Bay District Schools 2 Math Take Flight with Florida... · Bay District Schools Curriculum Maps to...
27
7/22/2014 1 Take Flight with Florida Standards Bay District Schools Welcome Ilea Faircloth & Ashley French Stowing Your Baggage
Transcript of Bay District Schools 2 Math Take Flight with Florida... · Bay District Schools Curriculum Maps to...
7/22/2014
1
Take Flight with Florida Standards Bay District Schools
Welcome Ilea Faircloth & Ashley French
Stowing Your Baggage
7/22/2014
2
Book Your Flight
• WIIFY (What is in it for you?) • Safety Procedures (Group Norms) • Baggage Claim (AKA questions and comments) • Pre-Assessment • Message from Your Captain • DOK • Learning Goals with Scales– Teachers will plan and instruct the
Florida Standards • Curriculum Guides • MFAS • You’ve Arrived at Your Destination, Thank you for flying BDS
• Participants will understand DOK and BDS Curriculum Guides.
To include:
• Learning Goals with Scales, MAFS (standards), and MFAS (formative assessments) Tasks to drive instruction.
All Terminals are equipped with WIIFY
• Think time: Think about a norm that is important to have in a PD.
• Discuss: Groups will come to a consensus of one group norm that is important to everyone in the group.
• Share: Person 3 will stand up and share their group’s norm.
• Compare: As norms are read if you hear your norm you can sit.
Safety Procedures
7/22/2014
3
Rate yourself on a Progression Scale
Level 4
I can implement Depth of Knowledge, pre-assessment, learning goals with
scales, and the Mathematics Formative Assessment System and use the
Bay District Schools Curriculum Maps to guide instruction.
Level 3
I understand the importance of Depth of Knowledge and how it correlates to pre-assessment, learning goals with scales, and the Mathematics Formative Assessment System in relationship to the Bay District Schools Curriculum Maps.
Level 2 I understand Depth of Knowledge, learning goals with scales, formative
assessment, and how to find our Bay District Schools Curriculum Maps.
Level 1 I am aware of Depth of Knowledge, learning goals with scales and how to
find our Bay District Schools Curriculum Maps.
Level 0 I am aware of Depth of Knowledge.
A Message from Your Captain: Superintendent Husfelt
Day 1
Setting Up Your Destination • Mix/Pair/Share • As the Music Plays you will move around the room to the beat of the music with
your passport (Destination Partners handout) • When the music stops you will pair up with a person who is closest to you. This
will be your partner when you hear the music playing. – Spain (Say “Hola”, introduce yourself, and record your partner’s name) – France (Say “Bonjour”, introduce yourself, and record your partner’s name)
– Germany (Say, “Guten Tag”, introduce yourself, and record your partner’s
name)
– America (Say “Howdy”, introduce yourself, and record your partner’s name)
7/22/2014
4
Knowing the Quality of Airline
• At some point in time can any of these airlines meet your needs? Why?
• If you needed a cheap quick flight which airline would you choose? Why?
• If you needed a luxurious flight, with all the bells and whistles and have money to burn, which flight would you choose? Why?
• If you needed a flight that provided you with perks of being on business flight, which flight would you take? Why?
• If you needed a flight that traveled outside of your country for a reasonable price, which flight would you take? Why?
Relating DOK to the Airlines
• Think Time: Thinking about the flights and how each is needed at different times in different situations, how do the levels of Webb’s Depth of Knowledge (DOK) relate to choosing an airline?
• Timed Round Robin (20 Seconds Each)
Depth of Knowledge
Webb’s Depth of
Knowledge
Level 1 –
Recall
Level 2 –
Skill/Concept
Level 3 –
Strategic Thinking
Level 4 –
Extended Thinking
7/22/2014
5
The Depth of Knowledge is
NOT determined by the
verb, but the context in
which the verb is used and
the depth of thinking
required.
Creating a Depth of Knowledge Poster Puzzle
• Every Group will receive a large blank poster of the Depth of Knowledge
• Every Group will receive labels, verbs, and objectives of lessons
• Groups will be given 10 – 15 minutes to place the labels, verbs, and objectives onto the posters
• Groups when done will team with another group and compare their results
• Presenters reveal the answer key and discuss differences whole group
7/22/2014
6
DOK Levels on New Assessments
DOK Ranges for Math
7/22/2014
7
Let’s Look at Our Assessments and Our Standards
Looking at YOUR grade level…
• Independently: Read each item on the assessment- label it with the appropriate DOK
As a grade level group…
• Discuss each item and the DOK Level. Did you all agree? Have challenging conversations as to why or why not. Come to group consensus.
