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Ava D. Rosales, PhD Instructional Supervisor – Science Yoly McCarthy, NBCT AYA Bio, MS Curriculum Support Specialist – Senior High Science Department of Mathematics and Science Office of Academics and Transformation. Science Literacy and Common core.

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Science literacy and common core

Ava D. Rosales, PhD

Instructional Supervisor – Science

Yoly McCarthy, NBCT AYA Bio, MS

Curriculum Support Specialist – Senior High Science

Department of Mathematics and Science

Office of Academics and Transformation

Science Literacy and Common core



Florida s ccss implementation plan
Florida’s CCSS Implementation Plan

Phase 1 (2011-2012)

Phase 2 (2012-2013)

Full Implementation

Grade K

Begin Implementation of Literacy Standards in ALL Content Areas for

Grades 6-12

Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12

Phase 3 (2013-2014)

Full Implementation

Grades K-1

Full Implementation of Literacy Standards in ALL Content Areas for

Grades 6-12

Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12

Phase 4 (2014-2015)

Full Implementation

Grades K-2

Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12

Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12

Full Implementation

Grades K-12

PARCC Assessments Aligned to CCSS


Session outcomes
Session Outcomes

Participants will:

  • Identify and describe the major transitions that must occur in order to experience successful implementation of Common Core State Standards (CCSS),

  • Identify a major learning goal for a specific course and integrate CCSS Literacy standards, Mathematical Practices, and applicable benchmarks from other content areas by “chunking” the standards/benchmarks into big ideas,

  • Understand how the Literacy Standards and Mathematical Practices in the content areas assist students with depth of understanding of important concepts,

  • Participate in a Comprehension Instructional Sequence (CIS) template/lesson from a student perspective.


Tech check
Tech Check

  • Get out your SmartPhone, iPad or Laptop!

    • PollEverywhere Practice survey question

EXAMPLE

http://PollEv.com



The need
The Need … for Literacy and Mathematics

Shift Happens…again!

XTRANORMAL

http://www.xtranormal.com/


The need why develop the ccss
The Need: Why Develop the CCSS? for Literacy and Mathematics

Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning

Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving

Equity: Set consistent expectations for all--and not dependent on a student’s zip code

Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise


An integrated system at all levels
An Integrated System – at All Levels for Literacy and Mathematics


Florida s state board of education strategic plan approved october 2012
Florida’s State Board of Education for Literacy and MathematicsStrategic PlanApproved October 2012

Strategic Goals

Section 1008.31, Florida Statute, establishes four goals for Florida’s education system. Each of these goals will be measured through the accountability system and progress will be documented through the performance indicators included in this Strategic Plan.

Highest Student Achievement

Seamless Articulation and Maximum Access

Skilled Workforce and Economic Development

Quality Efficient Services

http://www.fldoe.org/strategic_plan/


New standard and purpose for teacher evaluations
New Standard and Purpose for Teacher Evaluations for Literacy and Mathematics

As set forth in the Student Success Act and Race to the Top, teacher evaluations are:

  • Designed to support effective instruction and student learning growth

  • Results used when developing district and school level improvement plans

  • Results used to identify professional development and other human capital decisions for instructional personnel and school administrators


Science literacy and common core

State Model Framework for Literacy and Mathematics

Domain 1

Objectives 1, 2, 5 and 7

Objectives 3, 4, 5 and 6


Florida transitions to common core state standards
Florida Transitions to for Literacy and MathematicsCommon Core State Standards

Current Way of Work

Common Core Way of Work

Standards-based instruction facilitated by learning goals

Big ideas and learning goals guide the development of curriculum maps

Learning progressions or scales describe expectations for student progress in attaining the learning goals

Assessments used to monitor student progressare aligned directly to the learning progressions or scales

Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding

  • Standards-based instruction

  • Instructional Materials and Test item specifications guide development of curriculum maps

  • FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress

  • Teaching benchmarks in isolation results in long lists of tasks to master


Major implications of these shifts transitions
Major Implications of these Shifts/Transitions for Literacy and Mathematics

Resources

Barriers

…that we can control or have an impact on changing.

