Standards Based Lessons

1. Standards Based Lessons Great Beginnings Year One

2. Bellwork Give one Get one – What do you remember about successful goal setting? What do you remember about the challenges to successful goal setting? List your key ideas separately in each square Walk about and exchange ideas with classmates Fill as many squares as reasonable before time is called

3. Essential Questions What level of congruence am I enjoying with the state’s vision for SBE? What level of congruence does my school team exemplify? What is compelling about the competing behaviorist model? How does the standards-based implementation process model serve as a foundational piece?

4. Goal #1 – Improving student achievement through standards-based education; GBYO SBLP/SE

5. Strategies to enact Goal 1 Implement SB curriculum, instruction, & assessments that measure achievement in all classrooms Ensure continuing support of SB Instruction within AcFin plans Implement focused, prioritized, SB curriculum, instruction, assessment, and Professional Development options GBYO SBLP/SE

6. Concept Development“Standards Based Education” • Initial • Developing • Expert • What are the characteristics that define a standards-based education – curriculum, instruction, and assessments? • Measures for Goal 1: What percent of classrooms are determined to be standards-based?

7. Exploring Meanings • Complete column one by yourself. • Pair/share with a partner adding in Partner column. • If directed; “square up” with another pair and look for commonalities.

8. “First set high standards that determine what students need to know and be able to do. Second, do whatever it takes for as long as it takes to teach all students these standards. Third, measure student achievement of these standards by having them perform what they have learned and then comparing that performance to the standards.”-Ruth Mitchell SBE: Three Critical Stepping Stones!

9. Rationale Backward Mapping “…the reversal of the traditional process of starting with curriculum or activities that are usually textbook driven and ending with a wide range of learning outcomes.” “A backward mapping, begins with the desired outcome, the standard, and weaves it into the assessment and instruction.” California Department of Education, Aiming High Toolkit

10. Key Differences? • Few, fundamental, key outcomes that emphasize higher levels of understanding….GENERATIVE TOPICS • Emphasis on understanding, internalization, and demonstration of knowledge….CONTENT & PERFORMANCE STANDARDS • Leading to ONGOING ASSESSMENTS of multiple variety by multiple sources • Leading to ONGOING ADAPTATIONS in instruction • Leading to DIVERSITY OF METHODS & Materials IN ORDER THAT ALL CHILDREN HAVE ACCESS TO rigorous content promoting EQUITY in EDUCATION GBYO SBLP/SE

11. REALITY • Schmoker – US math textbooks attempt to address 175% more than German; 350% more than Japanese, and both SIGNIFICANTLY outperform US students. • Schmoker – US science textbooks attempt to cover 930% more than German; 433% more than Japanese, and both out perform US students. GBYO SBLP/SE

12. Urgently Needed • Teachers to be critical decision makers in their professional roles…. • Students to be serious meaning makers in their learning roles…. Through the SBE philosophy--- clear goal, adapt, adjust, assess, adapt, adjust assess, adapt, adjust assess. GBYO SBLP/SE

13. Am I a Standards Based Classroom?(Teachers) Do you…… - Articulate standards - Inform students about the standards - Use standards to design instruction and assessment - Use rubrics and other methods to clearly communicate student expectations. - Provide feedback to help students improve performance - Use teaching methods that suit the individual student's needs. - Communicate progress towards the achievement of standards GBYO SBLP/SE

14. Am I a Standards Based Classroom? Students: - Can describe the standards - Use self-assessment and reflection to improve performance - Take responsibility for their own learning. - Communicate progress towards the achievement of standards

15. REVIST Matrix Revisit your concept development matrix on Standards Based Education. Has your ideas developed in defining critical components of SBE? Summarize and articulate critical components with your neighbor.

16. Essential Question #1 What level of congruence do I enjoy with the state’s vision of SBE?

17. WHAT % In reflecting on the practices of other professionals In your school, including peers, administrators, & support staff…..Focusing on three - four others How would they score on the previous rubric?

18. School wide Implementation What evidences do you note on your campus to indicate the SBE is practiced? Discussions in PLC? Rubrics in use? Assessments tied to student performance of benchmarks? Common assessments to narrow instructional differences among teachers in order to improve each others’ work? Initiatives & mandates from leaders support backward mapping and multiple forms of assessment?