Let’s Look at Our Assessments and Our Standards
As a grade level group (going through item by item)…
• Go through the MAFS document and identify which standard the test item is assessing. Write the DOK next to the test item with a circle. Do the two DOK levels you identified match?
• What are the classroom implications to your findings?
Brain Break Find your Spain Destination Partner–
Why is it important to know the DOK Level of a given task?
7/22/2014
8
The Process…
Generate Assessments
Formative Summative
Create Clear Learning Goals & Develop Scales
Align with Standards for Learning Over Time
Unpack Standards/Benchmarks
“Chunk” the Standards
Course Descriptions
Course Descriptions
• CPALMS Home Page - http://www.cpalms.org/Public/
• http://www.cpalms.org/Public/PreviewCourse/Preview/27#
• Notice DOK Levels on each standard!
7/22/2014
9
A Central, Core Understanding
W. James Popham:
“Teachers who truly understand what they want their
students to accomplish will almost surely be more
instructionally successful than teachers whose
understanding of hoped-for student accomplishments
are murky.”
7/22/2014
10
Two Types of Content Goals
• Declarative Knowledge: What students need to know/understand; informational, factual, uses recall
Format: “Students will understand and/or know (that) ______.”
Example: “… numerals are ways to express a number.”
Two Types of Content Goals
• Procedural Knowledge: What students need to be able to do, process, show, model
Format: “Students will be able to ______.”
Example: “… measure the length of an object using a non-standard unit.”
Example
Students will understand the defining characteristics of
whole numbers, decimals and fractions with like
denominators, and will be able to convert between
equivalent forms as well as represent factors and multiples
of whole numbers through 100.
7/22/2014
11
Example
Students will understand the defining characteristics of
whole numbers, decimals and fractions with like
denominators, and will be able to convert between
equivalent forms as well as represent factors and multiples
of whole numbers through 100.
Quiz-Quiz Trade
Declarative vs. Procedural Activity
Change in Flight Plans Show the year at a glance Explain process of development • - Reference Guaranteed & Viable Curriculum Research
(Marzano) • - Course Description (where it is and how you get there) • - Unpacking Standards • - Learning Goals and Scales • - Common Assessments & Monitoring Plan • - Redesign Professional Development/Evaluation/Monitor
Implementation
7/22/2014
12
Digging in the Standards As a grade level… • locate the standards for your grade dealing with the
concept of multiplication/division as it relates to whole numbers
• Display on chart paper the standard code and ‘gist’ of the standard.
Digging in the Standards As a group… • Were there clear patterns? • What do you notice about each grade in respect to
the progression?
Digging in the Standards If you’d like to know more about progressions…
http://ime.math.arizona.edu/progressions/
7/22/2014
13
Unpacking Template
Unit (Description/Title of Content):
Insert standards included in this unit. DOK Level
Learning Objectives: Declarative Knowledge: Students will know and understand : Procedural Knowledge: Students will be able to:
Essential Vocabulary Insert essential vocabulary for the unit here
Mathematical Practices Common Misconceptions
Suggested Resources Looking Back and Forward (Trajectory) Provide a description of what exposure students have had previously to these concepts and skills and what they need to be prepared for in future grade levels.
Look at a new standard.
• MAFS.3.MD.2.4 – Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
• MAFS.4.MD.2.4 – Make a line plot to display a data set of measurements in fractions of a unit
(1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
• MAFS.5.MD.2.2 – Make a line plot to display a data set of measurements in fractions of a unit
(1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Brain Break
How can unpacking standards be beneficial before creating
learning goals?
Find your France Destination Partner–
7/22/2014
14
Making A Difference…
“Goals are the reason classroom activities
are designed. Without clear goals,
classroom activities are without
direction.”
Robert J. Marzano
What is a Learning Goal?
A learning goal identifies what students
will learn or be able to do as a result of instruction, separate from what they do to demonstrate
learning.
Why is this important?
• There is a body of research that indicates when students are clear about their learning goal, a goal that describes the intended learning, they perform significantly better than those who are given goals that focus on task completion.
• Making the intended learning clear,
substitutes a learning goal mindset for their activity-oriented way of thinking.
It focuses the attention to learning by helping them understand that the assignment is the means to the learning.
7/22/2014
15
What Marzano’s research says -
High Probability Strategies
- Marzano Research Laboratory
LG are not Daily Objectives
Learning goals tend to focus on learning that takes
3-10 weeks to master.
Not everything that will be learned is expressed in
learning goals.
Not every fact and detail students are asked to
know is tracked via scales.
Connecting Learning Goals
WITH Scales
Learning goals are tied explicitly
to a measurable behavior or set of
behaviors that are supported by an
accompanying scale.