  • CPALMS Resource Center

  • Just Read Florida

  • Florida Center for Reading Research (FCRR)

  • ASCD Webinars

  • Common Core Initiative

  • Tools for CCSS Mathematics

  • Marzano’s Research Library

  • Florida School Leaders

  • Educator Recruitment, Development, & Retention


Action plan
Action Plan for Literacy and Mathematics

  • Research indicates that if you implement a new idea within 24 hours of hearing it, you are more likely to integrate it permanently.

  • Record the steps you will take as you implement the Common Core Literacy Standards and Mathematical Practices.

  • When you return to your work setting, START THE ACTION.

Bureau of Curriculum & Instruction


Common core curriculum changes in florida
Common Core for Literacy and MathematicsCurriculum Changes in Florida

  • New Standards/Benchmarks for ALLEnglishLanguage Arts and Mathematics courses – ALL grade levels

  • Inclusion of applicable Common Core State Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (all other courses) and the Mathematical Practices

  • Implementation Timeline  


Florida s common core state standards implementation timeline
Florida’s Common Core State Standards Implementation Timeline

F- full implementation of CCSS for all content areas

L – begin full implementation of content area literacy standards including: (1) use of informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12)

B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

A-Z

23

http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf


What are the ccss
What are the CCSS? Timeline

Consist of the English Language Arts Standards, Mathematics Standards, and Literacy Standards for History, Science and Technical Subjects

The CCSS:

  • Are aligned with college and work expectations;

  • Are clear, understandable and consistent;

  • Include rigorous content and application of knowledge through high-order skills;

  • Build upon strengths and lessons of current state standards;

  • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and

  • Are evidence-based.

  • Are state led and coordinated by NGA and CCSSO,

  • Are internationally benchmarked so that all students are prepared to succeed in our global economy and society, and

  • Define the vision of what it means to be a literate person in the twenty-first century.


Embrace the implementation of the common core
Embrace the Implementation of the Common Core! Timeline

It is not changing WHAT we teach…

…it’s changing HOW we teach!

More emphasis on …

…Literacy and Mathematical Practices


Emphasis on literacy standards and mathematical practices
Emphasis on Literacy Standards and Mathematical Practices Timeline

What does implementation of Common Core Standards for Literacy and Mathematics look like in the content-area classrooms?


Science literacy and common core

Handout Timeline

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf


Science literacy and common core

Handout Timeline


Small group activity unpacking

Teaching Channel Lesson - TimelineMaking Learning Relevant with Current Events.

Small Group Activity – Unpacking

  • Review the Literacy Standards (RST/WHST) for your grade/course/level

  • Highlight/Underline:

    • Declarative learning goals: The student will understand “x”

    • Procedural learning goals: The student will be able to “y”

    • Complex tasks: The student will understand “x” and be able to “y”

  • Reflect on how the practices will:

    • impact instruction

    • appear in the classroom

    • help inform professional development needs

  • How do standards build on pre/post grade level standards?

  • Prepare to give examples and share out with group.


Common core state standards for mathematical practices

Use appropriate tools strategically Timeline

  • Make sense of problems and persevere in solving them

Common Core State Standards for Mathematical Practices

1

5

Handout

Attend to precision

  • Reason abstractly and quantitatively

2

6

Look for and make sense of structure

  • Construct viable arguments and critique the reasoning of others

7

3

Look for and express regularity in repeated reasoning

  • Model with mathematics

8

4



Small group activity unpacking1
Small Group Activity – Unpacking Timeline

Teaching Channel Lesson – Identify the Mathematical Practices used in the Making Sense of DensityLesson.

  • Read the Mathematical Practices (handout)

  • Highlight:

    • Declarative learning goals: The student will understand “x”

    • Procedural learning goals: The student will be able to “y”

    • Complex tasks: The student will understand “x” and be able to “y”

  • Reflect on how the practices will:

    • impact instruction

    • appear in the classroom

    • help inform professional development needs

  • How do practices differ from grade K through grade 12?

