Download
centennial instruction n.
Skip this Video
Loading SlideShow in 5 Seconds..
Centennial Instruction PowerPoint Presentation
Download Presentation
Centennial Instruction

Centennial Instruction

124 Views Download Presentation
Download Presentation

Centennial Instruction

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Centennial Instruction Developing Scales February 15, 2013

  2. Sessions • Today: Overview of Essentials and Scales • November 16 late start: Work on Essentials • January 4: Complete Essentials Draft • February 15 late start: Training on Scales for Essentials • March 11: Complete Scales

  3. Activities for Today • Overview the concept of Scales for learning goals • Draft one scale for a unit/concept to be taught

  4. The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses (application) Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching

  5. The Art and Science of Teaching Pg. 5 ENACTED ON THE SPOT Student Engagement INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Teacher/Student Relationships Adherence to Rules and Procedures Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening High Expectations

  6. The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures

  7. Design Question One: What will I do to establish and communicate learning goals, track student progress and celebrate success?

  8. “You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction.”Alvin Toffler

  9. What are learning goals or essential learnings? A learning goal (essential learning) is a statement of what students will understand and/or be able to do. For example: • Students will understand direct and indirect democracies. • Students will be able to do three-column addition.

  10. What are the criteria for essential? • Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?) • Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?) • Inquiry, critical thinking, inferences, problem solving • Readiness for next level of learning (Will this provide students will the “tools” they need for success at the next level or grade.) Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

  11. What’s next? Creating or Refining Proficiency Scales

  12. Creating a proficiency scale

  13. “I have over 25 students in my class.” Problem: How can I write a goal for all my students that is both challenging and attainable?

  14. Solution: Construct goals at multiple levels of difficulty. “I have over 25 students in my class.”

  15. Proficiency Scales

  16. Scale

  17. NE State Accountability Efforts Great work!

  18. Please place in order of complexity • Students will be able to discuss the body’s most important dietary needs. • Students will be able to recognize healthy vs. unhealthy foods given a list • Students will be able to discuss what would happen to the body if one of its needs was not met (eg. What would happen if the body received no calcium for an extended period of time?)

  19. Please place in order of complexity • Students will be able to design word problems based on given mathematical equations and find any errors. • Students will be able to translate between simple word problems and mathematical equations. • Students will be able to recognize accurate statements about the mathematical processes embedded in word problems.

  20. Please place in order of complexity • Students will be able to write a variety of complete sentences with fluidity. • Students will be able to write compound-complex sentences in isolation. • Students will be able to write a simple sentence with a subject and a predicate.

  21. Please place in order of complexity • Students will be able to discuss the key aspects of Roosevelt’s foreign policy during WWII. • Students will be able to create a generalization about the most or least effective thing a president can do during times of conflict. • Students will be able to compare the successes and failures of different presidents’ foreign policies during times of conflict.

  22. Organize learning goals into a scale • Advanced= 4.0 More complex learning goal • Proficient= 3.0 target learning goal • Progressing= 2.0 simple learning goal • Beginning= 1.0 with help, a partial understanding of score 2.0 and partial knowledge of score 3.0 content • 0= even with help, no understanding or skill demonstrated.

  23. Proficient= 3.0 target learning goal Heflebower, adapted from Nebraska Department of Education

  24. Advanced= 4.0 More complex learning goal Heflebower, adapted from Nebraska Department of Education

  25. The complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5). cutting-edge research concrete strategies sustainable success

  26. Scale

  27. Sessions • Today: Overview of Essentials and Scales • November 16 late start: Work on Essentials • January 4: Complete Essentials Draft • February 15 late start: Training on Scales for Essentials • March 11: Complete Scales