GEORGIA PERFORMANCE STANDARDS

Planning Instruction

Mathematics K-2

H. L. Menken Quotation

“For every complex problem there is a solution that is simple, neat,

and wrong."

Standards Based Education Model

GP

SG

PS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacher Commentary

All above, plusTasksStudent WorkTeacher Commentary

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)

All aboveAll above

Overview

Concept Mapping

Curriculum Mapping

Describing the Standards-Based Classroom

Designing an Instructional Unit

Essential Question 1

What is Concept Mapping and why is it important?

Looking at Student Work

Work alone on each part of the task for about 5 minutes.

Discuss in small group.

For each part of task, list the mathematics concepts and ALL standards addressed.

Think of the mathematics that students need to know and be able to do in order to perform the task.

Skills and Knowledge

Facts

Concepts

Generalizations

Rules, Laws, Procedures

KNOWLEDGE(declarative)

Skills

Procedures

Processes

SKILLS(procedural)

Create a Map

Using the information generated from the task, draw a concept map.

Share and compare your map with those of other groups in the room.

Examining Our Concept Maps

Jigsaw Groups

Concrete

Semi-Abstract

Semi-Concrete

AbstractConceptDevelopment

Essential Question 2

What role can Concept Maps play in planning yearly instruction?

True or False?

“Without a commitment to when a skill will be

taught, there is no commitment.”

What Mapping Provides

Long range planning

Short term preparation

Clear communication

Instructional Planning

Be extremely familiar with grade-level standards Create a curriculum map Units

Identify standards Determine acceptable evidence Plan instruction

Pick a Grade Level

Work in small group to organize cards, making connections and distributing strands.

Use your work to create a yearlong curriculum map.

Visit other groups who worked on your grade level.

Make revisions to your map, if needed.

Developing, Analyzing, and Reviewing Maps

Read Maps to Gain Information

Identify Gaps

Identify Repetitions

Identify Areas for Integration

Match Assessments to Standards

Review for Timeliness

Analyzing Our Curriculum Maps

Jigsaw Groups

Essential Question 3

What does a standards-based mathematics classroom look like?

What is a rectangle?

Please do the following:

In your own words, define rectangle.

Use pictures, words, and numbers.

What do we know about rectangles?

Finding Patterns

Today you will work in groups of four. You will be given chart paper to show your work. For each pattern you create:

a. Draw it.b. Describe it in words.c. Make a t-chart.d. Be prepared to explain the patterns you found.

Ideas for Patterns

RectanglesTrianglesHexagonsWheels on Toy Cars, Bicycles, TricyclesLegs on Chickens, Horses Noses, Ears, Whiskers on Cats

What did you see in this lesson?

What should we see?

Warm-up Mini lesson, opening, setting the stage Work period, activity period Summary, closing

The Standards

Key content standards Related content standards Process standards Concepts and skills to maintain

Assessment

Assessment for learning Feedback Revision Self-assessing

Types of Classroom Assessment

•Multiple Choice

•True-False•Matching

Selected Response

•Fill-in-the-blank (words, phrases)

•Essay•Short answer (sentences, paragraphs)

•Diagram•Web•Concept Map

•Flowchart•Graph•Table•Matrix•Illustration

•Presentation

•Movement•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital

•Oral questioning

•Observation•Interview •Conference•Process description

•Checklist•Rating scale•Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

ConstructedResponse

Performance Assessment

Informal Assessment

Characteristics of Exemplary Assessment

Emphasizes learning process as well as product

Requires active construction of meaningAssesses interdisciplinary and cross

disciplinary skillsHelps students self monitor

Characteristics of Exemplary Assessment

Gives specific expectations for students Emphasizes the application and use of

knowledgeHas meaning and relevance to studentsEmphasizes complex skillsMakes standards public and known in advance

Student Work Sample

Essential Question 4

What is important when developing a unit plan?

What is important?

Bringing the “big ideas” to life

A focus on learning, rather than teaching

Helping students to understand, not just remember the understanding of others

Incorporating a variety of different teaching strategies

Instructional Planning

Be extremely familiar with grade-level standards Create a curriculum map Units

Identify standards Determine acceptable evidence Plan instruction

Criteria for Good Tasks

• Involves significant mathematics• Can be solved in a variety of ways• Elicits a range of responses• Requires communication• Stimulates best performance• Lends itself to a scoring rubric

Pick a Unit

Work with a partner or a small group.

Decide on a unit from your “map”.

Use the design model to identify desired results and write an assessment.

Design instruction for the unit.

Making Instructional Decisions

Consider

Where are we going? Why?

What is expected?

How will we hook and

hold student interest?

How will we equip students to explore and experience?

How will we organize and sequence the

learning?

How will we tailor learning

to varied needs, interests, styles?

How will students self-evaluate and reflect on their

learning?

How will we help students rethink,

rehearse, revise, and

refine?

Multiple Representations

Pictures

Tables

WordsSymbols

Graphs

Sharing Our Units

Jigsaw Groups

I would like to teach and assess for understanding but…

I am expected to teach to state and district standards and benchmarks.

This approach takes too much time. I have too much content to cover.

I would like to teach and assess for understanding but…

I am being held accountable for student performance on superficial state tests.

I am a “skills” teacher, and students need to master the basics first.

I would like to design curriculum using a template, but…

This approach is too demanding. I couldn’t possibly do this for everything I teach.

It’s not my job to develop curriculum. Besides, I already have a textbook.

I would like to design curriculum using a template, but…

I don’t know how to do this kind of design work.

I already do this.

Discussion of Redelivery Action Plan

Determine your goal for redelivery.

Determine time allotted.

Develop timeline of activities.

List resources and ideas.

Wrapping Up

What have you learned over the past two days?What do you need next?How will you redeliver this module on unit

design?

Continue collecting student work.

Lisa Bryan

1754 Twin Towers East, Atlanta, Georgia 30334

Office phone: (404) 463-6924

Office email: lbryan@doe.k12.ga.us