Professional Learning Resources

Professional Learning Resources • Go to BISD homepage • Departments • Professional Learning • District Professional Learning • October 2012 Download presentations and resources from today’s sessions!

Planning for Learning:Starting with the Standards

In the survey given after August professional learning, The #1 training requested was how to plan from a standards-based curriculum. As we have engaged in using Forethought, the #1 area of concern has been on the process of planning for learning in a PLC. Why are we here today?

To become more familiar with the process of planning from standards • To collaborate with peers to apply learning to authentic classroom scenarios Goals for the day

Listen fully and reflectively • Practice forming new habits of mind that challenge the limits of your potential • Hold confidentially the experiences and revelations of others with care • Be responsible for your impact on the room • Give yourself the grace to be a learner, and not necessarily an expert, today Session Norms

Planning for Learning Model Curriculum PLC PLC PLC Regroup/ Re-teach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 FA FA Formative assessment (FA) Instructional Unit 1

Planning for Learning Model: The PLC PLC The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions: What do students need to know and be able to do? How will we know when they’ve learned it? What will we do if they haven’t learned it? What will we do if they already learned it?

What do students need to know and be able to do? First step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do? PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested. Curriculum PLC

How will we know when they’ve learned it? Second step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it? PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not. Curriculum PLC Common assessment

What do students need to know and be able to do? • Navigating Forethought Standards folder (or in ELA, standards folders organized by strand): These are all of the standards students should learn during this unit. Unit Overview: The concepts, key understandings, and guiding questions that shape the unit and align to the standards. Vocabulary: list of essential terms and/or word stems Resources: the resources available for effectively teaching this unit. These resources have been vetted for alignment to each standard in the unit.

What do students need to know and be able to do? • Navigating Forethought Remember: The Unit Overview, Vocabulary, Resources, Standard Clarifications, and any other attached materials are available in the Resources Box at the bottom right of the screen.

Planning for Learning Model Curriculum PLC PLC PLC Regroup/ Re-teach Common assessment Lesson 1 Lesson 2 Lesson 3 Lesson 4 FA FA Formative assessment (FA) Instructional Unit 1

Planning for Learning: The Lesson Design Level Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

Planning for Learning: Expectations for Lesson Planning • The WHAT we teach within a unit will be common (the standards) • The HOW we teach may vary • Lessons DO NOT have to be lock-step • We will COLLABORATE to design quality lessons • We will MODIFY for our students’ unique needs

Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning • What standard is the target of learning? • Are there any TEKS that • partner with this? • are prerequisites? • How do I bundle these standards together? • What process skills are necessary for the student to be able to master the standard(s)? • What is the cognitive • rigor, content, and • context of the • standards? • What is the purpose • of this lesson? • How exactly will students demonstrate evidence of their learning? • How will you assess the evidence? • What formative assessments can be used throughout the lesson cycle to monitor student progress? • What strategies can I use to cause my students to engage in the content, context, and rigor of the standards? • What whole class instruction is necessary? • How can I use different groupings to structure • learning? • What is the • purpose of each structure I choose • and how does it align to the standard? Strategies and Structures Resources • What resources do I have? • What resources will my students need? • Do these resources align to the intent of the standards? Procedure Accommodations/ Modifications/ Extensions • How can I plan for differentiation according to the varied needs of my students? • What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occur in an efficient and effective manner? Reflection • What will I do if students don’t get it? • What other strategies could help my struggling students? • Do I need to re-teach (whole group, certain students)? How will I re-teach and why?

Planning for Learning: The Lesson Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

What do students need to know and be able to do? • Leading Standard The leading standard is the target learning of a lesson.

What do students need to know and be able to do? • PREREQUISITE SKILLS • According to your data, are there any skills the students will need to have already mastered in order to demonstrate mastery of the leading standard? • For example, if the leading standard is: • Students understand, make inferences, and • draw conclusions about how an author’s use of • sensory language creates imagery in literary • text and provide evidence from the text to support • their understanding. Students are expected to explain the • role of irony, sarcasm and paradox (9.7) • In order to master this expectation, what do students have to know?

