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Layered Activities

Layered Activities. Christina Marinelli RISE Educational Services. New Expectations. Today’s students live in a fast-paced, dynamic, and highly interconnected world.

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Layered Activities

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  1. Layered Activities Christina Marinelli RISE Educational Services

  2. New Expectations • Today’s students live in a fast-paced, dynamic, and highly interconnected world. • We must “provide contexts for pupils to apply learning in relevant, real-world scenarios and that prepare pupils for college, career, and citizenship in the 21st century.” www.cde.ca.gov: ELA Framework, Page 13 of 109

  3. “The highest performing school systems in the world prepare their students to apply rigorous academic content knowledge to real life situations. The end goal is to foster each student’s ability to create innovating solutions to complex problems…” (emphasis added) Draft ELA/ELD Framework for California Public Schools: Transitional Kindergarten Through Grade twelve for second public review May-June 2014 Chapter 10: Page 13 of 39

  4. Smarter Balanced represents the academic and reasoning concept and skill sets that we want students to acquire as a result of being in a school system.

  5. Teaching to the test is acceptable if the test measures attributes or skill sets that you want the test taker to have acquired….. whether those skill sets are academic or real life

  6. TASK/PROBLEM SKILLS ASSESSED BY SBAC: • Communicate effectively and justify responses • Form opinion and cite evidence • Tackle unknown • Perseverance • Identify and tackle skills on multi-layered tasks • Analyze information and use as necessary • Analyze multiple sources • Collaborate/Communicate • Create a plan

  7. How do I provide my students with real world learning that integrates the curriculum and prepares them for the rigors of the SBAC? HELP

  8. Approach paths taken to CCSS • Lessons and Layered Activities • Effective first instruction • Activities that layer learning and grow in complexity • Curriculum • Units of study • Project-based learning • Publishers Common Core and SBAC • Strategies and Skills • Close reading • Justify/Explain • with academic language • On demand writing • Questioning/ • student talk • Assessment • Backwards map from sample assessments • May or may not include direct instruction

  9. Whatever approach a school or district has begun the task with, each is incomplete in isolation. A well rounded, systematic approach should include elements of each. An appropriate filter to determine level of preparedness based on any one approach is the instructional shifts and student preparedness.

  10. Connecting the dots…. Or Russian Nesting Dolls

  11. Skills/strategies fit inside of purposefully designed and sequenced lessons • Activities layer together two or more lessons • Lessons and activities make up “units of study” • Units of study culminate in increasingly complex tasks resembling performance tasks • Units of study make up the school year

  12. 3rd Grade Sample ELA Performance Task DOK and Difficulty

  13. Stimuli provided to students

  14. Product

  15. Skills Needed: Determine the main idea(s) of a text Identify key supporting details Analyze multiple accounts of the same topic Use information from multiple print or digital sources Report on a topic or text Use correct spelling, punctuation, & grammar Take notes

  16. 3rdGrade Sample Math Performance Task DOK and Difficulty Stimuli provided to students

  17. Session 1 The teachers at your school have just completed the survey you sent to them about the tools they would like in a math and a science tool kit. Part A Use the Math Tools Survey Results to answer questions in Part A of this task. Product Refer to the math tools tally chart to complete the bar graph below.

  18. Use the information from your bar graph to answer the questions below. 1. Which math tool received the most number of votes? 2. Which math tool received the least number of votes? 3. What is the difference between the math tool that received the most number of votes and the math tool that received the least number of votes? Product

  19. Session 2 In Session 1, you worked with the survey results from your school. In this session, you will work with the results from Clearwater Elementary School. Below is a bar graph that shows the results of the survey from Clearwater Elementary School. Using this bar graph, select the five math tools in the table below that received the most number of votes. Product A math tool kit contains 10 each of the top 5 tools. What is the total cost of 1 math tool kit?

  20. A science tool kit contains 10 each of the top 5 tools. What is the total cost of 1 science tool kit? Part D Look at the costs above for each tool kit. What is the total cost of 4 math tool kits and 4 science tool kits? The principal at Clearwater Elementary can spend up to $750 to purchase 4 math tool kits and 4 science tool kits. Is $750 enough money to purchase 4 math tool kits and 4 science tool kits for the school? Click on your answer.

