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Planning for Common Core

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  1. Lesson Planning to Prepare for Common Core Let’s get started! May 23, 2012 Planning for Common Core 5 min. Annette

  2. Agenda • Introduction • Outcomes • Elements of effective instruction (when teaching new material) • Collaborative design of a lesson • Chunked sections (including lesson plan essentials and explicit instruction) • Partner and group feedback (w/rubrics) • Closure/evaluation 3 min. Annette

  3. Norms • Respect for each other’s time & participation (on-time, on-task) • Supportive of strengths and weaknesses • Commitment to risk, trial-and-error • Stay focused on those things we can control http://www.bing.com/images/search?q=respect&view=detail&id=D87822242D0A6A00BC72276C4EA13C6D9BDF1FD0&first=211&FORM=IDFRIR 2 min. Annette

  4. Session Outcomes Formal: Teachers create a thoughtful, well-developed lesson plan. Informal: Teachers engage in reflection and discussion around effective lesson planning, thereby identifying personal strengths and areas of growth. 1 min. Annette

  5. Think-Write What automobile best represents you (as a teacher) or reflects somehow your teaching style? Complete one of the sentence stems. The car which represents me is a __________ because… As it pertains to my teaching style, I am a(n) __________ because… Example: My butter colored Ford Edge SUV represents me… because of its enduring qualities of being low maintenance, rugged, and multi-purpose. Even though it’s rugged and can handle any terrain, it is small, easy to drive, and comfortable. 4 min. Erika

  6. Table Discussion Share your response with your table group: • “three-brief” (when 3 people debrief) OR • 4 in a row • each table selects one to share out 3 min. Ken

  7. Cars total 1 min Ken

  8. The point as It pertains to Planning A lesson plan, like an automobile, contains essential components carefully designed to achieve a specific purpose. While our lessons will have the same components—given our different personalities, styles, and subject areas—they may not be delivered in the same manner. 2 min. Erika

  9. Where are we going? 0 min. Erika

  10. Common Core: Areas of Emphasis • Focus on text complexity • Emphasis on Reading and Writing across the curriculum • Emphasis on informational text • Emphasis on collaborative conversations • Emphasis on writing arguments and drawing evidence from sources • Emphasis on integrating media sources 5 min. Erika

  11. Rigor and Relevance Framework 3 min. Erika

  12. Research on Planning • The academic task is the basic unit of organization within a lesson. One must view the curriculum as a collection of academic tasks. About 60 - 70 % of class time is taken up by teacher-designed tasks. The manner in which teachers design and organize these academic tasks affects student learning. --Doyle (1983) • Everything else being equal, a teacher who designs and organizes academic tasks well will produce better student learning than the teacher who does not. --Marzano(2007) 2 min. Erika

  13. Quick Write: Lesson Reflection Reflect on a lesson you planned successfully: • How did you approach the planning? • How did students respond to it? • In general, what do you think makes a good lesson? Fast Finishers: If you complete your list prior to the time limit, please note by each item why you think that lesson component is important. (3 min.) 3 min. Erika

  14. Appointment #1 Partner #1 = first speaker Speaking Task: Share your successful lesson and how students responded. List the elements you believe essential to a good lesson plan. Partner #2 = first listener Listening Task: Ask clarifying questions about partner’s lesson. Compare list of lesson essentials to your own list. Be prepared for a brief discussion… 3 min. Blanca

  15. List of Effective Lesson Components(when Teaching New Material) 5 min. Erika

  16. Let’s Remove the Mystery…

  17. 8-Step Lesson Essentials • Learning objective (connected to Performance task) • Activate prior knowledge • Establish relevance • Concept Development (introduce concepts) • Skill Development (I do) • Guided Practice (we do) • Closure • Independent practice (you do) 3 min. Annette

  18. A Look at a Possible Design 4 min. Annette

  19. Where do we begin? “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” –Stephen R. Covey, The Seven Habits of Highly Effective People, 1989/2011 We begin with backward design. 1 min. Annette