7/22/2014
16
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
No major errors or omissions regarding the score 4.0 content
3.0 The student will:
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.0
The student recognizes and describes specific terminology such as:
The student will:
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes
1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
0.0 Even with help, no understanding or skill demonstrated
Learning Goal with Scales
Provide a clear learning progression of what a
student should understand and/or be able to do.
Represent an explicit set of criteria used for
assessing and monitoring progress toward a
learning goal.
48
Sample Learning Goal with Scales
7/22/2014
17
Using your faux whiteboard, write one
benefit for sharing clear learning goals and success
criteria with students.
Then, RoundRobin with your group.
Why is it important to share learning
goals with students?
Gives students a clear idea of what will be learned and why
Transfers some of the responsibility for learning to the students
Enables students to be active participants rather than passive recipients
Gives students a clear idea of what they are aspiring to, so they are more
likely to achieve
Provides students with a tool for evaluating their own learning
Adapted from Brighton & Hove Assessment for Learning Project (September 2002)
Brain Break
Find your Germany Destination Partner–
What is one way you think you will manage learning goals
with scales in your classroom?
7/22/2014
18
LEARNING GOAL WITH SCALES VIDEO
Students
electronically move
their status once
they have evidence
of learning.
Elementary Tracking Examples from our Classrooms
7/22/2014
19
Secondary Examples
7/22/2014
20
Students track progress directly on the
scale with star stickers, notating the date a
level is achieved. Students record evidence
in their reflection journals.
PreTest – 1.5
√ √ √ √
√ √ √ √
√
Quiz – 2.5
√ √
√
√
√ √
√
√ √ √ √
√ √
√
√
√
Tracking My Progress
.
MarzanoResearch.com
7/22/2014
21
Four Critical Questions that Define the Work of a PLC
?
1
2
3 4
What is it we
expect our students to
learn?
How will we know when
students have learned?
How will we respond when students have NOT learned?
How will we respond when students have
learned?
- DuFour, DuFour, Eaker, Many
A Team Effort
Learning Goals with Scales is revealed by contemporary research to
be a “high-effect size” instructional strategy.
This means from the array of strategies shown to have an actual
positive “cause and effect” relationship with student learning, the
effect on learning using ‘Learning Goals with Scales” is much higher
than most strategies.
As teachers and school leaders deepen understanding of the process
of creating learning goals with scales aligned with Florida Standards
and NGSSS, they can be shared with a new tool coming on line.
BRAIN BREAK
How will learning goals and progression scales serve teachers in the lesson planning process?
Find your America Destination Partner-
7/22/2014
22
2014-15 Curriculum Maps
• Curriculum maps will eventually be housed
on CPALMS through the ICPALMS site-
until then… Check out BDS Mathematics.
• Maps include: unpacked standards,
learning goals with scales, AND formative
assessments from MFAS!
Math Formative
Assessment System
(MFAS)
7/22/2014
23
7/22/2014
24
Let’s Look at one!
True or Not True?
7/22/2014
25
Resources: BDS Curriculum Guide
Year at a Glance Learning Goals and Scales Pacing Assessments Unpacking Documents
Monitoring Implementation
Check out a PLC product: Cherry Street’s 1st Grade PLC
MFAS Checklist of Awesomeness
Pic of CS PLC Product
7/22/2014
26
Rate yourself on a Progression Scale
Level 4
I can implement Depth of Knowledge, pre-assessment, learning goals with
scales, and the Mathematics Formative Assessment System and use the
Bay District Schools Curriculum Maps to guide instruction.
Level 3
I understand the importance of Depth of Knowledge and how it correlates to pre-assessment, learning goals with scales, and the Mathematics Formative Assessment System in relationship to the Bay District Schools Curriculum Maps.
Level 2 I understand Depth of Knowledge, learning goals with scales, formative
assessment, and how to find our Bay District Schools Curriculum Maps.
Level 1 I am aware of Depth of Knowledge, learning goals with scales and how to
find our Bay District Schools Curriculum Maps.
Level 0 I am aware of Depth of Knowledge.
You’ve Arrived at Your Destination: Closing From Lisa Churchwell, Coordinator of Staff Development
Day 2
Exit Survey
https://www.surveymonkey.com/s/BDSpdsummer
7/22/2014
27
Contact Us: Cylle Rowell
[email protected] Michelle Spencer
[email protected] Ashley French
[email protected] Melanie Malone
[email protected] Jessica Sims
[email protected] Ilea Faircloth
[email protected] Jeremy Centeno
[email protected] Cayla Anderson
[email protected] Kristin Hand