What do students need to know and be able to do? • PARTNER STANDARDS • Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another. • Think about the leading standard we just • discussed. • A partner standard could be: • Students understand, make inferences, and • draw conclusions about the structure and • elements of poetry and provide evidence from the text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. (9.3)

What do students need to know and be able to do? • PROCESS SKILLS • Process skills are those skills needed for applying the content standards. • Consider again the leading standard • Process skills are those that we practice daily • and intentionally. Process skills help us get to • meaning and learning. • A process skill that supports the leading standard is • make complex inferences about text and use • textual evidence to support understanding • (9 RCB)

What do students need to know and be able to do? Guiding Questions for the PLC • What will be the leading, or target, standard for this lesson? • Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together? • What process skills are necessary to the student’s ability to master the standard(s)? • What is the cognitive rigor of the standard(s)? • What content is addressed in the standard(s) and in what context will it be assessed? • What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?

Standard Clarification • Contains information on the cognitive rigor, the content, the context, and a sample assessment item • Provides the guidance for the level of the standard

What do students need to know and be able to do? • ACTIVITY 1 Step 1: Independent • Examine the standards for the first unit of the 2nd six-weeks • What is one leading standard in this unit?

What do students need to know and be able to do? • ACTIVITY 1 Step 2: Partners • Turn to your shoulder partner • Discuss: the standard each of you chose • What makes this a leading standard? • Select one of the standards for the focus of the next step.

What do students need to know and be able to do? • ACTIVITY 1 Step 3: Partners • Do any other unit standards naturally partner with this one? • What are prerequisite skills the students need to have? • What process skill(s) would be necessary for the student to be able to master this standard? or What process skill(s) support the mastery of this standard?

What do students need to know and be able to do? • ACTIVITY 1 Step 4: Partner Swap • Find another partner group and SWAP so that you have a new partner

What do students need to know and be able to do? • ACTIVITY 1 Step 5: Partner Swap • Discuss: How will grouping standards impact planning a lesson? Why is it essential to examine the standards in this way?

What do students need to know and be able to do? • ACTIVITY 1 Step 1: Step 6: WholeGroup What did we learn? How will this impact planning for learning?

How will we know when they’ve learned it? Evidence of Learning

How will we know when they’ve learned it?Evidence of Learning • How exactly will students demonstrate evidence of their learning at the end of the lesson cycle? • How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.) • What formative assessments can be used throughout the lesson cycle to monitor student progress?

Evidence of LearningACTIVITY 2 Step 1: Independent • Think for 2 minutes and jot down notes about an assessment (either formative or summative) for the standard: (9.7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.

Evidence of LearningACTIVITY 2 Step 1: Step 2: Small Group Stand Up (take notes with you) Raise both hands in the air Find someone with both hands up and join one hand 4. Find a third person to complete the huddle 5. Huddle Up! Huddle Up!

Evidence of LearningACTIVITY 2 Step 1: Step 3: Small Group • Take turns discussing the assessment idea you just came up with • Discuss how you think each idea aligns to the cognitive rigor, content, and context of the standard.

Evidence of LearningACTIVITY 2 Step 1: Step 4: Small Group • Come to an agreement on one assessment shared by the group • Consider: is it aligned to the cognitive rigor, content, and context of the standard? • Will this authentically assess the students’ mastery of the standard?

Evidence of LearningACTIVITY Step 1: Step 5: Small Group • On a piece of paper: • Describe the assessment • Explain how the assessment is aligned to the intent of the standard

Evidence of LearningACTIVITY 2 Step 6: Gallery Walk • Elect a docent, or representative, from the team to remain seated with the group’s paper • All other team members stand up • Rotate around the room discussing all of the assessments with the docent for each group

On a Post-It Note: record your biggest A-HA about the multiple ways we can assess student learning. Please put it in the “Parking Lot.”

Student Work Samples • Multiple Assessments: Debrief

Evidence of Learning • Evidence of Learning: Student Work • Let’s look at some student work samples. • Please take out the work samples

Student Work Samples • Evidence of Learning: Student Work • Each table is a group • Each person at the table will share the following: • The work sample assigned to you • The standard it addressed • The group will determine: • If the sample matches the cognitive level of the standard • Next steps for learning • One other idea for evidence of learning for the standard

Student Work Samples • Evidence of Learning: Debrief

Planning for Learning: The Lesson Plan in Forethought Select the standard Partners, PreReqs, and Process What do students need to know and be able to do? Strategies and Structures Evidence of Learning How will we know when they’ve learned it? Resources

Planning for Learning: The Lesson Plan in Forethought Procedure Accommodations/ Modifications/ Extensions Reflection What will we do if they haven’t learned it? What will we do if they already learned it?

Debrief • Debrief • Are you more familiar with the process of planning from standards? • How can you apply learning to authentic classroom scenarios? • How will this inform your instruction? • How will this process fit in with the work of your PLC?

Professional Learning Resources