  20. The “Big Ideas” of Backward Design • Design with clarity as it pertains to desired learning • Focus on evidence of real learning (understanding/ transfer) • Focus on learning priorities—“big ideas” & “core tasks” of transfer to frame curricula • Focus on anticipating student misunderstanding (and learning rough spots) • Make assessments central to curriculum design, not an afterthought • Grant Wiggins & Jay McTighe, 2004 2 min. Annette

  21. 3 Stages of Backward Design Identify desired results. 2. Determine acceptable evidence. then and only then Plan learning experiences and instruction. 2 min. Annette Grant Wiggins & Jay McTighe, 2004

  22. Typical Errorin Design Identify content. 2. Brainstorm activities. Without checking for alignment Come up with an assessment and link it to some Standard. 3 min. Annette Grant Wiggins & Jay McTighe, 2004

  23. 3 Stages of Backward Design Identify desired results. 2. Determine acceptable evidence. then and only then Plan learning experiences and instruction. 1 min. Annette Grant Wiggins & Jay McTighe, 2004

  24. Planning Graphic Big Idea…OR Standard Day 1: Objective Closure The BIG IDEA OR Unit OBJECIVE and the PERFORMANCE TASK frame each day’s work. Day 2: Objective Closure Day 3: … Performance Task

  25. Begin with the End in Mind…an example Big Idea: Students will use specific evidence from a text to support a claim. Unit Objective: Students will analyze the function of irony in Poe’s The Cask of Amontillado. Daily Objective: Students will explain the function of two examples of irony in Poe’s The Cask of Amontillado on an exit slip. Formative/Closure: Students will complete an exit slip on which they identify two examples of irony in the text and explain how the examples contribute to mood, develop character, or create setting. Summative Measure/Performance Task: Students will write an essay in which they analyze the function of all three types of irony in The Cask of Amontillado. 3 min. Annette

  26. Begin with the End in Mind…an example Big Idea: Students will solve for missing lengths in triangles… Unit Objective: Students will determine the appropriate method to solve for missing lengths in right triangles given various combinations of angle measures and side lengths. Daily Objective: Students will determine which trigonometric ratio (sin, cos, tan) to apply to a given triangle and solve for the missing side lengths. Formative/Closure: Students will complete an exit slip on which they will solve a given problem and explain their choice of trigonometric ratio justifying their result. Summative Measure/Performance Task: Students will examine the given information for a right triangle and apply the appropriate trigonometric ratios and theorems to solve for the missing side lengths and angle measures. 2 min. Annette

  27. You deserve a BREAK!(10 min.) http://www.bing.com/images/search?q=humorous+work+related+images&view=detail&id=AE223D4D3DFF1A005AF5C58937B75CDE9BD81175&first=91&FORM=IDFRIR

  28. Performance Task or Assessment • When designing your performance task or assessment, be sure that it… • is focused on big ideas and standards. • is at the appropriate level of rigor. 1 min. Erika

  29. To achieve high levels of rigor in instruction, the plan, implementation, and student tasks must be built around all of the following components: 1. Alignment to the standards and curriculum 2. A high cognitive demand: high level of Blooms and application 3. Release of responsibility Rigor and Relevance Framework 1 min. Annette

  30. Common Core State Test Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing. Vary the sectors so that the probability to win a desired prize is much less than the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize. Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which prize has the greatest probability and which prize has the least probability? 4 min. Annette

  31. English 9 & 10: Sample Performance Task Review the definitions of crisis, problem, and emergency at http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml. Thenclassify the following scenario as a crisis, problem, or emergency. Justify your conclusion in a journal entry with evidence and valid reasoning.Based on your reading, predict what the family's next step will likely be. Jim's mom Alice has recently completed an alcohol abuse program. After waiting for two hours for his mom to pick him up from school, Jim, who is 10, decides to walk home. Once Jim gets home, he finds an empty booze bottle in the trash and bills spread all over the kitchen table. However, his mom is not home. Jim lives alone with his mom, and as it gets late into the evening, Jim wonders what he should do. Where does the journal write fall on the Rigor and Relevance quadrant? 4 min. Annette

