Georgia Performance Standards

1. Georgia Performance Standards 7th Grade Mathematics Days 3 and 4: Planning Instruction

2. Contact Information Peggy Pool Georgia Department of Education 1754 Twin Towers East Atlanta, Georgia 30334 Office Phone: (404) 657-9063 Office email: ppool@doe.k12.ga.us

3. It’s new . . . It’s exciting . . . It’s what you’ve been waiting for . . . It’s the new GPS IT Portal, BUT WE NEED YOUR HELP TO MAKE IT A SUCCESS <http://www.glc.k12.ga.us/GSO-Builder/GSO_Builder_Schematic.htm> Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

4. H. L. Menken Quotation “For every complex problem there is a solution that is simple, neat, and wrong."

5. Standards Based Education Model GPS Stage 1 Identify Desired Results (Big Ideas) Enduring Understandings  Essential Questions  Skills and Knowledge (one or more) Standards Elements Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results) All above, plus Tasks Student Work Teacher Commentary Stage 3 Plan Learning Experiences and Instruction (to support student success on assessments, leading to desired results) All above

6. Overview • Concept Mapping • Curriculum Mapping • Describing the Standards-Based Classroom • Designing an Instructional Unit

7. Essential Question 1 What is Concept Mapping and why is it important?

8. 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.

9. Skills and Knowledge Facts Concepts Generalizations Rules, Laws, Procedures Skills Procedures Processes KNOWLEDGE (declarative) SKILLS (procedural)

10. 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.

11. Jigsaw Groups Examining Our Concept Maps

12. Concept Development Abstract Semi- Abstract Semi- Concrete Concrete

13. Essential Question 2 What role can Concept Maps play in planning yearly instruction?

14. True or False? “Without a commitment to when a skill will be taught, there is no commitment.”

15. What Mapping Provides • Long range planning • Short term preparation • Clear communication

16. Instructional Planning • Be extremely familiar with grade-level standards • Create a curriculum map • Units • Identify standards • Determine acceptable evidence • Plan instruction

17. Group Assignment • 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.

18. 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

19. Jigsaw Groups Analyzing Our Curriculum Maps

20. Essential Question 3 What does standards-based mathematics classroom look like?

21. Be able to explain and describe what you see in this lesson. Math Lab Lesson

22. What did you see in this lesson?

23. What should we see? • Warm-up • Mini lesson, opening, setting the stage • Work period, activity period • Summary, closing

24. The Standards • Key content standards • Related content standards • Process standards • Concepts and skills to maintain

25. Assessment • Assessment for learning • Feedback • Revision • Self-assessing

26. Types of Classroom Assessment Selected Response Constructed Response Performance Assessment Informal Assessment • Multiple Choice • True-False • Matching • 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

27. Characteristics of Exemplary Assessment • Emphasizes learning process as well as product • Requires active construction of meaning • Assesses interdisciplinary and cross disciplinary skills • Helps students self monitor

28. Gives specific expectations for students Emphasizes the application and use of knowledge Has meaning and relevance to students Emphasizes complex skills Makes standards public and known in advance Characteristics of Exemplary Assessment

29. Student Work Sample

30. Essential Question 4 What is important when developing a unit plan?

31. 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

32. Instructional Planning • Be extremely familiar with grade-level standards • Create a curriculum map • Units • Identify standards • Determine acceptable evidence • Plan instruction

33. 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

34. 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.

35. Making Instructional Decisions How will we hook and hold student interest? Where are we going? Why? What is expected? How will we equip students to explore and experience? Consider How will we organize and sequence the learning? How will we help students rethink, rehearse,revise, and refine? How will we tailor learning to varied needs, interests, styles? How will students self-evaluate and reflect on their learning?

36. Pictures Tables Graphs Symbols Words Multiple Representations

37. Jigsaw Groups Sharing Our Units

38. 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.

39. 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.

40. 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.

41. 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.

42. Discussion of Redelivery Action Plan • Determine your goal for redelivery. • Determine time allotted. • Develop timeline of activities. • List resources and ideas.

43. 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.

44. Contact Information Peggy Pool Georgia Department of Education 1754 Twin Towers East Atlanta, Georgia 30334 Office Phone: (404) 657-9063 Office email: ppool@doe.k12.ga.us