  • Prepare to give examples and share out with group.


Instructional design in layers
Instructional Design in Layers Timeline

Course Requirements and Standards

“Chunks” or Big Ideas

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

Major Learning Goals

Always begin with the course requirements defined by the standards in the course description.

“Chunk” the course content standards and/or benchmarks contained in the course description based upon these major areas of focus and identify the “big ideas”.

Step 1: make a distinction between learning goals and learning activities or assignments.

A learning goal is a statement of what students will know or be able to do.

Students will understand _____ and be able to ______.

Progression Scales for Major Learning Goals

Progress Monitoring Assessments

Step 2: Write a rubric or scale for each learning goal.

Step 3: Have students identify their own learning goals


Instructional design
Instructional Design Timeline

  • Course requirements are defined by course descriptions/frameworks approved by the State Board.

  • Districts determine the scope and sequence through curriculum maps and “Chunk” the major units of focus or “Big Ideas”

    • Common Core Way of Work:

      • Identify Major Learning Goals that are MEASURABLE!

        • Essential Questions (target specific learning goals)

        • Engaging Activities

        • Progression Scales

          • Formative Assessments

          • Interim Assessments

            Not driven by TEXTBOOKS or Test Item Specifications!

            Differentiated for ESE, ELL, and RtI


Instructional design questions
Instructional Design Questions Timeline

Is your learning environment optimized for student success?

Are you clear about what students need to know, understand and be able to do?

What data will you collect to assess student learning?

Guidelines for Differentiating Instruction


How can common core literacy standards be embedded into a lesson
How can Common Core Literacy Standards be embedded into a lesson?

Agree or Disagree:

  • There are certain Career and Technical Education courses that include science concepts.

  • Overlapping content has the pedagogical advantage of enabling students to see the application and relevance of subject matter, which may increase students’ motivation, understanding, and retention of concepts.

    IT MAKES SENSE!

Collaborative Instruction/Planning and Integration!


Determining text complexity
Determining Text Complexity lesson?

The Common Core Standards' three equally important components of text complexity.

A Four-step Process:

Determine the quantitative measures of the text.

Quantitative

Qualitative

Analyze the qualitative measures of the text.

Reader and Task

Reflect upon the reader and task considerations.

Recommend placement in the appropriate text complexity band.


Comprehension instructional sequence

The New “Look and Feel” of Instruction with Common Core lesson?

Comprehension instructional sequence


Activate prior knowledge
Activate Prior Knowledge! lesson?

  • Hook Question: How can the science of DNA analysis affect society?

  • Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?

  • Vocabulary Front-Loading

  • Text Marking (Reading #1):

    • An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.

  • Directed Note-Taking (Reading #2)

  • First draft written response to essential question

Handout


Vocabulary front loading
Vocabulary Front-loading lesson?

Independently, identify/highlight/underline words that are unfamiliar to you.




Vocabulary front loading1
Vocabulary Front-loading lesson?

  • Vocabulary Instruction

  • Direct students to locate words introduced in the text by paragraph number.

  • Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context.

  • Record meanings of word parts and words on word wall, journal, etc.



Text marking
Text Marking lesson?

P

+ -this section of text shows a positive impact of the science of DNA analysis on society or the individual

– - this section of text shows a negative impact of the science of DNA analysis on society or the individual

P – this section of text shows a problem

S – this section of text shows a solution

+

S


Directed note taking

Handout lesson?

Directed Note-Taking

Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.


Directed note taking1

Handout lesson?

Directed Note-Taking

Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.


Directed note taking with video
Directed Note-Taking lesson?with video

Handout


Science literacy and common core
In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus.

  • Count number of groups that selected each category.

  • Count number of individuals that selected each category.

  • 3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)


Question generation
Question Generation most significant/impactful (based on the text), and come to consensus.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

  • Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.


Final response after rereading and extended text discussion
Final Response After Rereading and Extended Text Discussion most significant/impactful (based on the text), and come to consensus.

  • Purpose: To provide opportunities for students to interact with the text and with their peers to:

    • identify text information most significant to the final/essential question.