  32. English 9 & 10: Sample Performance Task Review the definitions of crisis, problem, and emergency at http://www.dshs.wa.gov/manuals/socialservices/sections/CrisisInter.shtml. Thenclassify the following scenario as a crisis, problem, or emergency. Justify your conclusion in a journal entry with evidence and valid reasoning.Based on your reading, predict what the family's next step will likely be. College & Career Readiness Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection and research. Objective: In an analytical paragraph, students will apply informational-text concepts to real-world social situations. 4 min. Annette Where does the journal write fall on the Rigor and Relevance quadrant?

  33. Science 10: Sample Performance Task Newton’s laws describe and quantify the relationship between forces and motion. Students are usually introduced to Newton’s laws in middle school. In more advanced physical science classes, students usually get to explore the laws of motion in a more in-depth way. You’ve been asked to help prepare a PowerPoint presentation that can be used to help introduce middle school students to Newton’s laws. Carry out the following steps to help complete the task: Use a textbook or another resource to review Newton’s laws. As you read the information, pay particular attention to any diagrams used to explain the concepts. Look for relationships between the key terms in the text. Take notes to summarize the key points that you review. 2. Then, plan a 10-slide PowerPoint presentation that could be used to introduce Newton’s 1st, 2nd, and 3rd laws to middle school students. Include text, diagrams, and related formulas or equations. Keep in mind your audience—middle school students who are completely unfamiliar with Newton’s laws. Have a classmate review your written plan and offer feedback. Incorporate any required changes into your presentation. 3. Using your plan, create the PowerPoint Presentation. 5 min. Annette

  34. College & Career Readiness Anchor Standard: • Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • Write info/expl text: Create a 10-slide PPt • Examine/convey complex ideas: Newton’s 1st, 2nd, 3rd laws • Effective organization: Plan the PPt. • Convey ideas clearly and accurately: Peers review plan and creators revise accordingly • Effective selection and analysis: target audience identified as middle school students unfamiliar with • Newton’s laws 3 min. Annette

  35. When Designing Performance task or Assessment, Ask… To what extent do the activities and assessments • Require complex problem-solving as opposed to simple plug-in exercises? • Provide minimal cues as opposed to telling the student exactly what content is needed and what/how to think? • Reflect “real-world” use of the content as opposed to typical school questions, “core” tasks? • Validly address the targeted standard(s) as opposed to being merely interesting or fun? • Provide sufficient work to cover the entire standard as opposed to providing only one piece of many needed lessons and assessments? Adapted from Grant Wiggins & Jay McTighe, 2004 2 min. Erika

  36. Design your Performance task or Assessment… 15 min. Erika

  37. Learning Objective Objective: A complete sentence which includes specific content, verb/skill, andcontext. Examples: English: Students will writethe commentary portion of a paragraph which clearly explains the relationship between evidence and topic idea. Earth: Students will summarizethe process of weathering and erosion by completing a graphic organizer. (100% accuracy is implied.) Art:On the color wheel, students will illustrate thedifference between a color, a shade and a tint. (100% accuracy is implied.) 6 min. Erika

  38. Write Your Own • Take a few minutes to brainstorm some BIG ideas you might like to use as the focus of your lesson. If you have content standards, begin with the standards (as opposed to content). • Write your own objective. Be sure it… a. is written in a complete sentence. b. includes specific content, verb/skill, and context. 5 min. Erika

  39. Appointment #2 Partner #1 = first speaker Objective: Share your objective and general lesson ideas with a partner. Partner #2 = first listener Objective: Listen for the logic of the ideas. Ask clarifying questions as they occur to you. Switch roles Be prepared for a brief discussion… 3 min. Erika

  40. Lunch sfw.org.ua

  41. Plan! Let’s