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But we have to do it ALL!

But we have to do it ALL!. Creating a Pacing Guide That Works. Operational Definitions. Big Ideas -large networks of interrelated concepts Standards -the general statements of what students need to know & be able to do

cally-willis
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But we have to do it ALL!

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  1. But we have to do it ALL! Creating a Pacing Guide That Works

  2. Operational Definitions • Big Ideas-large networks of interrelated concepts • Standards-the general statements of what students need to know & be able to do • Indicators-student learning expectations, benchmarks, learning outcomes, proficiencies, subskills, substandards, etc. • Power Standards-those standards & indicators that are critical for student success; once mastered, these give a student the ability to use reasoning & thinking skills to learn & understand other curriculum objectives

  3. The Old Model

  4. The New Model—From Coverage to FOCUS State Standards Potential Curriculum & Test Objectives FOCUSED Curriculum & Assessments

  5. Power Standards Identification Criteria • Endurance-Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? • Leverage-Will this provide knowledge and skills that will be of value in multiple disciplines? • Readiness for the next level of learning-Will this provide students with essential knowledge and skills that are necessary for success in the next grade level of instruction?

  6. “School, Life, & the State Test” What do your students need for success—in school (this year, next year, and so on), in life, and on your state tests? -Larry Ainsworth, 2003

  7. Pacing Guide Committee Goals • To identify the BIG ideas within each content area by grade level (CLUSTERING) • To map & pace SLEs related to each BIG idea (ORDERING) • To unwrap primary SLEs by creating a list of detailed objectives (DETAILING) in order to provide a collaborative pacing guide as an option for use by those AFSEC districts/schools choosing to do so

  8. What worked? What didn’t? ACTIVITY (15 minutes)

  9. Strand • BIG Idea A. Primary SLEs (within this BIG Idea, these are the focus) B. Related SLEs (these SLEs can easily be integrated into this BIG idea) • BIG Idea A. Primary SLEs (within this BIG Idea, these are the focus) B. Related SLEs (these SLEs can easily be integrated into this BIG idea)

  10. Step-by-Step • Identify the BIG ideas • Identify Power Standards (SLEs) by highlighting those in yellow • Cut SLEs apart, glue to post-it note, & organize around BIG ideas • Primary SLE should be glued to yellow post-it • Related SLE should be glued to alternate colored post-it • Pace by 9 weeks according to meaningful & developmental sequence • Unwrap Primary SLEs by creating a detailed list of objectives for each (later date)

  11. Next Steps… • Using your teacher resource materials, Internet sources, trade books, picture books, textbooks, etc., MATCH the objectives to your materials

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