Middle Grades Collaborative Conversations
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Transcript of Middle Grades Collaborative Conversations
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Middle Grades Collaborative Conversations
How To Plan Units, Lessons, and Assessments Using the Learning-Focused Framework: Focus on Essential Questions
SAMS: Wednesday, September 9, 2009NAMS: Thursday, September 10, 2009
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Materials Needed:
ACS Curriculum Guide(s) (Wiki)CTE Blueprint(s)NC SCOS (Art, Music, Health, PE)21st Century Skills Handout (Wiki)Revised Bloom’s Taxonomy Handout (Wiki)KUD Template (Wiki)Student Learning Map Template (Wiki)
www.acsacre.wikispaces.com
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Brainstorm
Essential Questions
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A Fundamental Truth by Dr. Lorin Anderson:
We don’t see the world as it is; we see
the world through the lens through
which we look at it.
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1. What do we want students to
know, understand and be able to do?
Guaranteed and Viable Curriculum
2. How will we deliver quality instruction so
students learn at a high level?
Instruction
3. How will we know if students
have learned what we want them to know,
understand and be able to do?
Assessment
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1. What do we want students to
know, understand and be able to do?
Guaranteed and Viable Curriculum
2. How will we deliver quality instruction so
students learn at a high level?
Instruction
3. How will we know if students
have learned what we want them to know,
understand and be able to do?
Assessment
Essential Standards•Prioritized and focused•Aligned with 21st C. skills•Integrated•Chosen for endurance, readiness and leverage•Driven by Revised Bloom’s Taxonomy•Measurable and concise
•Classroom Instruction That Works (Marzano)•Literacy across the curriculum•21st Century Skills•Project and Problem-Based Learning•Learning Centered Environment•Differentiation
Collaborative Planning
Collaborative Planning
Col
labo
rativ
e Pl
anni
ngSummative
Benchmark
Formative
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1. What do we want students to
know, understand and be able to do?
Guaranteed and Viable Curriculum
2. How will we deliver quality instruction so
students learn at a high level?
Instruction
3. How will we know if students
have learned what we want them to know,
understand and be able to do?
Assessment
Essential Standards•Prioritized and focused•Aligned with 21st C. skills•Integrated•Chosen for endurance, readiness and leverage•Driven by Revised Bloom’s Taxonomy•Measurable and concise
•Classroom Instruction That Works (Marzano)•Literacy across the curriculum•21st Century Skills•Project and Problem-Based Learning•Learning Centered Environment•Differentiation
Core for All
Students
Collaborative Planning
Collaborative Planning
Colla
bora
tive P
lanni
ngSummative
Benchmark
Formative
Tier 1
Tier 2
Tier 3
4. How will we respond when students do not learn? What will we do for students who have already learned or have learned more?
Pyramid ofIntervention
Progress Monitoring
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NC’s New Lens: RBT
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BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingEvaluatingJustifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
AnalyzingAnalyzingBreaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstanding
Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining
RememberingRemembering
Recalling informationRecognizing, listing, describing, retrieving, naming, finding
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21st Century Skills
• http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
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Student Learning Map
Key Learning: ESSENTIAL STANDARD(S)
Unit Essential Question(s): ESSENTIAL STANDARD EQ(s)
Concept/Skill/Topic:
Vocabulary
Lesson Essential Question(s):
Concept/Skill/Topic: Concept/Skill/Topic:
Lesson Essential Question(s):
Lesson Essential Question(s):
VocabularyVocabulary
CLARIFYING OBJ CLARIFYING OBJCLARIFYING OBJ
CLARIFYING EQs CLARIFYING EQsCLARIFYING EQs
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Know – Understand- DoA tool to drive planning, instruction, and assessment
Know Understand DoClarifying Objectives(Skills/Topics/Concepts)
Essential Standards/Essential Questions
(Big Ideas/Generalizations)
Assessments(When you know that students have mastered what you want them to know and understand.)
