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Plan 2b : Daily Vision-Setting, Part Two

Plan 2b : Daily Vision-Setting, Part Two. Ready, Set… Handouts 2 (from Plan 2a) ( BPB 87-89 ) Handout 2 & 3 from Plan 2b ( BPB 116-123 ) Pen / pencil or computer. Balancing the vision…Steps 4-5. Step 4: Finalize your key points Step 5: Finalize your assessment. Assessment (Step 5).

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Plan 2b : Daily Vision-Setting, Part Two

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  1. Plan 2b: Daily Vision-Setting, Part Two • Ready, Set… • Handouts 2 (from Plan 2a) (BPB 87-89) • Handout 2 & 3 from Plan 2b (BPB 116-123) • Pen / pencil or computer

  2. Balancing the vision…Steps 4-5 Step 4: Finalize your key points Step 5: Finalize your assessment Assessment (Step 5) Key points (Step 4) 1:33

  3. Where Are We Going? Vision Precedes Action Creating a lesson vision is a circular process – each part informs the other. Objective #1: Corps members will finalize key points that describe the knowledge and skills students need to master an objective. Objective #2: Corps members will finalize a lesson assessment and exemplar student response that will measure whether students have mastered the objective, and why or why not. 3 1:34

  4. The Overall Vision process… drafting Understand the objective Look at an exemplar and write down takeaways (what students have to know and do) Draft Key Points Nouns and verbs in your objective become knowledge and skills key points Apply criteria: check each criteria for key points and adjust if you see a problem Draft Lesson Assessment Look at an exemplar assessment and model some questions off of that Write questions that test any other knowledge and skills key points not directly tested Apply the criteria: check each criteria for assessments and adjust if you see a problem Here we are

  5. Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Finalize Key Points Step Five: Finalize Lesson Assessment Step Six: Complete Exemplar Student Response The vision-setting process has six steps: Remember to use Handout 2 from this morning’s session to capture information about each step! 5 1:36

  6. Balancing the vision…Steps 4-5 Step 4: Finalize your key points Step 5: Finalize your assessment Assessment (Step 5) Key points (Step 4)

  7. The Overall Vision process… finalizing Finalize Key Points Take the assessment and look for places where the key points don’t give enough information to answer a question. Adjust they key points to provide enough knowledge or skill support Apply criteria: check each criteria for key points and adjust if you see a problem Finalize Lesson Assessment We check that each key point is being assessed (literally check it off) If we find that a key point is not assessed, we add a question to our assessment if it seems vital. Apply the criteria: check each criteria for assessments and adjust if you see a problem Make a sample student response and grading scheme to make sure you know what the right answer will look like and how it will be graded. And we’re done!

  8. Agenda Check Opening & Do Now Finalizing Key Points Finalizing Lesson Assessment Extension: Sequencing, Scaffolding, and Bloom’s Taxonomy Closing 8

  9. Finding the key points… Quickly take the draft lesson assessment as a 5th grader who has mastered ONLY the key points EXACTLY as they are written. (BPB 116) Look for problem areas where the key points aren’t helping you show mastery You should find three problem areas where the key points aren’t enough to help you answer the question. You will have 2 min – try 1 of each type of question 1:39

  10. Problem areas… I’m not sure if reading the .83 should be “point 83” or 83 hundredths I could get #2-#5 right just by memorizing the rules – don’t really know why the rules work I might not be sure how to pull out the relevant number in a word problem

  11. Step Four: Finalize Key Points Questions to Consider for Key Points “Fixes” Does it “rise to the level” of a key point? Do students already have this prior knowledge? Decide whether or not to fix each problem area, and if so consider how you might fix it. • Hint: You will need to fix 2 of the 3 problem areas • Problem Areas • Students need to be taught how to do #1 – the language they should use • Students could get #2-#5 right just by memorizing the rules – they need to be taught why the rules work • No key point about pulling out the relevant number in a word problem 11 1:46

