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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 .

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Deconstructing Standards

Modified from Collaborative Learning Inc.

Rick Stiggins


This must be a collective effort
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


Targets for this session
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



Identifying standards
Identifying Standards

  • 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


Curriculum alignment
Curriculum Alignment

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

(Marzano 2003, 2006)


Common core state standards
Common Core State Standards

  • Fewer

  • Clearer

  • Higher Rigor


No one should teach the standards
NO ONE SHOULD TEACH THE STANDARDS

We 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


The deconstruction process
The Deconstruction Process

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

  • Locate (circle) verbs to identify key target(s)

  • Place the targets into one or more Learning Target categories

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

  • Determine that skills:

    • Are aligned to the Learning Target categories

    • Have the level of rigor necessary to meet the expectations of the standard


Standards literacy
Standards Literacy

8.RI.4

Determine 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.


The process p
The Process p.

  • Identify nouns and noun phrases to identify key concepts

8.RI.4

Determine 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.


Step 1
Step 1

  • Identify (Underline) nouns and noun phrases to identify key concepts and vocabulary

8.RI.4

Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze the impact of specificword choices on meaning and tone, including analogiesorallusions to other texts.


Step 2
Step 2

  • Identify nouns and noun phrases to identify key concepts

  • Locate (Circle) verbs to identify key target(s)

8.RI.4

Determine 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.


Step 21
Step 2

  • Identify nouns and noun phrases to identify key concepts

  • Locate verbs to identify key target(s)

8.RI.4

Determine 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.


Step 3
Step 3

  • Identify nouns and noun phrases to identify key concepts

  • Locate verbs to identify key target(s)

  • Place the targets into one or more Learning Target categories Think Bloom’s Level

  • Knowledge (Remembering,Understanding)

  • Reasoning(Applying, Analyzing)

  • Demonstration (Performance)

  • Products (Creating)


Classifying Targets

Knowledge

Mastery of substantive subject content where mastery includes both knowing and understanding it.

Reasoning

The ability to use knowledge and understanding to figure things out and solve problems.

Demonstration

The 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.

Products

The 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.


Examples knowledge targets
Examples: Knowledge Targets

  • Identify characters, settings, and major events in a story

  • Define words by category

  • Name the author and illustrator of a story


Examples reasoning targets
Examples: Reasoning Targets

  • Make logical inferences

  • Analyze the structure of texts

  • Compare and contrast treatments of the same topic


Examples demonstration targets
Examples: Demonstration Targets

  • Retell familiar stories, including key details

  • Respond to questions and suggestions from peers

  • Describe the connection between two individuals


Examples product targets
Examples: Product Targets

  • Construct viable arguments produce rhyming words

  • Write arguments to support claims in an analysis of substantive topics



Verbs in context
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)


Standards are targets
Standards are Targets

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

Rick Stiggins


Moving from targets to skills
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


Where to find the targets
Where to find the targets……

www.kde.state.ky.us/

Search: Deconstructed Standards

English Language Arts

Grade Level


Deconstructing unpacking unwrapping
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!


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