1 / 42

Data on Display

Data on Display. Take a small sticky-note and put your initials on it. Place it on the continuum on the wall to mark where you think you are (from novice to expert) on teaching the new standards. Make a vertical bar graph.

damara
Télécharger la présentation

Data on Display

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. Data on Display Take a small sticky-note and put your initials on it. Place it on the continuum on the wall to mark where you think you are (from novice to expert) on teaching the new standards. Make a vertical bar graph.

  2. Share a strategy or activity you used from last summer’s Standard Awareness Workshop.

  3. Why are we here?

  4. Student centered Active Experiential Authentic Democratic Collaborative Rigorous Challenging To create schools that are:

  5. WHY CHANGE?

  6. In 2007-2010, the Governor and the legislature will expect: Higher standards for proficiency and academic performance True accountability for students, teachers, local school systems, and higher education Proficient -- whether on a state assessment or a national assessment.

  7. READING STANDARDS • The reading standards are incorporated in the eight concept standards. They are also pulled out and collated into single reading standards document at each grade level. • Continue to use TN. ACADEMIC VOCABULARY. It is not going away!

  8. The elementary standards are divided into three broad bands: K-3, 4-5, and 6-8. K-3: The most basic and fundamentally important of the grade bands. All the concept strands are included at this level, but the language arts emphasis is on reading. Formal state testing occurs for the first time at the end of grade 3.

  9. 4-5: Standards move to more complex and complicated topics. Students apply learned reading skills to the other language arts, and writing assumes a place of greater importance. The first formal TCAP writing assessment (narration) occurs at Grade 5.

  10. 6-8: Pulls on previously learned skills in all language arts areas. By the end of this band, students should be equipped with a solid range of skills in reading, writing, reasoning, and communication necessary to manage successfully the rigors of English language arts at the secondary level. The second formal TCAP writing assessment (exposition) occurs in Grade 8.

  11. Upper grades no longer completely focus on building incremental knowledge and skills. The focus becomes ensuring that the material included is comprehensive enough to prepare students for life outside the classroom.

  12. 9-10: The performance indicators are the same. The higher grade will include more challenging and complex concepts and illustrations. 11-12: Instructors at this level are allowed more leeway in choosing strategies and materials that their students will require after they graduate. The third and final formal TCAP writing assessment (persuasion) occurs at Grade 11.

  13. New ? Terminology • Standard / strand –major content topics • GLE/CLE Grade/Course Level Expectations/– Represent the fundamental goals for student learning and are used by teachers as theprincipal guide for instructional planning. • Checks for understanding— are suggestions for assessing student learning. Formative assessments are typically embedded within a lesson. Summative assessments provide information about whether a student has met a particular GLE or CLE (course level expectation). Teach to these. • SPI Student Performance Indicators– are the basis for student accountability and are used by the state to prepare standardized test items aligned with the corresponding GLE or CLE.

  14. Unique Identifiers – are the numbers immediately following every GLE/CLE, Check for Understanding, & SPI to ensure specificity when referencing a section of the Framework. These numbers correspond to the state assigned course code number, followed by the standard number, and finally followed by the placement in the series. 3002.1.1

  15. 8 Standards Grade/Course Learning Expectations—set forth the expected outcomes for that strand Checks forUnderstanding—delineate the classroom behaviors to be focused on at each grade State PerformanceIndicators—indicate the assessment criteria for that specific grade level Standard (Concept Strand) Course Learning Expectations Checks for Understanding SPI Standard Language

  16. Comparing: “OLD” & “NEW”

  17. K-8 Reading Writing Elements of Language 9-12 Writing Reading Viewing & Representing Speaking & Listening K-12 1 Language 2 Communication 3 Writing 4 Research 5 Logic 6 Informational Text 7 Media 8 Literature Old“New”

  18. The controlling concepts continue all the way through Grade 12 allowing you to track the progression of skills and knowledge through the grade spectrum.

  19. Language • This standard covers grammar, mechanics, vocabulary and sentence structure.

  20. COMMUNICATION • This standard builds speaking and listening skills in both formal and informal situations. Beginning in middle grades, skills of group and team participation are included.

  21. WRITING • This standard includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences.

  22. RESEARCH • This standard instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources.

  23. LOGIC • This standard trains students to think reasonably, follow logical trains of thought, avoid faulty reasoning, and weigh evidence.

  24. Informational Text • This standard emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text.

  25. MEDIA • This standard focuses on the ways in which the functions and techniques of a variety of media contribute the message they attempt to convey.

  26. Literature • This standard acquaints students with a wide range of literary types and diverse content, including both the conventions of the literary genres and the themes and concepts reflecting the human condition.

  27. http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

  28. Inductive Deductive (Indian-Tepee) Specific Details (Generalizations) Details (General) Specific “Law and Order” To Kill a Mockingbird (trial)

  29. Inductive ReasoningExamples • Take a character (Scout from To Kill a Mockingbird) and give examples of her behavior. Next generalize character traits. • After several cakes baked in the same cake pan came out burned. Carl concluded that if he bakes a cake in that particular cake pan, it will probably come out burned. • If a child puts his or her hand into a bag of candy and withdraws three pieces, all of which are red, he or she may conclude that all the candy is red. • A person drives down a particular road at rush hour several times and finds the traffic terrible each time. Therefore, this is a good road to avoid at rush hour.

  30. Deductive Reasoning • The process of drawing a conclusion from available information or generalizations • Deductive reasoning allows you to apply what you have learned.

  31. Deductive Reasoning Examples • Give students Scout’s character trait of headstrong and ask for behavioral examples in the story. • The baseball coach knows the opposing batter hits fast-balls well, so she instructs her pitcher not to throw a fast-ball. • All cars have tires, therefore your car has tires. • Dobermans are dogs. Max is a Doberman. Max is a dog.

  32. What kind of reasoning? Sherlock says to Dr. Watson: “It is elementary my dear Watson. The killer always left a silk glove at the scene of the murder. That was his calling card. Our investigations showed that only three people have purchased such gloves in the past year. Of these, Professor Doolally and Reverend Fisheye have iron-clad alibis, so the murderer must have been Sergeant Heavyset. When he tried to murder us with that umbrella, we knew we had our man.

  33. This is inductive reasoning! • In a crime, you have the evidence, the goal is to use inductive reasoning to determine how the evidence came to be as it is.

  34. A Few Good Men & House: A Guide to Deductive and Inductive Reasoning

  35. Original Sentence I have neither the time nor inclination to explain myself to a man who rises and sleeps under the blanket of the very freedom I provide and then questions the manner in which I provide it.

  36. Bull’s Eye and Give 1 Get 1

  37. Jimmy WrightListening Story

  38. From Books to Movies

  39. Bring magazines or pictures! Tomorrow:We are going to have FUN, and Learn!

  40. Ticket Out the Door • 3 things you learned • 2 things you can use • 1 thing you don’t understand

More Related