    • facilitate complex thinking and deep comprehension of text.

      After the final discussion, answer the following question on your handout:

      According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting scientific research?

      How does ethics play a role in scientific research?


Debrief lesson
Debrief Lesson most significant/impactful (based on the text), and come to consensus.

Course Requirements and Standards

“Chunks” or Big Ideas

  • The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

  • Evaluate advances in biotechnology that impact agriculture (Agriscience)

  • Identify common diseases and disorders of each body system including etiology, prevention, pathology, diagnosis and treatment/rehabilitation (Health Science).

  • Describe cell structure and function in diseased and healthy tissues (Health Science).

Which Literacy standards did we implement into this lesson?

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.


Integrated content related standards benchmarks

Please stand if you most significant/impactful (based on the text), and come to consensus.agree that the statement describes an activity you would expect to observe in a science, CTE or health education class.

Integrated ContentRELATED STANDARDS/BENCHMARKS

Key Ideas & Details: LACC.68.RST.1.3

[LACC.910.RST.1.3 ]

  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text].

  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

  • Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words].

  • Write informative/explanatory texts, including scientific procedures, experiments, or technical processes.

  • Draw evidence from informational texts to support analysis reflection, and research.

  • Use units as a way to understand problems and to guide the solution of multi-step problems.

  • Describe qualitatively the functional relationship between two quantities by analyzing a graph.

Craft & Structure: LACC.68/910.RST.2.4

Integration of Knowledge & Ideas: LACC.68.RST.3.7

LACC.910.RST.3.7

Text Types & Purposes: LACC.68/910.WHST.1.2

Research : LACC.68.WHST.3.9

Quantities: MACC.912.N-Q.1.1

Functions: MACC.8.F.2


Science literacy and common core

Please stand if you most significant/impactful (based on the text), and come to consensus.agree that the statement describes an activity you would expect to observe in a science, CTE or health education class.

Integrated ContentStandards for Mathematical Practices

  • Make sense of problems and persevere in solving them.

  • Reason abstractly and quantitatively.

    • Construct viable arguments and critique the reasoning of others

    • Model with mathematics

    • Use appropriate tools strategically

    • Attend to precision

    • Look for and make sense of structure

    • Look for and express regularity in repeated reasoning


Science literacy and common core

“Chunking” Big Ideas most significant/impactful (based on the text), and come to consensus.

SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that

specifies its traits, that this hereditary information (DNA) contains genes located in the

chromosomes of each cell, and that heredity is the passage of these instructions from one

generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in

different fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2,

SC.8.N.1.5, and SC.8.E.5.10.)

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and

technical texts, attending to the precise details of explanations or descriptions.

LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,

reflection, and research.

MACC.K12.MP.1: Make sense of problems and persevere in solving them.

MACC.K12.MP.2: Reason abstractly and quantitatively.

MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.

MACC.K12.MP.7: Look for and make use of structure.

MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.


Comprehension instructional sequence cis
Comprehension Instructional Sequence (CIS) most significant/impactful (based on the text), and come to consensus.

Facilitates students…

  • Using background knowledge, i.e., predicting, inferring

  • Identifying key ideas from text

  • Learning and using text structures

  • Monitoring comprehension and employing fix-up strategies

  • Using a variety of reading strategies effectively

  • Paraphrasing, explaining, and summarizing information to construct conclusions

  • Engaging in question generation

  • Extended text discussion and writing


Science literacy and common core

CIS Brochure from most significant/impactful (based on the text), and come to consensus.Just Read, Florida!


Discuss it
Discuss It! most significant/impactful (based on the text), and come to consensus.

  • Based upon this lesson, how might you describe the new “look and feel” of instruction with Common Core Literacy Standards?

  • How might you differentiate instruction for struggling students, Students with Disabilities (SWD), or English Language Learners (ELL)?

Bureau of Curriculum & Instruction


Science literacy and common core

Handout most significant/impactful (based on the text), and come to consensus.

Handout

“The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.”

