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Middle Grades Collaborative Conversations

Middle Grades Collaborative Conversations. How To Plan Units, Lessons, and Assessments Using the Learning-Focused Framework: Focus on Essential Questions SAMS: Wednesday, September 9, 2009 NAMS: Thursday, September 10, 2009. Materials Needed:. ACS Curriculum Guide(s) (Wiki)

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Middle Grades Collaborative Conversations

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  1. Middle Grades Collaborative Conversations How To Plan Units, Lessons, and Assessments Using the Learning-Focused Framework: Focus on Essential Questions SAMS: Wednesday, September 9, 2009 NAMS: Thursday, September 10, 2009

  2. Materials Needed: • ACS Curriculum Guide(s) (Wiki) • CTE Blueprint(s) • NC SCOS (Art, Music, Health, PE) • 21st Century Skills Handout (Wiki) • Revised Bloom’s Taxonomy Handout (Wiki) • KUD Template (Wiki) • Student Learning Map Template (Wiki) www.acsacre.wikispaces.com

  3. Brainstorm Essential Questions - - - - - - -

  4. A Fundamental Truth by Dr. Lorin Anderson: We don’t see the world as it is; we see the world through the lens through which we look at it.

  5. 2. How will we deliver quality instruction so students learn at a high level? Instruction 1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum 3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment

  6. Classroom Instruction That Works (Marzano) • Literacy across the curriculum • 21st Century Skills • Project and Problem-Based Learning • Learning Centered Environment • Differentiation • Essential Standards • Prioritized and focused • Aligned with 21st C. skills • Integrated • Chosen for endurance, readiness and leverage • Driven by Revised Bloom’s Taxonomy • Measurable and concise 2. How will we deliver quality instruction so students learn at a high level? Instruction Summative Benchmark Formative Collaborative Planning Collaborative Planning 1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum 3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment Collaborative Planning

  7. Classroom Instruction That Works (Marzano) • Literacy across the curriculum • 21st Century Skills • Project and Problem-Based Learning • Learning Centered Environment • Differentiation • Essential Standards • Prioritized and focused • Aligned with 21st C. skills • Integrated • Chosen for endurance, readiness and leverage • Driven by Revised Bloom’s Taxonomy • Measurable and concise 2. How will we deliver quality instruction so students learn at a high level? Instruction Summative Tier 3 Benchmark Pyramid of Intervention Formative Tier 2 Collaborative Planning Collaborative Planning Core for All Students ProgressMonitoring 1. What do we want students to know, understand and be able to do? Guaranteed and Viable Curriculum 3. How will we know if students have learned what we want them to know, understand and be able to do? Assessment Collaborative Planning Tier 1 4. How will we respond when students do not learn? What will we do for students who have already learned or have learned more?

  8. NC’s New Lens: RBT Science Social Studies MATH English/ Language Arts Performing Arts Foreign Languages

  9. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judgingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding Higher-order thinking

  10. 21st Century Skills • http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120

  11. Student Learning Map Key Learning: ESSENTIAL STANDARD(S) Unit Essential Question(s): ESSENTIAL STANDARD EQ(s) Concept/Skill/Topic: Concept/Skill/Topic: Concept/Skill/Topic: CLARIFYING OBJ CLARIFYING OBJ CLARIFYING OBJ Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): CLARIFYING EQs CLARIFYING EQs CLARIFYING EQs Vocabulary Vocabulary Vocabulary

  12. Know – Understand- DoA tool to drive planning, instruction, and assessment (Modified from Unlocking the Secrets of the L-F Strategies Model V.7)

  13. Essential Questions Teaching the answers without first raising the questions takes most of the meaning out of learning. ~Francis Slater, London School of Education

  14. What is an essential question? Sample EQ:What is yourexplanation for how to evaluatewhether or not a question meets the criteria for being an essential question?

  15. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration • Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

  16. What is your explanationfor how toevaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration • Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

  17. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analysis and Evaluation

  18. What is your explanation for how toevaluatewhether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analysis and Evaluation

  19. What is your explanationfor how toevaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration • Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Revised Bloom’s Taxonomy: analysis and evaluation

  20. Essential Questions-qualities • Cause inquiry into core content (Essential Standards) • Do not have one “right” answer (21st Century Skills, Revised Bloom’s Taxonomy) • Are arguable, provokes deep thought, discussion, inquiry (21st Century Skills) • Promote understanding (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) • Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21st Century Skills) • Spark meaningful connections with prior learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano

  21. Essential Questions & Student Learning • Alignment with Essential Standards, 21st Century Skills, and RBT • Focus instruction • Goal setting • Assessment • Guide future plan of action

  22. Know – Understand- Do A tool to drive planning, instruction, and assessment (Modified from Unlocking the Secrets of the L-F Strategies Model V.7)

  23. Student Learning MapName: Subject: Grading Period:

  24. Essential Questions: Application • Develop Essential Questions for your content area that are reflective of Essential Standards, 21st Century Skills, and RBT. • Resources: • Curriculum Guide/SCOS/CTE Blueprint • 21st Century Skills • RBT • KUD • Student Learning Map

  25. Reflections: Ticket Out The Door 3 – three things needed for an essential question 2 – two ways essential questions impact student learning 1 – one question I still have

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