BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module VI

1. BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)Module VI

2. “After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented…the only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”

3. Review • What is B.E.S.T.? Why is it important? • What are the three goals of B.E.S.T.? • What are three key learnings from Module V?

4. SSNP Inclusion Differentiated Instruction RtI Differentiated Accountability Model National and State Standards Serving every student with excellence as the standard Student Engagement StudentAchievement ContinuousTeachingImprovement LearningMeasure-ment LearningSpark Learning Cycle LearningEnviron-ment LearningStrategies LearningPlan for All Module 1 Module 2 Module 3 Module 4 Module5 Module 6

5. BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)Module VI

6. Module VI LEARNING PLAN FOR ALL: Using an ‘End in Mind’ Design How Do I Design a Lesson/Unit that Maximizes Learning?

8. RESULTS PROCESS RELATIONSHIPS

9. Desired Outcomes • By the end of Module VI, we will have… • An “end in mind”planning paradigm to align standards, curriculum, assessment and instructional strategies. • An effective learning plan based on our B.E.S.T. instructional model.

10. Desired Outcomes • A means to show evidence of highly effective teaching as outlined in the Performance Appraisal Instrument. • Essential Questions to promote critical thinking in various content areas.

11. Module VI Agenda

12. Agreements • Take responsibility for your learning • Listen as an ally • Everyone participates; no one dominates • Honor time limits • Silence cell phones • Have fun!

13. Read and Draw • At your table, draw a picture of the story. • Be prepared to share whole group. • You have 3 minutes.

14. “End in Mind” - Definition Starting with a clear understanding of your destination; knowing where you’re going so that you better understand where you are now. That way, the steps you take are always in the right direction.” --Stephen Covey, 1989

15. Why Use It? • Three of the five National Survey of Student Engagement “benchmarks” align with the principles of an “End in Mind” design. --Indiana University, 2001 • “End in Mind” design represents a synthesis of research-based best practices that are associated with improving student achievement. --Brown, 2004

16. Why use it? • Seven Strategies of Assessment for Learning • DuFour’s Four ‘Critical Questions’

19. End in Mind Design

20. Tying It All Together • Module I – Learning Spark • Module II – Learning Cycle • Module III – Learning Environment • Module IV – Learning Measurement • Module V – Learning Strategies • Module VI – Learning Plan

21. Learning Goal(s)/Objective(s)

22. “Students will know and be able to…” Rationale: • Why do students need to know this? • What are the skills, abilities they should gain from the learning experience? • What are the tangible outcomes of what they know?

23. Learning Goal Students will be able to identify the chronological order of events in a story • Next Generation State Standards: • LA.5.2.1.2 – Locate and analyze elements of plot structure

24. Your Turn • At your table, brainstorm units/lessons you teach in your classroom. • Select one to work on. • Write a learning goal/objective. • Write a personal learning goal a • student might have. • 5 minutes.

25. Differentiation • Content? (providing rigor and relevance for every student) • Process? (the method for delivering instruction, e.g., video, technology) • Product? (options for students to demonstrate mastery)

26. Assessment Evidence ~how will you know students know?~

27. Where We Typically Spend Our Time Setting Goals Selecting Activities Designing Assessment

28. Effective Unit Design Time Allocation Setting Goals Designing Assessment Selecting Activities

29. Assessment Evidence • Assessment INFORMS instruction • The assessment pieces we design informus of the instructional activities we need to plan

30. Assessment Evidence

31. Module IV What data do I currently have regarding my students’ ability to achieve the learning goal? • Test scores/Classroom performance data • Readiness, interest and learning profile data • Exceptional education, English language learners, gifted student education, etc. data.

32. Module IV • What will be my summative assessment? • Will I differentiate the assessment? If so, how? • Will the summative be a common assessment?

33. “The foundation for productive classroom assessment is teachers of the same content agreeing on the most important learning expectations for the course or semester.” --Reeves (2004)

34. Module IV • What types of formative assessment will I incorporate throughout the unit? • What will I do if my students don’t know? • What about common formative assessments?

35. The Bottom Line • Criteria for student success needs to be well-articulated: • Development of rubrics • List of key learnings upon which students will be tested • Criteria for presentations

36. Your Turn • With your small group, brainstorm answers to the questions listed for Module IV on the checklist and record responses on your B.E.S.T. Learning Plan at the top of the page. • 5 minutes

37. Module II What will I do in each of the four quadrants of the Learning Cycle?

38. QIV QI QIII QII

39. Learning PlanLearning Goal:Standard(s):

40. Essential Questions

41. Essential Question: Definition “a question that lies at the heart of a subject…and promotes inquiry…. Essential questions thus do not yield a single straightforward answer…but produce different plausible responses, about which thoughtful people may disagree.” --Wiggins & McTighe (2005)

42. Essential Question: Definition “a question that probes for deeper meaning and understanding of an issue, concept, or principle. --Jan Leonard (2004)

43. Essential Questions • Engage students in the content • Provoke deep thought • Set the stage for further questioning and learning • Help individuals conduct problem-related research

44. Mexican grey wolves are nearly extinct in their natural habitat of the Southwest. Many people advocate reintroducing them into the wild, whereas others show concern for livestock and fear that the wolves will be a detriment to their livelihoods. Should Mexican grey wolves be reintroduced into the wild? Substantiate your answers with facts.

45. Essential Questions • Help individuals produce original ideas rather than predetermined answers • May not have just one correct answer • Encourage critical thinking, not just memorization of facts

46. This one… “Was Romeo a Capulet or a Montague?” orTHIS one…? “What is Shakespeare’s view on love? Use information from the tragedy to substantiate your answer.”

47. Essential Questions • Framed for maximal simplicity • Worded in student-friendly language • Used to provoke discussion • Used to point toward the larger essential idea and unit questions --Wiggins & McTighe, 1998

48. Examples: Science • How is a leaf like your hand? • What should be the limits of scientific discovery? • Is scientific discovery always progress?

49. Examples from Mathematics • How are addition and subtraction related? • How do we use numbers? • How is math like a language?

50. Examples from Social Studies • What is fairness? • Where do we live? • Could the Civil War happen again? • How should resources be divided?