  12. Step Four: Finalize Key Points Evaluate the key points against the criteria. Where you feel that they don’t meet the criteria, make changes as appropriate HINTS: THESE KEY POINTS DO MEET THE CRITERIA OF “ACCURATE” AND “APPROPRIATE.” BE PREPARED TO EXPLAIN WHY. SOME MINOR CHANGES ARE REQUIRED TO HELP THESE KEY POINTS MEET THE CRITERIA OF “LOGICALLY SEQUENCED” AND “STUDENT-FRIENDLY.” 1:53

  13. Step Four: Finalize Key Points (Slide 8 of 11) Accurate: Is this the “right stuff?” Do I know the what (content)? Do I know the how (processes)? Appropriate: Is this at the right level of rigor – not too hard and not too easy? Do I have the right number for this lesson – not too few and not too many?

  14. Step Four: Finalize Key Points (Slide 9 of 11) Logically Sequenced: Are they in the right order to build student mastery? Student-Friendly: Will these words mean something to my students?

  15. Debriefing the Process—Step 4: Finalizing Key Points “Thinking Through the Think-Aloud” Handout 2 from PLAN 2a 15 2:00

  16. Debriefing the Process—Step 4: Finalizing Key Points “Thinking Through the Think-Aloud” Handout 2 from PLAN 2a 16

  17. Debriefing the Process—Step 4: Finalizing Key Points “Thinking Through the Think-Aloud” Handout 2 from PLAN 2a 17

  18. Balancing the vision…Steps 4-5 Step 4: Finalize your key points Step 5: Finalize your assessment Assessment (Step 5) Key points (Step 4)

  19. Debriefing the Process—Step 4: Finalizing Key Points Our final key points can be used to: Finalize our lesson assessment Drive our planning of methods The lesson vision is used to drive the lesson action. Strong key points lead to strong methods 19

  20. Agenda Check Opening & Do Now “Shared A Brain” & Debrief: Finalizing Key Points “Shared A Brain” & Debrief: Finalizing Lesson Assessment Extension: Sequencing, Scaffolding, and Bloom’s Taxonomy Closing 20 2:07

  21. The Overall Vision process… finalizing Finalize Key Points Take the assessment and look for places where the key points don’t give enough information to answer a question. Adjust they key points to provide enough knowledge or skill support Apply criteria: check each criteria for key points and adjust if you see a problem Finalize Lesson Assessment We check that each key point is being assessed (literally check it off) If we find that a key point is not assessed, we add a question to our assessment if it seems vital. Apply the criteria: check each criteria for assessments and adjust if you see a problem Make a sample student response and grading scheme to make sure you know what the right answer will look like and how it will be graded. And we’re done!

  22. Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Finalize Key Points Step Five: Finalize Lesson Assessment Step Six: Complete Exemplar Student Response The vision-setting process has six steps: 22

  23. Step 5 Take 1 minute to look at the assessment and check off the FINAL key points as you see them being assessed. (Final key points BPB 117) (Draft assessment BPB 116) Are there any key points not being assessed?    

  24. Step Five: Finalize Lesson Assessment EVALUTE THE LESSON ASSESSMENT AGAINST THE CRITERIA. WHERE YOU FEEL IT DOESN’T MEET THE CRITERIA, MAKE MODIFICATIONS AS APPROPRIATE. • HINTS: • THIS ASSESSMENT DOES MEET ALL CRITERIA EXECPT “RELIABLE.” BE PREPARED TO DEFEND WHY. • FOR “RELIABLE,” THINK ABOUT HOW TO BALANCE “MULTIPLE OPPORTUNITIES” WITH THE PACING OF AN OVERALL LESSON. (Draft Lesson Asmt – BPB 116) 24

