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Informing Standards-Based Practice:. A Distributive Leadership Model . Objectives: Through full participation in this workshop attendees will:. Review and further knowledge and skill in using DOK Analyze lesson plans and classroom observations

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Informing standards based practice l.jpg

Informing Standards-Based Practice:

A Distributive Leadership Model


Objectives through full participation in this workshop attendees will l.jpg
Objectives: Through full participation in this workshop attendees will:

  • Review and further knowledge and skill in using DOK

  • Analyze lesson plans and classroom observations

  • Apply concepts to team and other collaborative meetings

  • Connect common assessments to analysis of student and teacher work products

  • Create a “flow of the year” calendar and instructional cycle model


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Depth of KnowledgeA HEAP of Complexity


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Task 1 Four Corners

As a school/district team discuss the following questions:

  • What did you need to know about DOK this past year?

  • What impact did DOK have on teaching and learning in your school?

  • What questions or needs do you still have relative to DOK?


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Task 1 Four Corners

As a school/district team :

  • Open your table task direction book to Task 1

  • Review the steps for this task (Task 1)

  • Ask the trainers for clarification if your groups is unclear of the task

  • Go to your corner and begin


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Text Cues:

MA-08-1.1.1

Students will provide examples of and identify rational numbers and irrational numbers (square roots and π only). DOK 1

Some Core Content standards contain additional information in parentheses. A list preceded by an e.g., means the examples included are meant to be just that, examples and may be on the state assessment. Other examples not included may also be on the state assessment. However, if the list is not preceded by an e.g., the list is to be considered exhaustive and the items inside the parentheses are the only ones that will be assessed.

MA-08-1.1.2

Students will describe and provide examples of representations of numbers (rational, square roots, and π) and operations in a variety of equivalent forms using models, diagrams and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences) based on real-world and mathematical problems.

Verbs

Concepts


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The greatest danger for

most of us is not that

our aim is too high

and we miss it,

but that it is too low

and we reach it.

Michelangelo


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  • Math:

  • Recall fact, definition, term, simple procedure

  • Simple algorithm or apply formula

Recall: basic facts, automatic

recognition, remembering

phone numbers, addresses, dates

recognition of concept, formula,

simple process/procedure and

application in situations or tasks

1

DoK

Recall, Reproduction

Recognition

  • Social Studies:

  • Recall facts, terms, dates, concepts, trends, generalizations and theories

  • Recognize/Identify specific information in graphics

  • Identify, list, define

  • Recall who, what, when, where

Model use of signal words and

critical vocabulary to make

meaning of text, using the

“Read aloud” and “Think aloud”

strategies.


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DOK Level 1 Examples

  • List animals that survive by eating other animals. Science

  • Locate or recall facts explicitly found in text Reading

  • Describe physical features of places Social Studies

  • Determine the perimeter or area of rectangles given a drawing or labels Mathematics

  • Identify elements of music using musical terminology Arts & Humanities

  • Identify basic rules for participating in simple games and activities Practical Living


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  • PLVS:

  • Specify and explain relationships (e.g., facts, terms, ideas, concepts)

  • Describe resources, behaviors, influences

  • Interpret information from simple graph

  • Collect and classify data in spreadsheet

  • Organize decision-making steps

Instructional Strategy: Guide

students brainstorming of predictions

about character actions, the plot or a

problem/solution from the passage.

Student Experience:

Debate why an episode or action

was or was not effective in this situation.

DoK

Concepts and Skills

  • Writing:

  • First draft

  • Connect ideas using simple organizational structure/tool

  • Appropriate use of reference tools (e.g., dictionary, thesaurus, web site

2

Understanding of concepts and recognition of skills for

application in problems and/or new situations. Gather,

organize and remember data. Interpret simple graphic

drawing proper conclusion.


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DOK Level 2 Examples

  • Compare desert and tropical environments Science

  • Identify and summarize the major events, problem, solution, conflicts in literary text Writing

  • Explain the cause-effect of historical events Social Studies

  • Predict a logical outcome based on information in a reading selection Reading

  • Explain how good work habits are important at home, school, and on the job. Practical Living

  • Classify plane and three dimensional figures Mathematics

  • Describe various styles of music Arts & Humanities


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  • Arts and Humanities:

  • Use concepts to solve problems, apply concepts to new situations

  • Use evidence to justify thinking, solutions, proposals, develop logical argument

  • Recognize and explain misconceptions

DoK

Strategic Thinking

Strategic Thinking: examines all

aspects of problem; reflects on

circumstances; synthesizes concepts

for use in problem solving and generates

new ideas/solutions. Evaluates

effectiveness, provides support or

justification for procedures.

3

Instructional Practice: Guide

use of concept map graphic

organizer, analyze the motives

of character’s as revealed by the

dilemmas

Student Engagement: Using

the proposition/support

graphic organizer, propose

solutions for dilemmas.

  • Reading:

  • Deep knowledge

  • Explain, generalize, connect ideas, reasoning, planning and support thinking

  • Identify abstract themes

  • Make inferences


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DOK Level 3 Examples

  • Compare consumer actions and analyze how these actions impact the environment Practical Living

  • Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures) Reading

  • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Mathematics


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DOK Level 3 Examples

  • Develop a scientific model for a complex idea Science

  • Propose and evaluate solutions for an economic problem Social Studies

  • Explain, generalize or connect ideas, using supporting evidence from a text or source Reading

  • Create a dance that represents the characteristics of a culture Arts & Humanities


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  • Social Studies:

  • Planning, designing/implementing investigations, developing methods, founding organizations

  • High level cognitive demands in very complex work

  • Connect and relate ideas and concepts within or across content areas

  • Analyze and synthesize information from multiple sources

  • Examine and explain alternative perspectives across a variety of sources

DoK

Extended Thinking

Expand the idea – What if…

Produce a complex product.

