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ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T

Worthy of extended focus Fundamental to learning in

other disciplines Aptitude that has value and

utility beyond one narrow context

Foundational for the application of content

Applicable beyond school Can be measured over time

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ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T

A sub skill Explicit content

knowledge An activity A skill with limited

application A strategy for learning

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Return to your Chart

Do you still consider what you charted enduring? Refine as needed.

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Continue to work collaboratively through your standards document.

Record digitally (Enduring Skills Initial List) to share.

Use the tools: *Enduring definition*Your What It Is/What It Isn’t chart

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Guide you through a process for identifying enduring skills in your content area.

This activity will

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Guide teachers to collaboratively identify the enduring skills in their content area

Support a meaningful student growth goal-setting process for development of quality student growth goals

Goals of this process

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Establish BaselineTarget students’

priority need

Identify the sources of evidence that will need to be in place to measure student’s level of

proficiency in the Enduring Skills

Identify what proficiency looks like for the Enduring Skills

Identify the Enduring Skills in the content area standards

Know the expectation of content area standards

Teac

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During first

weeks of school

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Who is our audience?

How should we share?

What is our role?

What’s Next?