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Unpacking Standards: An Introduction. Review of the PLC Process for Curriculum, Instruction, and Assessment. Session 1: Unpack a standard. Session 2: Create an assessment. Session 3: Examine a learning activity.

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review of the plc process for curriculum instruction and assessment
Review of the PLC Process for Curriculum, Instruction, and Assessment
  • Session 1: Unpack a standard.
  • Session 2: Create an assessment.
  • Session 3: Examine a learning activity.
  • Session 4: Reflect on assessment data and give/receive feedback on lessons used to teach a standard.
rationale for revisiting the process
Rationale for Revisiting the Process
  • Developing a clear, common protocol.
  • The desire to make this work with what is already happening in your school.
today s agenda
Today’s Agenda
  • Focus on session 1 of the PLC process.
  • Unpack a standard together, in five steps, using the “guided practice” method.
step 1
Step 1
  • Using the combined curriculum document, review the standard.
    • Locate one standard (all of the related Program of Studies Understandings, Program of Studies Skills and Concepts, and Core Content for Assessment).
    • Read this standard from top left to bottom right.
step 2
Step 2
  • Identify distinct concepts.
    • Highlightcommon words or phrases that appear in two or more columns.
step 29
Step 2
  • Identify distinct concepts.
    • Highlightcommon words or phrases that appear in two or more columns.
    • Highlight words or phrases that express the same idea as those you previously highlighted.
step 211
Step 2
  • Identify distinct concepts.
    • Highlightcommon words or phrases that appear in two or more columns.
    • Highlight words or phrases that express the same idea as those you previously highlighted.
    • Give this concept a name (it may already be named in the combined curriculum document).
step 213
Step 2
  • Identify distinct concepts.
    • Highlightcommon words or phrases that appear in two or more columns.
    • Highlight words or phrases that express the same idea as those you previously highlighted.
    • Give this concept a name (it may already be named in the combined curriculum document).
    • Identify in writing what students need to know about the named concept.
step 2 review
Step 2 - Review
  • Identify distinct concepts.
    • Highlightcommon words or phrases that appear in two or more columns.
    • Highlight words or phrases that express the same idea as those you previously highlighted.
    • Give this concept a name (it may already be named in the combined curriculum document).
    • Identify in writing what students need to know about the named concept.
step 3
Step 3
  • Transform the distinct concept into a learning target.
    • Look for a verb that will allow students to demonstrate their mastery of the concept.
      • The first place to look for a verb is within the standard itself.
step 318
Step 3
  • Transform the distinct concept into a learning target.
    • Look for a verb that will allow students to demonstrate their mastery of the concept.
    • Using that verb, articulate a learning target in student-friendly language that expresses the distinct concept.
step 321
Step 3
  • Transform the distinct concept into a learning target.
    • Look for a verb that will allow students to demonstrate their mastery of the concept.
  • Using that verb, articulate a learning target in student-friendly language that express the distinct concept.
    • Loop back to step 2, looking for other embedded concepts.
slide22
Note
  • Repeat Steps 2 and 3 until there are no distinct concepts left to identify.
step 3 review
Step 3 – Review
  • Transform the distinct concept into a learning target.
    • Look for a verb that will allow students to demonstrate their mastery of the concept.
    • Using that verb, articulate a learning target in student-friendly language that express the distinct concept.
    • Loop back to step 2, looking for other embedded concepts.
step 4
Step 4
  • Sequence the learning targets and examine interconnections to form a learning progression.
learning targets
Learning Targets

I can tell why a word is capitalized.

I know when to capitalize a word.

I can tell why a sentence ends in a question mark.

I know when to use a question mark at the end of a sentence.

I can tell why quotation marks are used around words or phrases.

I know when to use quotation marks around words or phrase.

I can read using correct emphasis based on punctuation marks.

I can tell why boldface type is used.

I know when to use boldface type.

I can read using correct emphasis based on boldface type.

learning progression
Learning Progression
  • I can tell why a word is capitalized.
  • I know when to capitalize a word.
learning progression28
Learning Progression
  • I can tell why boldface type is used.
  • I know when to use boldface type.
  • I can read using correct emphasis based on boldface type.
step 5
Step 5
  • Check learning targets against the combined curriculum document, concluding with DOK.
    • Revise as necessary.
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