Interpret antagonist perspectives

while demonstrating no bias.

4



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A HEAP of Cognitive Complexity factor.

Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g. Task 610 – Record, analyze, & evaluate strategies used by alcohol companies in promoting their product during sporting event on television,)

Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Module 350 – Devise a 2-step plan to stay tobacco-free through high school & beyond.)

Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Module 332 – Describe safety rules for pool and explain why the rules are necessary)

Portfolio

Performance

Tasks

Events

Extended

Response

Short Answer

Selected Response

Recall – Recall of a fact, information, or procedure (e.g., What is the FIT principle?)


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Lesson Plan Look For’s factor.

  • Standards from CCA 4.1

  • Assessments informing instruction

  • Depth of Knowledge

    • In assessments

    • In activities

    • In student engagement


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Task 2: Lesson Plan Look Fors factor.

  • Choose a level – elementary, middle, high

  • Move to the table(s) that match your choice

  • Examine the set of lesson plans given to your table using the combined curriculum document

  • Use the guided questions provided in the task direction book to discuss the strategic planning, classroom environment, and DOK implications (Tasks 2.1, 2.2, 2.3)

  • Summarize your discussion for large group share out

  • What is critical for you to know about lesson planning?


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Strategic Planning factor.

  • What Core Content standards are being taught?

  • At what ceiling of DOK are these standards to be assessed?

  • What DOK ceiling is addressed in the teacher provided assessments?

  • At what DOK are the student engagement activities?


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Classroom Environment factor.

  • What student work should be seen displayed on bulletin boards/classroom walls and hallways?

  • What models of proficiency should be observable?

  • What seating arrangements and room organization should you be able to observe?

  • How should questioning techniques look and sound?

  • What checks of understanding do you expect to see and hear?


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Depth of Knowledge factor.Implications For Our Work

  • What questions could guide a pre-conference or be communicated to teachers as guiding questions helping the teachers prepare for classroom observations or walk through observations?

  • Of what concepts will students be demonstrating understanding?

  • What skills will students use to demonstrate understanding and synthesis of concepts?

  • What tasks will students be observed performing?

  • What type of assessment will used to assess student progress?


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Task 3: Observing the Classroom factor.

  • Stay with your chosen level- elementary, middle, high

  • View the lesson

  • Assess the lesson A-F on the index card provided

  • Follow the directions for discussion provided in your task booklet


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Task 3: Observing the Classroom factor.

  • Use these questions to discuss the observation:

    What’s in action in this classroom?

    • What domain of CCA 4.1 (content area) is being taught?

    • What sub-domain of this content area is observed taught?

    • What standard(s) did you observe?

    • At what level was student engagement? How much was engagement versus time on task?

    • What depth of knowledge did you observe in questioning, activities and strategies?


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Task 3: Observing the Classroom factor.

  • What is the critical element of a good lesson / good instruction?


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Food for thought! factor.

  • During lunch, discuss this question and be prepared to share with the large group.

    Do we have common agreement on good planning and good instruction in our school, at our grade level/content area?

    So what?


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Task 4 factor.7 Disciplines for Strengthening Instruction

  • Return to your school or table group

  • Complete the Diagnostic Discussion Tool individually


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Your principal has come back from training and unequivocally announced to the entire staff:

“You are now going to implement all of the seven disciplines for strengthening instruction.”


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Task 5 announced to the entire staff:Six Hats

  • Number 1-6

  • Report to the appropriate table

  • Role play your reaction to the principal’s directive


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Best Practices announced to the entire staff:

  • Review the material provided

  • How could you use this information at your school or district?


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Beginning with the end in mind: analysis of student and teacher work products

  • The how and why of common assessments


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Task 8: teacher work productsFormulate an ideal instructional cycle

  • At your table, discuss what elements would be included in an instructional cycle.


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Do you have these included in your instructional cycle? teacher work products

  • Teachers collaboratively:

    Select instructional standard(s)

    Design a common pre and post assessment

    Design additional common assessments

    Create standards based unit of study

    Use best practices instructional practices to deliver the unit

    Administer common assessment

    Score assessment individually


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Do you have these included in your instructional cycle? teacher work products

  • Teachers collaboratively:

    Record assessment data individually

    Share evidence sheets

    Analyze results to target teacher needs to modify instruction

    Support each other, share instructional strategies and materials

    Determine students needing additional support

    Implement interventions for specific students

    Administer additional common assessment


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Task 9: Flow of the Year teacher work products

  • Using the blank format provided, develop a timeline to count down to state assessment.

  • Be sure to answer these questions:

    • What are the major tasks you need to do in the weeks prior to testing?

    • What are constants and what are flexible?

    • What data results will you have, and when will you have it?


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Objectives: teacher work productsThrough full participation in this workshop attendees will:

  • Review and further knowledge and skill in using DOK

  • Analyze lesson plans and classroom observations

  • Apply concepts to team and other collaborative meetings

  • Connect common assessments to analysis of student and teacher work products

  • Create a “flow of the year” calendar and instructional cycle model


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