  25. Step Five: Finalize Lesson Assessment (Slide 3 of 4) Aligned: Does the assessment test the knowledge and skills required by the objective and nothing else? Rigorous: Are students demonstrating mastery at the same level of complexity as they will have to on the final assessment? Scaffolded: Do we know where student learning broke down? Reliable: Do students have multiple opportunities to demonstrate true mastery? 25

  26. Debriefing the Process—Step 5: Finalize Lesson Assessment “Thinking Through the Think-Aloud” Handout 2 from PLAN 2a 26 2:17

  27. Debriefing the Process: Step Five: Finalizing Lesson Assessment 27

  28. Debriefing the Process: Step Five: Finalizing Lesson Assessment 28

  29. Finalizing the Lesson Assessment The lesson vision is used to drive the lesson action. A strong lesson assessment leads to strong methods. 29

  30. Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Finalize Key Points Step Five: Finalize Lesson Assessment Step Six: Complete Exemplar Student Response The vision-setting process has six steps: 30 2:22

  31. Step Six: Complete Exemplar Student Response COMPLETE THE REVISED LESSON ASSESSMENT WITH EXEMPLARY STUDENT RESPONSES. CONISDER: • DO THESE RESPONSES REPRESENT THE RIGOROUS OUTCOMES WE ARE DRIVING TOWARD? Do I know exactly what I want to see? • ARE THERE ANY ITEMS THAT COULD “TRIP STUDENTS UP?” 31

  32. Debriefing the Process—Step 6: Exemplar Student Response “Thinking Through the Think-Aloud” Handout 2 from PLAN 2a 32 2:27

  33. Debriefing the Process: Completing an Exemplar Student Response 33

  34. Debriefing the Process: Completing an Exemplar Student Response 34

  35. Agenda Check Opening & Do Now CM Guided Think-Aloud & Debrief: Finalizing Key Points CM Guided Think-Aloud & Debrief: Finalizing Lesson Assessment Extension: Sequencing, Scaffolding, and Bloom’s Taxonomy Closing 35 2:30

  36. Extension of Content: Sequencing, Scaffolding, and Bloom’s Taxonomy Bloom’s Taxonomy--a hierarchy of six sequenced cognitive levels Knowledge Comprehension Application Analysis Synthesis Evaluation Handout 3 – Bloom’s Taxonomy Overview (BPB – 121) 36

  37. Using Bloom’s Bloom’s can help us: Ensure rigor of key points and lesson assessment Sequence our lesson from less complex to more complex tasks Scaffold lesson assessment questions and checks for understanding so that we know where student learning is breaking down 37

  38. Bloom’s Can Help With Rigor Look at the two sample objectives and lesson assessment items on Handout 3 in the rigor section (BPB 122): Which lesson is more likely to be appropriately rigorous? Why? • Example #2 (Spanish II) will likely be at the appropriate level of rigor. • Example #1 (Biology) will likely be at too low a level of rigor. 38 2:34

  39. Bloom’s Can Help With Sequence Look at the set of key points in the sequence section (BPB 122) , and order them from the lowest to the highest level of Bloom’s. • C, D, B, A • C & D = knowledge level • A & B = analysis level 39 2:37

  40. Bloom’s Can Help With Measuring Student Learning Look at the assessment question (BPB 123). The student got it wrong. What are some possible reasons? How could we scaffold this assessment to be sure we know the root cause of their misunderstanding? • The student might not know the “Bb” sound • The student might have misidentified the picture 40 2:39

  41. Agenda Check Opening & Do Now CM Guided Think-Aloud & Debrief: Finalizing Key Points CM Guided Think-Aloud & Debrief: Finalizing Lesson Assessment Extension: Sequencing, Scaffolding, and Bloom’s Taxonomy Closing 41

  42. I Can See Clearly Now… Backwards planning is hard work. There are a lot of steps, and in the beginning this process can be time-consuming and frustrating Keep your vision clear – focus on student academic achievement. This method of planning will help drive you to the bright shiny day of rigorous student outcomes 42 2:44

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