1 / 19

Unpacking GPS Standards

Unpacking GPS Standards. Lyn Steed University of West Georgia. The Process of Instructional Planning. Traditional Practice Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move on to new topic.

ventana-hidalgo
Download Presentation

Unpacking GPS Standards

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unpacking GPS Standards Lyn Steed University of West Georgia

  2. The Process of Instructional Planning Traditional Practice • Select a topic from the curriculum • Design instructional activities • Design and give an assessment • Give grade or feedback • Move on to new topic Standards-based Practice • Select standards from among those students need to know • Design an assessment through which students will have an opportunity to demonstrate those things • Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn • Use data from assessment to give feedback, reteach or move to next level

  3. Step #1. What do I want my students to know and be able to do? • Standards and elements • “Unpack” the standard • Identify “big ideas” • Enduring Understandings/Essential Questions • Prioritize EUs and EQs • Knowledge and Skills

  4. “Unpacking” a Standard • Identify “big ideas” • Significant words and phrases • Transfer to other contexts • Serve as organizers for planning instruction • Are conceptual; abstract

  5. “Unpacking” a Standard • EUs and EQs • Broad focus • No “right” answer • Designed to provoke and sustain student inquiry, while focusing learning and final performances • Raise other important questions

  6. “Unpacking” a Standard • Prioritize EUs and EQs • Judgment call • Which aspects we need to teach first • Reflect on previously mentioned “considerations”

  7. EU Examples Students will understand the Civil War.” • Bad: what should they understand? “Students will understand the causes of the Civil War.” • Better: narrows the focus but still does not state what insights we want students to leave with. “Students will understand that the Civil War was fought over states’ rights issues more than over the morality of slavery.” • Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding.

  8. “Unpacking” a Standard • Knowledge and Skills • What you want students to know, be able to do and understand by the end of this unit • Topical – specific to the unit • Overarching – can be used across units

  9. Select a standard • ELA3R1: The student demonstrates the ability to read orally with speed, accuracy, and expression. • Find the nouns and verbs: nouns and noun phrases describe the content and concepts in the standards. What do I want my students to learn? Verbs identify the skills students need to show. What do I want my students to be able to do?

  10. ELA3R1: The student demonstrates the ability to read orally with speed, accuracy, and expression. • Nouns Verbs student demonstrates ability read orally speed accuracy expression

  11. Big Ideas • What we want students to “get inside of” and retain after they’ve forgotten many of the details. Big Ideas: demonstrates read orally speed accuracy expression

  12. Enduring Understandings and Essential Question EU: What knowledge do we want to be transferable and retained? The student understands that decoding quickly and accurately will increase fluency and comprehension. EQ: What question will foster inquiry, understanding, and transfer of learning? What letter chunks do I see that I can use to sound out this word quickly?

  13. Step #2. How will I know if my students know it and/or can do it? • Evidence of learning and understanding • Descriptive feedback about student performance • Match assessments with objectives • Variety of assessments • Informal checks for understanding • Observations and dialogues • Tests and quizzes • Academic prompts • Performance tasks • Student self-assessments

  14. What students should know(key facts, rules, laws, principles formulas, concepts, terminology, definitions, sequence and timeline) • Letters represent sounds • Decoding is done by sounding out letter/letter combinations quickly from left to right. • Quick and accurate decoding increases fluency. • Fluency increases comprehension.

  15. What students should be able to do( skills, procedures, processes) • Identify sound/sounds made by largest identifiable letter chunk. ( word families, prefixes, suffixes, blends, etc.) • Blend sounds to read words. • Decode quickly without prompting.

  16. Assessment Elements( to be assessed) • The student applies letter-sound knowledge to decode unknown words quickly and accurately.

  17. Step #3. What will need to be done to help my students learn the required knowledge? • Instruction • Informed by assessments • Identify resources • Plan unit and sequence of lessons

  18. Sample Performance Assessments( formal or informal ways that students demonstrates knowledge and skill of the element) • The students will read a passage orally while the teacher completes a running record or miscue analysis.

  19. Step #4. What will I do when I have a student who doesn’t know it or can’t do it? • Differentiation • Reteach • Remediate

More Related