Deconstructing Standards

30
Deconstructing Standards Rick Stiggins Modified from Collaborative L Inc.

description

Deconstructing Standards. Modified from Collaborative Learning Inc. Rick Stiggins. This must be a collective effort. No man is an island, Entire of itself. Each is a piece of the continent, A part of the main. Therefore, send not to know For whom the bell tolls, It tolls for thee . - PowerPoint PPT Presentation

Transcript of Deconstructing Standards

Page 1: Deconstructing  Standards

Deconstructing Standards

Rick Stiggins

Modified from Collaborative Learning Inc.

Page 2: Deconstructing  Standards
Page 3: Deconstructing  Standards

This must be a collective effort

No man is an island,Entire of itself.Each is a piece of the continent,A part of the main.

Therefore, send not to knowFor whom the bell tolls,It tolls for thee.

John Donne, 1624

Page 4: Deconstructing  Standards

Targets for This Session

Understand the importance of the Deconstruction 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

Page 5: Deconstructing  Standards

Standard 8.RI.4

RI

Page 6: Deconstructing  Standards

Identifying Standards

o Grade Level 5.RL.1 or RL.5.1

Strand 3.W.2 or W.3.2

Standard # 4.RF.3a or RF.4.3a

RL RI RF W SL L RST RH

Page 7: Deconstructing  Standards

Curriculum Alignment

“Research shows that a well-articulated curriculum, aligned to standards, is critical for student achievement.”

(Marzano 2003, 2006)

Page 8: Deconstructing  Standards

Common Core State Standards

Fewer

Clearer

Higher Rigor

Page 9: Deconstructing  Standards

NO ONE SHOULD TEACH THE STANDARDSWe 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

Page 10: Deconstructing  Standards

The Deconstruction Process

1. Identify (underline) nouns and noun phrases to identify key concepts and vocabulary

2. Locate (circle) verbs to identify key target(s)

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

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

5. Determine that skills: Are aligned to the Learning Target categories Have the level of rigor necessary to meet the expectations of the

standard

Page 11: Deconstructing  Standards

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.

Page 12: Deconstructing  Standards

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

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.

Page 13: Deconstructing  Standards

Step 11. Identify (Underline) nouns and noun phrases to identify key

concepts and vocabulary

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.

Page 14: Deconstructing  Standards

Step 21. Identify nouns and noun phrases to identify key concepts

2. Locate (Circle) verbs to identify key target(s)

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.

Page 15: Deconstructing  Standards

Step 21. Identify nouns and noun phrases to identify key concepts

2. Locate verbs to identify key target(s)

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.

Page 16: Deconstructing  Standards

Step 31. 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 Think Bloom’s Level

• Knowledge (Remembering,Understanding)

• Reasoning(Applying, Analyzing)

• Demonstration (Performance)

• Products (Creating)

Page 17: Deconstructing  Standards

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.

Page 18: Deconstructing  Standards

Examples: Knowledge Targets

Identify characters, settings, and major events in a story

Define words by category

Name the author and illustrator of a story

Page 19: Deconstructing  Standards

Examples: Reasoning Targets Make logical inferences

Analyze the structure of texts

Compare and contrast treatments of the same topic

Page 20: Deconstructing  Standards

Examples: Demonstration Targets

Retell familiar stories, including key details

Respond to questions and suggestions from peers

Describe the connection between two individuals

Page 21: Deconstructing  Standards

Examples: Product Targets

Construct viable arguments produce rhyming words

Write arguments to support claims in an analysis of substantive topics

Page 22: Deconstructing  Standards

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

Page 23: Deconstructing  Standards

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 requires deep understanding of the rock cycle and the determination

Demonstration (of how best to represent it)

Page 24: Deconstructing  Standards
Page 25: Deconstructing  Standards

Rick Stiggins

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

Standards are Targets

Page 26: Deconstructing  Standards

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

Page 27: Deconstructing  Standards
Page 28: Deconstructing  Standards
Page 29: Deconstructing  Standards

Where to find the targets……

www.kde.state.ky.us/ Search: Deconstructed StandardsEnglish Language ArtsGrade Level

Page 30: Deconstructing  Standards

Deconstructing, Unpacking, Unwrapping

It’s all the same thing! Take the standard apart to understand it and

develop the skill steps needed for students to master it.

Identifying the Target category will help you choose what kind of assessment is needed.

Good Luck!