19. Five Tasks to Implement Coverage of required content (breath) Mastery of content (depth) Management of class Motivation of class (i.e. positive environment) Evaluating and holding learners accountable

20. Frame Factors Many factors impact implementation of SBE: Temporal – time, quantity, frequency, duration, scheduling Physical – natural & built environment, materials, equipment Political/legal– state & federal mandates, limits, requirements Organizational– Administrative factors, size, grouping, Personal—backgrounds, abilities, interests of ss, staff, parents Economic—cost and benefits broadly conceived Cultural– vales and beliefs of school and community

21. Essential Question #2 What level of congruence does your school team exemplify?

22. Portfolio Assignment Provide a caption and reflection (page 9 in Portfolio Info) on your key learnings/insights on the content covered today: Standards-Based Lesson Planning/Student Engagement

23. Constructivist vs. BehavioristActivity: Save the Last Word for Me • Read the descriptions on Behaviorist and Constructivist Lesson Plan Design. Mark the readings that addresses the statements • My primary lesson design follows ___ • An idea intrigues me and I want to think about it. • There is something I would like to try. • I need additional information based on the reading. • Write each statement on an index card • Write a personal response on the reverse side to share with a small group. GBYO SBLP/SE

24. Constructivist vs. BehavioristActivity: Save the Last Word for Me (cont.) 4. Meet in groups of 4 to do the following: • Determine which statement you want to tell first. • Select a group member to begin. • Read only the statement on the card. • Next person shares his/her response to the statement. • All group members share and first person will have the “Last Word”. • Continue with the second person, repeating the process. GBYO SBLP/SE

25. Constructivist Lesson SimulationActivity: Frammets and Langit • What do students bring to a lesson? • How do students interpret instructions? GBYO SBLP/SE

26. A langit is a nice thing to have. It can keep Bob cool and it’s attractive. A langit can also cool the frammets. One or two frammets are just about right for most people. It is difficult to find someone who can stomach more than three frammets at one time. Bob owns the langit, but he doesn’t own the frammets. GBYO SBLP/SE

27. Does Bob own the frammets? • Are langits attractive? • If the sun is shining and you wanted to be cool, would a langit be a good thing to have? • Would you buy a frammet if Bob offered you one? • If you were throwing a party for 10 people, about how many frammets would you have at the party? • Would your answer change if the party were for 100 people? If so, how? • About how expensive do you think a langit is? GBYO SBLP/SE

28. Essential Question #3 What is compelling about the competing Behaviorist model? Ink, pair, share GBYO SBLP/SE

30. Video: Standards-Based Implementation Model Winona Oato 2005 Hawaii Teacher of the Year (TOY) GBYO SBLP/SE

31. Standards-Based Implementation Model Step 1 - Identify relevant standards Sources: Benchmark Map, Curriculum Map GBYO SBLP/SE

32. Standards-Based Implementation Model Step 2 - Determine acceptable evidence and criteria Sources: Instructional Guide, Curriculum Map GBYO SBLP/SE

33. Standards-Based Implementation Model Step 3 - Determine learning experiences that will enable students to learn what they need to know and do. Sources: Instructional Guide, Unit/Lesson Plans GBYO SBLP/SE

34. Standards-Based Implementation Model Step 4 - Teach and collect evidence to student learning. Step 5 - Assess student work to inform instruction or use data to provide feedback. Sources: Formative and Summative Assessments GBYO SBLP/SE

35. Standards-Based Implementation Model Step 6 - Evaluate student work and make judgment on learning results and communicate findings. Sources: Standards-Based Grading and Reporting GBYO SBLP/SE

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38. Navigating on the Hawaii Content and Performance Standards website http://standardstoolkit.k12.hi.us GBYO SBLP/SE

39. Essential Question #4 How does the standards based implementation model serve as a foundational piece? Reflect on the 6 steps. What “habits of mind” does this process develop? Summarize 5 – 3 – 1 GBYO SBLP/SE

40. Closure • Revisit KWL chart • 3-2-1 Reflection • Schedule observations GBYO SBLP/SE

41. For Next Time • Bring calendar to schedule visitations • Bring standards based lesson plan of a lesson you are planning to teach • Bring materials from this session GBYO SBLP/SE