Learning
Download
1 / 41

Planning and Monitoring for Learning - PowerPoint PPT Presentation


  • 80 Views
  • Uploaded on

Learning. IL T November 27, 2012. Planning and Monitoring for Learning. Planning for teaching vs. Planning for learning. Brainstorm with a partner. What are the differences between Planning for Teaching and P lanning for Learning?. Planning for Teaching.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Planning and Monitoring for Learning' - naoko


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Learning

ILT November 27,2012

Planning and Monitoring for Learning


Planning for teaching vs planning for learning
Planning for teachingvs.Planning for learning

Brainstorm with a partner.

What are the differences between Planning for Teaching and Planning for Learning?


Planning for teaching
Planning for Teaching

FRONTWARD DESIGN = LOOSELY ALIGNED


Planning for learning
Planning for Learning

BACKWARD DESIGN

= TIGHTLY ALIGNED


Monitoring and Reflecting

Monitoring & Coaching

Alignment

Reflective Practice About Lesson Design & Results


Plan

Written

Do

Tested

ACT

Taught

Study

PLC

PLC

QC

PLC

Continuous Improvement Model

Elizabeth A. Clark, Ed.D.


Planning for Learning Model

Curriculum

PLC

PLC

PLC

Regroup/ Re-teach

Common assessment

Lesson 1

Lesson 2

Lesson 3

Lesson 4

FA

FA

Formative assessment (FA)

Instructional Unit 1


Planning for Learning Model: The PLC

PLC

The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions:

What do students need to know and be able to do?

How will we know when they’ve learned it?

What will we do if they haven’t learned it?

What will we do if they already learned it?


What do students need to know and be able to do?

First step of Planning for Learning in an Instructional Unit:

What do students need to know and be able to do?

PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested.

Curriculum

PLC


How will we know when they’ve learned it?

Second step of Planning for Learning in an Instructional Unit:

How will we know when they’ve learned it?

PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not.

Curriculum

PLC

Common assessment


Planning for Learning Model

Curriculum

PLC

PLC

PLC

Regroup/ Re-teach

Common assessment

Lesson 1

Lesson 2

Lesson 3

Lesson 4

FA

FA

Formative assessment (FA)

Instructional Unit 1


Planning for Learning: The Lesson Design Level

Select the standard

Partners, PreReqs, and Process

Evidence of Learning

Strategies and Structures

Resources

Procedure

Accommodations/ Modifications/ Extensions

Reflection


Planning for Learning: Expectations for Lesson Planning

  • The WHAT we teach within a unit will be common (the standards)

  • The HOW we teach may vary

  • Lessons DO NOT have to be lock-step

  • We will COLLABORATE to design quality lessons

  • We will MODIFY for our students’ unique needs


Planning for Learning: The Lesson

Select the standard

Partners, PreReqs, and Process

Evidence of Learning

Strategies and Structures

Resources

Procedure

Accommodations/ Modifications/ Extensions

Reflection


The leading standard is the target learning of a lesson.


  • Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another.

  • For example, if the leading standard is:

  • create brief compositions that establish a

  • central idea in a topic sentence.[4.18Ai]

  • A partner standard could be:

  • use complete simple and compound sentences

  • with correct subject-verb agreement.[4.20C]


  • Process skills are those skills needed for applying the content standards.

  • For example, if the leading standard is:

  • create brief compositions that establish a

  • central idea in a topic sentence.[4.18Ai]

  • Students will need to have this process skill in

  • order to apply the above standard:

  • plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[4.15A]


What do students need to know and be able to do guiding questions for the plc
What do students need to know and be able to do? Guiding Questions for the PLC

  • What will be the leading, or target, standard for this lesson?

  • Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together?

  • What process skills are necessary to the student’s ability to master the standard(s)?

  • What is the cognitive rigor of the standard(s)?

  • What content is addressed in the standard(s) and in what context will it be assessed?

  • What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?