  21. Students need to be taught to and have • practice with: • un-layer problems/tasks • determine the goals of the problem • decide on entry points and pathways to solutions/ responses • work on discrete pieces • weave it back together • explain reasoning

  22. Smarter Balanced

  23. Each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single, rich task…, [so that] students can develop mutually reinforcing skills and exhibit mastery…across a range of texts [and tasks]” • Draft ELA/ELD Framework for California Public Schools: Transitional Kindergarten Through Grade twelve for second public review May-June 2014

  24. Sound lesson design and delivery- effective first instruction- is the instructional foundation….. But simply teaching sound lessons in isolation without helping the students weave the content together in progressively more complex ways will not meet the goals of the Common Core or Smarter Balanced

  25. Framing Questions for Lesson Planning • What are the big ideas and culminating performance tasks of the larger unit of study, and how does the lesson build toward them? • What are the learning targets for this lesson, and what should students be able to do at the end of the lesson? Draft ELA/ELD Framework for California Public Schools: Transitional Kindergarten Through Grade twelve for second public review May-June 2014 Chapter 11: Page 24 of 44

  26. Providing structured opportunities for students to elaborately rehearse numerous strands of previously learned information over time, growing in depth and complexity as year the progresses. Spiraled Integration (Layered Activities): Attributes of Spiraled Integration/ Layered Activities • Application of multiple skills • Level of rigor of activity at least matches initial DOK • Clear focus, intentional outcomes • Constructive feedback

  27. Layered activities Culminating Performance Task TIME Lesson 1 Lesson 2 Lesson 5 Lesson 4 Lesson 3

  28. Year at a Glance Trimester 1 Trimester 2 Trimester 3 SBUS 1 SBUS 2 SBUS 3 SBUS 1 SBUS 2 SBUS 3 SBUS 1 SBUS 2 SBUS 3 Layer skills from previous SBUSs together in activities to combine skills throughout the year.

  29. It is not necessary for all strands in a particular grade level to come together in one Spiraled Integration plan. It is, however, important that students understand that while many skills are initially taught in isolation, they do not appear as such in life, nor will they appear in isolation on assessments. The goal is to present students with increasingly complex tasks that they need to “unlayer.”

  30. Complexity Refers to the thought process that the brain uses to deal with the information. Ex. Use adjectives and adverbs in sentences. Decide whether to use an adjective or an adverb in a sentence and justify your choice. Difficulty Refers to the amount of effort that the learner must expend within a level of complexity to accomplish a learning objective Ex. Use commas and quotation marks to mark direct speech and quotations from a text. Read a 3 page narrative and proofread for correct use of commas and quotations to mark direct speech. Complexity vs. Difficulty

  31. WEBB’S DEPTH OF KNOWLEDGE LEVELS

  32. Sample DOK Activity • Solve multistep word problems with whole numbers involving all four operations. Interpret the remainders if applicable and assess the reasonableness of you answer using mental math or estimation. Explain how your mental math or estimated solution is appropriate.

  33. Sample DOK Activity • Read a story, identify and describe the main character.

  34. DOK Activity • DOK: verb plus context, level of thinking the students are being asked to do. • Rigor: grade level appropriate verb, noun, context • Difficulty: number of sub skills the students are being asked to do

  35. Sample Layered Activities Backwards map on spiraled integration paper

  36. Students need to be taught to: • un-layer problems/tasks • determine the goals of the problem • decide on entry points and pathways to solutions /responses • work on discrete pieces • weave it back together • explain reasoning

  37. What we need to do: • Year at a glance • Standards-Based Units of Study (SBUS) • Lessons • Activities (single and layered) • Culminating activity • Incorporating technology

  38. Year Pacing Day 120 Benchmark (Lessons Complete) 2014 2015 Day 40 Benchmark Day 80 Benchmark SBAC Trimester 2 Trimester 1 Trimester 3 SBUS plans Lessons and layered activities 70/30 SBUS plans Lessons and layered activities 50/50 SBUS plans Lessons and layered activities 30/70

  39. SINGLE LAYER ACTIVITY • A single skill or concept utilized during an activity or lesson which can represent different levels of DOK (eg. Identify theme) • Practicing single layered activities can happen throughout the year and is purposeful part of instruction • Need to continuously review (spiral review or distributed practice)

  40. Distributed Practice TIME Single / deconstructed standard Day 15 Single / deconstructed standard Day 45 Single / deconstructed standard Day 90 Single / deconstructed standard Day 1 Single / deconstructed standard Day 5

  41. MULTI-LAYERED ACTIVITY • Involves more than one skill or standard or concept that are integrated • High student involvement • Built on previously taught lessons/skills – spiraling • Range of DOK • Application of two or more skills used to complete the activity • Should be within grade level standards

  42. Layered Activities Defined

  43. Purpose of the CLA • Un-layering • Application of the Standards • Assessment/Data Points • Identify Entry Points • Cold read to apply standards

  44. Culminating Layered Activity

  45. Wrap-up • Share one take away from layered activities • Share one implication this will have in your own classroom • Share one thing you will start doing in this year to begin incorporating layered activities

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