Theodore Sizer, Brown University

For ESE

For ELL

Adapted from Florida Inclusion Network (FIN) and Florida Diagnostic & Learning Resources System (FDLRS)


Instructional design questions1
Instructional Design Questions most significant/impactful (based on the text), and come to consensus.

Is your learning environment optimized for student success?

Are you clear about what students need to know, understand and be able to do?

What data will you collect to assess student learning?

Guidelines for Differentiating Instruction


Science literacy and common core

“The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez


Science literacy and common core
The starting place for all effective instruction is designing and communicating clear learning goals.

Without a precise description of where they are headed, too many students are "flying blind."

Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp. 66-69.

Marzano (2009)


Instructional design in layers1
Instructional Design in Layers designing and communicating clear learning goals.

Course Requirements and Standards

“Chunks” or Big Ideas

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

Major Learning Goals

Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.


Science literacy and common core

Handout designing and communicating clear learning goals.

  • Learning Goals, Scales, and Learning Activities

  • Text Coding Activity (Intro through Learning Goals section)

    • D = I already DO this (be prepared

    • N = This is NEW to me

    • ? = I would like to know about this

  • For more information:

    • https://www.floridaschoolleaders.org

    • https://www.floridaschoolleaders.org/resources/index.aspx

Bureau of Curriculum & Instruction


True or false gut check
True or False? designing and communicating clear learning goals. (Gut-check!)

  • Learning goals are NOT the same as topics.

  • Learning goals are NOT the same as standards.

  • Learning goals are NOT the same as activities.

There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity.

Mike Rutherford

Practice


You be the judge learning goal or not declarative knowledge or procedural knowledge
You Be the Judge-Learning Goal or Not? designing and communicating clear learning goals. Declarative Knowledge or Procedural Knowledge?

With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.

The student…

  • Understands that the sun is the largest body in the solar system.

  • Describes how materials change when they are heated or cooled.

  • Flips a coin one hundred times to determine probability of heads.

  • Creates a model of the moon and earth rotating on their axis.

  • Summarizes what was read or learned and write a short statement of the main points or the big ideas.

  • Correctly administers subcutaneous injections.

  • Practices solving several equations in cooperative groups.

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets


Science literacy and common core
Reflection Activity designing and communicating clear learning goals. Let’s take a moment to individually reflect on current practices on the following questions:

  • How clear are you about the distinction between a learning goal and a learning activity/assignment?

  • How do you communicate the difference to students?

  • To what extent do you communicate learning goals in a way that makes explicit to students how they can improve?

  • To what extent do you have students restate rubrics in their own words?

  • To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so?

Please share some of your reflections and/or questions with your group.

Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA.


Summarizing learning goals
Summarizing: Learning Goals designing and communicating clear learning goals.

  • Determine learning goals or targets needed to master standard/benchmark.

    • Remember that several learning goals or targets may be needed to master the standard/benchmark

    • Levels of mastery are indicated by defined criteria and set the stage for student success.

  • Sources for Learning Goals

    • Next Generation Sunshine State Standards (NGSSS)

      • Big Ideas

      • Benchmarks

    • Common Core Standards

      • Domains

      • Standards


Let s take learning goals one step further
Let’s take Learning Goals one step further… designing and communicating clear learning goals.


Knowledge learning goals
Knowledge Learning Goals designing and communicating clear learning goals.

Master factual knowledge,to be learned outright or retrieved

  • Recognizes and describes patterns

  • Understands long-term physiological benefits of regular participation in physical activity

  • Explains the important characteristics of U.S. citizenship

  • Knows that energy can be transformed between various forms

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets


Reasoning learning goals
Reasoning Learning Goals designing and communicating clear learning goals.

Use knowledge to reason and solve problems

  • Uses statistical methods to describe, analyze, evaluate, and make decisions

  • Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities

  • Examines data/results and proposes meaningful interpretation

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets


Skill learning goals
Skill Learning Goals designing and communicating clear learning goals.