Activity 11

Planning for Learning Activity

Activity #1

  • Get into small groups of 3-4

  • Elect one scribe to record your group’s thoughts on the provided handout

  • Elect one member to share with the whole group after the activity

  • All group members will engage in discussion around the following questions


Planning for Learning Activity

Leading Standard

#2

#3

How does standard #2 serve the leading standard?

How does standard #3 serve the leading standard?

Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?


Planning for Learning Activity

Leading Standard

#2

#3

How does standard #2 serve the leading standard?

How does standard #3 serve the leading standard?

Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?


Planning for Learning Activity

Leading Standard

1. Should a lesson contain so many standards? Why or why not?


Planning for Learning Activity

2. Which example of grouped standards will lead to the most effective backward design of aligned instruction? Why?

3. How can this learning help you support the teachers on your campus?


  • As you look at your curriculum to plan for learning, what criteria did you use to select the standards that you would teach?

  • When you selected your leading standard, what was your thinking in selecting partnering and process standards?

  • How do you know when to include partnering standards and process standards and when to limit the number?


Planning for Learning: The Lesson

Select the standard

Partners, PreReqs, and Process

Evidence of Learning

Strategies and Structures

Resources

Procedure

Accommodations/ Modifications/ Extensions

Reflection


Evidence of learning how will we know when they ve learned it
Evidence of Learning: How will we know when they’ve learned it?

  • How exactly will students demonstrate evidence of their learning at the end of the lesson cycle?

  • How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.)

  • What formative assessments and tasks can be used throughout the lesson cycle to monitor student progress?



Evidence of learning what tasks will help students learn the standard s
Evidence of Learning: What tasks will help students learn the standard(s)?

  • Student Task(s)

=

Desired Outcome


Evidence of learning
Evidence of Learning the standard(s)?

  • Monitoring for Learning Activity

The best way to monitor teaching is to closely examine the learning: what are kids actually doing?

  • Please rejoin your small groups.


Scenario: Two science teachers have designed two different lessons, both focused on the same standard.

Both lessons are engaging and interactive. Both lessons have sound instructional practices.

Take 5 minutes to examine both lessons. Focus on what the kids are doing.

Upon initial examination, would you be pleased to witness both of these lessons? Why or why not?


  • Now, take 3 minutes to examine the Standard Clarification.

  • Both teachers cited 5.5B as the target learning of the lesson.

  • What should the students know and be able to do as a result of the lesson?


Key Question: Which lesson is aligned appropriately to the Student Expectation?

  • Read through both lessons again

  • Collect evidence that supports your conclusion

  • Be prepared to share in 5 minutes


What if the evidence reveals a lesson that is not aligned to the standard

What if the evidence reveals a lesson that is not aligned to the standard?

Let’s Brainstorm !


  • As you taught this lesson, what did you have students to do that would indicate that all the standards that were selected were adequately addressed?

  • What did you expect students to learn from this lesson? Was that outcome accomplished? If no, then why?

  • When you teach the lesson again, what modifications will you make?


Student work samples
Student Work Samples the standard(s)?

  • Monitoring for Learning: Debrief


Planning for Learning: The Lesson the standard(s)?

Select the standard

Partners, PreReqs, and Process

Evidence of Learning

Strategies and Structures

Resources

Procedure

Accommodations/ Modifications/ Extensions

Reflection


Planning for Learning: The Lesson Plan in Forethought the standard(s)?

Select the standard

Partners, PreReqs, and Process

What do students need to know and be able to do?

Strategies and Structures

Evidence of Learning

How will we know when they’ve learned it?

Resources


Planning for Learning: The Lesson Plan in Forethought the standard(s)?

Procedure

Accommodations/ Modifications/ Extensions

What will we do if they haven’t learned it?

What will we do if they already learned it?

Reflection


Planning for Learning in Forethought the standard(s)?

PLC

Process

alignment

and it will save teachers’ time!


Planning for Learning in Forethought the standard(s)?

  • Forethought should be like a member of the PLC: keep it open and put it to work during PLC meetings

  • Study the Standard Clarification documents

  • Utilize the Team Planner

  • Utilize My Activities

  • Trailblazers are getting this training now, but it is posted for everyone to see.


ad