Think about “Know” this way:Knowing is binary. You either know it or
you don’t!
Think about “Understand” this way:I want my students to understand that…
_____
Think about “Do” this way:“Do” always has students
performing/applying a skill. Therefore, “Do” will always start with a verb!
(Modified from Unlocking the Secrets of the L-F Strategies Model V.7)
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Essential QuestionsEssential Questions
Teaching the answers without first
raising the questions takes most
of the meaning out of learning.
~Francis Slater, London School of Education
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What is an essential question?
Sample EQ: What is yourWhat is your explanation for how to explanation for how to evaluateevaluate whether or not a whether or not a question meets the criteria for question meets the criteria for being an essential question?being an essential question?
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What is your explanation for how to evaluate whether or not a question
meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for a
range of purposes (e.g. to inform, instruct, motivate and persuade)
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What is your explanationexplanation for how to evaluate whether or not a question
meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for a
range of purposes (e.g. to inform, instruct, motivate and persuade)
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What is your explanation for how to evaluate whether or not a question
meets the criteria for being an essential question?
Revised Bloom’s Taxonomy: Analysis and Evaluation
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What is your explanation for how to evaluateevaluate whether or not a question
meets the criteria for being an essential question?
Revised Bloom’s Taxonomy: Analysis and Evaluation
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What is your explanationexplanation for how to evaluateevaluate whether or not a question
meets the criteria for being an essential question?
21st Century Skill: Communication & Collaboration• Communicate Clearly - use communication for a
range of purposes (e.g. to inform, instruct, motivate and persuade)
Revised Bloom’s Taxonomy: analysis and evaluation
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Essential QuestionsEssential Questions-qualitiesqualities• Cause inquiry into core content (Essential Standards)• Do not have one “right” answer (21st Century Skills, Revised
Bloom’s Taxonomy)• Are arguable, provokes deep thought, discussion,
inquiry (21st Century Skills)• Promote understanding (Essential Standards, 21st Century Skills,
Revised Bloom’s Taxonomy)• Require students to consider alternatives, weigh
evidence, support ideas, and justify answers (21st Century Skills)
• Spark meaningful connections with prior learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy)
Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano
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Essential Questions & Student Learning
• Alignment with Essential Standards, 21st Century Skills, and RBT
• Focus instruction• Goal setting• Assessment• Guide future plan of action
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Know Understand Do
Clarifying Objectives(Skills/Topics/Concepts)
Essential Standards/Essential Questions(Big Ideas/Generalizations)
What is your explanation for how to evaluate whether or not a question
meets the criteria for being an essential question?
Assessments(When you know that students have mastered what you
want them to know and understand.)
Teachers will develop EQs that are reflective of Essential Standards, 21st
Century Skills, and RBT.
Think about “Know” this way:Knowing is binary. You either know it or you don’t!
Think about “Understand” this way:I want my students to understand that…_____
Think about “Do” this way:“Do” always has students performing/applying a skill.
Therefore, “Do” will always start with a verb!
Know – Understand- DoA tool to drive planning, instruction, and assessment(Modified from Unlocking the Secrets of the L-F Strategies Model V.7)
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Key Learning: Developing Essential Questions that reflect Essential Standards and incorporate 21 st Century Skills and Revised Bloom’s TaxonomyUnit Essential Question: What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?
Concept/Topic/Skill: Concept/Topic/Skill: Concept/Topic/Skill: Concept/Topic/Skill:
Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):
Vocabulary: Vocabulary: Vocabulary: Vocabulary:
Student Learning Map Name:
Subject:
Grading Period:
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Essential Questions: Application
• Develop Essential Questions for your content area that are reflective of Essential Standards, 21st Century Skills, and RBT.
– Resources: » Curriculum Guide/SCOS/CTE Blueprint » 21st Century Skills» RBT» KUD » Student Learning Map
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Reflections: Ticket Out The Door
3 – three things needed for an essential question
2 – two ways essential questions impact student learning
1 – one question I still have