Planning and Monitoring for Learning

1. Learning ILT November 27,2012 Planning and Monitoring for Learning

2. Planning for teachingvs.Planning for learning Brainstorm with a partner. What are the differences between Planning for Teaching and Planning for Learning?

3. Planning for Teaching FRONTWARD DESIGN = LOOSELY ALIGNED

4. Planning for Learning BACKWARD DESIGN = TIGHTLY ALIGNED

5. Monitoring and Reflecting Monitoring & Coaching Alignment Reflective Practice About Lesson Design & Results

6. Plan Written Do Tested ACT Taught Study PLC PLC QC PLC Continuous Improvement Model Elizabeth A. Clark, Ed.D.

7. 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

8. 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?

9. 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

10. 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

11. 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

12. 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

13. 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

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

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

16. 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. • For example, if the leading standard is: • create brief compositions that establish a • central idea in a topic sentence.[4.18Ai] • A partner standard could be: • use complete simple and compound sentences • with correct subject-verb agreement.[4.20C]

17. What do students need to know and be able to do? • PROCESS SKILLS • Process skills are those skills needed for applying the content standards. • For example, if the leading standard is: • create brief compositions that establish a • central idea in a topic sentence.[4.18Ai] • Students will need to have this process skill in • order to apply the above standard: • plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[4.15A]

18. 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)?

19. Planning for Learning Activity Activity #1

20. Planning for Learning Activity Activity #1 • Get into small groups of 3-4 • Elect one scribe to record your group’s thoughts on the provided handout • Elect one member to share with the whole group after the activity • All group members will engage in discussion around the following questions

21. Planning for Learning Activity Leading Standard #2 #3 How does standard #2 serve the leading standard? How does standard #3 serve the leading standard? Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?

22. Planning for Learning Activity Leading Standard #2 #3 How does standard #2 serve the leading standard? How does standard #3 serve the leading standard? Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?

23. Planning for Learning Activity Leading Standard 1. Should a lesson contain so many standards? Why or why not?

24. Planning for Learning Activity 2. Which example of grouped standards will lead to the most effective backward design of aligned instruction? Why? 3. How can this learning help you support the teachers on your campus?

25. Questions to Monitor Learning • As you look at your curriculum to plan for learning, what criteria did you use to select the standards that you would teach? • When you selected your leading standard, what was your thinking in selecting partnering and process standards? • How do you know when to include partnering standards and process standards and when to limit the number?

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

27. Evidence of Learning: How will we know when they’ve learned it? • 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 and tasks can be used throughout the lesson cycle to monitor student progress?

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

29. Evidence of Learning: What tasks will help students learn the standard(s)? • Student Task(s) = Desired Outcome

30. Evidence of Learning • Monitoring for Learning Activity The best way to monitor teaching is to closely examine the learning: what are kids actually doing? • Please rejoin your small groups.

31. Monitoring for Learning Activity Scenario: Two science teachers have designed two different lessons, both focused on the same standard. Both lessons are engaging and interactive. Both lessons have sound instructional practices. Take 5 minutes to examine both lessons. Focus on what the kids are doing. Upon initial examination, would you be pleased to witness both of these lessons? Why or why not?

32. Monitoring for Learning Activity • Now, take 3 minutes to examine the Standard Clarification. • Both teachers cited 5.5B as the target learning of the lesson. • What should the students know and be able to do as a result of the lesson?

33. Monitoring for Learning Activity Key Question: Which lesson is aligned appropriately to the Student Expectation? • Read through both lessons again • Collect evidence that supports your conclusion • Be prepared to share in 5 minutes

34. Monitoring for Learning Activity What if the evidence reveals a lesson that is not aligned to the standard? Let’s Brainstorm !

35. Questions to Monitor Learning • As you taught this lesson, what did you have students to do that would indicate that all the standards that were selected were adequately addressed? • What did you expect students to learn from this lesson? Was that outcome accomplished? If no, then why? • When you teach the lesson again, what modifications will you make?

36. Student Work Samples • Monitoring for Learning: Debrief

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

38. 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

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

40. Planning for Learning in Forethought PLC Process alignment and it will save teachers’ time!

41. Planning for Learning in Forethought • Forethought should be like a member of the PLC: keep it open and put it to work during PLC meetings • Study the Standard Clarification documents • Utilize the Team Planner • Utilize My Activities • Trailblazers are getting this training now, but it is posted for everyone to see.