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Measuring Up! Dr. B.’s Lesson Design Framework AND The Tri-State Quality Review Rubric sheronbrownphd.com Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
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Transcript of Drb ldf+tri staterubric
Measuring Up!!Dr. B.’s Lesson Design Framework�
AND ��
The Tri-State Quality Review Rubric�
sheronbrownphd.com
Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
“Teachers, administrators, and curriculum coordinators can use the Tri-State Quality Review Rubric to evaluate the
quality of classroom lessons and units and their alignment to CCSS.”�
~PARCC �
What’s the use?!
The Tri-State Quality Review Rubric�
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Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
This is it!!sheronbrownphd.com
When I began preparing teachers, administrators and curriculum writers back in 2010 on how to design lessons aligned to
the Common Core, I invented Dr. B.’s Lesson
Design Framework.!
Lesson Purpose? �Critical Thinking? �
UDL? �Concepts? �
Objective? �
Assessment �Disciplinary Thinking�
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Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
Dr. B.’s Lesson Design Framework
Guest starring in The Core Deconstructed.
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Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
Date: Standard What standard focuses this lesson? Identify it in your unit plan. Include supporting standards if applicable. Getting Ready to Learn
Conceptual Understanding (Frames the lesson)
What concepts should students understand—and arrive at—by the end of the lesson or unit?
Objective (Lesson Target) What is the clear lesson target? What thinking process will the students engage in and what product will make the thinking visible? See the Objective Builder to ensure a clear target is articulated.
Establish Relevance What is the real world connection? What is the developmentally appropriate purpose for learning? The reason students should care (not adults.) How will this be communicated to students?
Small Group Plan
After having deconstructed the standard, what objective stems apply to your differentiated group(s) to ensure access to the grade level standard?
Accommodations Alternative Means of
Representation http://www.udlcenter.org/aboutudl/udlguid
elines/principle1
Alternative Means of Action and Expression
http://www.udlcenter.org/aboutudl/udlgu
idelines/principle2
Alternative Means of Engagement
http://www.udlcenter.org/aboutudl/udlgu
idelines/principle3
Activate Prior Knowledge What student-led or teacher-led activity will students engage in to prepare them for the lesson? Ex: vocabulary, research question, discussion, review of previous lesson, provocative question, introduction to inquiry, etc.
What accommodations are necessary? See link for support.
What accommodations are necessary? See link for support.
What accommodations are necessary? See link for support.
Purpose for Learning (choose) 1. Acquire knowledge 2. Extend and refine 3. Real-world task
Relevance of Learning (Select appropriate purpose and connection[s]) • Connect to content • Connect to practitioner • Connect across disciplines • Connect to self
What is the purpose for learning? Design the lesson in alignment to the appropriate purpose: acquire, extend or real world task.
1. Will students acquire new knowledge? See Lesson Design Process I.
2. Will students deepen their understanding of knowledge previously acquired? See Lesson Design Process II.
3. Will students engage in a real-world task with deeply understood knowledge? See Lesson Design Process III.
What types of connections will students make to the content as disciplinary thinkers? How will student “think through” the content?
See above. See above. See above.
Closure Review and Reflect on Learning
How will you recap the lesson? What reflection activity will students engage in to make connections? Also, how will they be asked to think about their learning process?
See above. See above. See above.
Assess Learning How will the lesson target be assessed? How will you know the extent to which the learning you anticipated occurred?
See above. See above. See above.
Reinforce or Prepare for Learning
Home Extension • Memorizing • Accuracy and Speed • Deepen understanding • Preparation
What type of homework is required in alignment with this lesson? Do students need to memorize, practice accuracy and speed, deepen understanding or prepare for an upcoming lesson? Choose the appropriate purpose and design an aligned home extension experience.
See above. See above. See above.
!
But when I saw the recently updated Tri-State Quality Review Rubric I wondered...�
Does my LDF measure up? !
Does it help educators think about what’s
necessary for a Common Core aligned lesson?!Hmmm...I wonder...�
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Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
1. Alignment to Depth • Targets a set of grade-level CCSS • Includes a clear and explicit purpose for
instruction
1. Alignment to Depth • Selects text(s) that measure within the grade-
level text complexity band and are of sufficient quality and scope for the stated purpose.
(See Designing for Close Reading)
2. Key Shifts in the CCSS • Reading Text Closely • Text Based Evidence • Writing from Sources
(See Designing for Close Reading)
2. Key Shifts in the CCSS • Academic vocabulary
3. Instructional Supports • Cultivate student interest and
engagement • Address instructional expectations
3. Instructional Supports • Provides all students multiple opportunities to engage
with text; includes appropriate scaffolding • Focuses on challenging sections of texts and engages
students in a productive struggle through discussion questions and other supports
• Provide extensions and/or advanced text for students who read well above the grade level text band
(See Designing for Close Reading)
4. Assessment • Elicits direct, observable evidence of the degree to
which a student can independently demonstrate the targeted grade level standard
• Assess student proficiency • Includes aligned rubrics or assessment guidelines
sufficient for interpreting student performance
Measuring Up?
The Tri-State Rubric on Dr. B.’s Lesson Design Framework
sheronbrownphd.com
Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
HOT DIGGITY! !It does!�
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Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
How about yours? �Need one? �
You can use mine. � Just email and ask!�
����
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Copyright 2013 by Sheron Brown. Permission to share while correctly attributing credit.