Demonstrate mastery of specific performance skills

  • Measures length in metric and US units

  • Reads aloud with fluency and expression

  • Dribbles to keep the ball away from an opponent

  • Participates in civic discussion with the aim of solving current problems

  • Uses simple equipment and tools to gather data

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets


Product performance learning goals
Product (Performance) Learning Goals designing and communicating clear learning goals.

Create quality products

  • Constructs bar graphs

  • Develops a personal health-related fitness plan

  • Constructs physical models of familiar objects

  • Creates an Xtranormal presentation on biotechnology

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets


Learning goal types tend to be cumulative or hierarchical
Learning Goal Types designing and communicating clear learning goals. tend to be cumulative or hierarchical

  • Knowledge = Knowledge

  • Knowledge + Reasoning =Reasoning

  • Knowledge + Reasoning + Skill = Skill

  • Knowledge + Reasoning + Skill + Product =Product

Use the Literacy Standards handout where standards were identified as declarative or procedural. Identify which standards would also require skill and/or product to show mastery of the standard.

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets


Biotechnology lesson in layers
Biotechnology designing and communicating clear learning goals. Lesson in Layers

Course Requirements and Standards

“Chunks” or Big Ideas

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.

SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Major Learning Goals

Identify the Learning Goal type .

The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases.

The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Reasoning Learning Goal

Knowledge Learning Goal

Reasoning Learning Goal

Knowledge Learning Goal


Biotechnology lesson in layers1
Biotechnology designing and communicating clear learning goals. Lesson in Layers

Course Requirements and Standards

“Chunks” or Big Ideas

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.

SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.

SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Major Learning Goals

Identify the Learning Goal type .

The student provides examples from the content being studied.

The student cites specific textual evidence to support analysis of science and technical texts.

The student determines the meaning of key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

The student draws evidence from informational texts to support analysis, reflection, and research.

Product Learning Goal (Knowledge + Reasoning + Skill)

Skill Learning Goal (Knowledge + Reasoning)

Reasoning Learning Goal (Knowledge )

Skill Learning Goal (Knowledge + Reasoning)


Course requirements standards
Course Requirements/Standards designing and communicating clear learning goals.

Sample Unit

“Chunking” Big Ideas

Biotechnology and Ethics

Learning Goal 1

The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (SC.912.L.16.10).

Learning Goal 2

The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied (SC.912.N.1.6).

Learning Goal 3

The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases. (HE.912.C.1.8).

Learning Goal 4

The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.


Course requirements standards1
Course Requirements/Standards designing and communicating clear learning goals.

Handout

Sample Unit

Group/cluster the unit standards/benchmarks into related, measurable “chunks.”

Design Learning Goal 1

Design Learning Goal 2

Design Learning Goal 3

Design Learning Goal 4


Course requirements standards2
Course Requirements/Standards designing and communicating clear learning goals.

Using a course description, work with your small group to identify a learning goal from your course that may take a student weeks, months, or even all year to master.

“Chunking” and Big Ideas

  • “Chunk” the unit standards/benchmarks into related,measurable Learning Goals that guide students toward successful mastery.

    • Determine what the student needs to know and/or do to demonstrate mastery of the selected Learning Goal.

  • Complete the Standards portion of the Learning Goal Template for your first goal (left side only).

    • Design a learning goal(s) for the selected standard(s)/benchmark(s).

    • Identify type of Learning Goal (knowledge, reasoning, skill, product).

  • Identify the Literacy standards and mathematical practices that are applicable to the Learning Goal.

  • Repeat this process for other standard(s)/benchmark(s).

  • Select one learning goal to share with group and using chart paper identify the learning goal and the scale/rubric/progress points.

Please sit with peers that teach the same/similar course(s).


Reflections and feedback
Reflections and Feedback designing and communicating clear learning goals.

Parking Lot – on a sticky-note, pick at least one to answer

  • How do you see the Literacy Standards and Mathematical Practices supporting and enhancing your curriculum?

  • What concerns you the most about the transition to implementation of CCSS Literacy Standards and Mathematical Practices?

  • How can these concerns be addressed?

  • Exit slip - on separate sticky-notes, please complete

  • I used to think….

  • But, now I know…