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
A Distributive Leadership Model
As a school/district team discuss the following questions:
As a school/district team :
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.
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.
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.
Recall: basic facts, automatic
phone numbers, addresses, dates
recognition of concept, formula,
simple process/procedure and
application in situations or tasks
Model use of signal words and
critical vocabulary to make
meaning of text, using the
“Read aloud” and “Think aloud”
Instructional Strategy: Guide
students brainstorming of predictions
about character actions, the plot or a
problem/solution from the passage.
Debate why an episode or action
was or was not effective in this situation.
Concepts and Skills
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.
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.
Instructional Practice: Guide
use of concept map graphic
organizer, analyze the motives
of character’s as revealed by the
Student Engagement: Using
graphic organizer, propose
solutions for dilemmas.
Expand the idea – What if…
Produce a complex product.
Interpret antagonist perspectives
while demonstrating no bias.
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)
Recall – Recall of a fact, information, or procedure (e.g., What is the FIT principle?)
What’s in action in this classroom?
Do we have common agreement on good planning and good instruction in our school, at our grade level/content area?
“You are now going to implement all of the seven disciplines for strengthening instruction.”
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
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