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FIRST CLASS TEACHING™

Target #1 Lesson and Assessment Alignment. FIRST CLASS TEACHING™. First Class Teaching ™ Instructional Target Areas Zanesville City Schools. Link Teaching And Learning !. What is the relationship between teaching & learning?.

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FIRST CLASS TEACHING™

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  1. Target #1 Lesson and Assessment Alignment FIRST CLASS TEACHING™

  2. First Class Teaching™ Instructional Target Areas Zanesville City Schools

  3. Link Teaching And Learning!

  4. What is the relationship between teaching & learning?

  5. What is the relationship between teaching and learning in the real world?

  6. Follow The Frequency!

  7. K-12 grade level INDICATORS or SKILLS serve as the “building blocks” for what students “should know and be able to do” as they progress from grade to grade during their educational career. Horizontal VS Vertical View!

  8. Identifying “frequency” in the standards. • Standard • Reading Applications – Informational, Technical & Persuasive Text • Grade Level Indicator • # 7 • Reading Applications – Informational, Technical & Persuasive Test • Grade 4 – Distinguish fact from opinion • Grade 5 – Analyze the difference between fact and opinion • Benchmark(by the end of the 4-7 program) • B. Recognize the difference between cause & effect and fact & opinion to analyze text.

  9. Middle School / High School EXAMPLE • Follow The Frequency . . . • STANDARD • Social Studies – Citizenship Rights & Responsibilities • GRADE 6 • 1. Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government. • GRADE 7 • 1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy. • GRADE 9 • 2. Describe and compare opportunities for citizen participation under different systems of government including: • A. Absolute monarchies • B. Constitutional monarchies • C. Parliamentary democracies • D. Presidential democracies • E. Dictatorships • F. Theocracies

  10. Standards Frequency Map I Introduced. I am the teacher responsible for introducing this INDICATOR/SKILL to students. Repeated. This INDICATOR/SKILL is being repeated from earlier grades or earlier learning situations. Combined. This INDICATOR/SKILL is being combined with another INDICATOR/SKILL that was learned earlier or introduced earlier. Alone. This INDICATOR/SKILL stands alone which means I am the only teacher in the student’s educational career responsible for teaching this INDICATOR/SKILL. # R C A

  11. Reach Rigor With The Taxonomy!

  12. Cognitive Domain of Bloom’s Taxonomy • KNOWLEDGE • COMPREHENSION • APPLICATION • ANALYSIS • SYNTHESIS • EVALUATION So many ways to learn?

  13. Identifying Rigor in the Standards The KEY to identifying “rigor” is found in Bloom’s Taxonomy. Using the KEY words in the Taxonomy serves as a guide to identifying “rigor” in the skills found in the standards. Evaluation Synthesis Analysis Application Comprehension Knowledge

  14. Create Lessons from Bloom’s Taxonomy Key words in Ohio’s Academic Content Standards • Use KEY words from Bloom’s Taxonomy to determine RIGOR. • Match “Indicator’s KEY word” with “Bloom’s KEY word”. • Lesson will be at the correct level for students and for the achievement test. • RIGOR of the indicator concept / skill is correct!

  15. Identify the grade level indicator (SKILL) for the lesson • Standard • Reading Applications – Informational, Technical & Persuasive Text • Grade Level Indicator • # 7 • Reading Applications – Informational, Technical & Persuasive Test • Grade 4 – Distinguish fact from opinion • Grade 5 – Analyze the difference between fact and opinion • Benchmark(by the end of the 4-7 program) • B. Recognize the difference between cause & effect and fact & opinion to analyze text.

  16. Middle School / High School EXAMPLE • WHERE IS THE RIGOR? • STANDARD • Social Studies – Citizenship Rights & Responsibilities • GRADE 6 • 1. Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government. • GRADE 7 • 1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy. • GRADE 9 • 2. Describe and compare opportunities for citizen participation under different systems of government including: • A. Absolute monarchies • B. Constitutional monarchies • C. Parliamentary democracies • D. Presidential democracies • E. Dictatorships • F. Theocracies

  17. Identify the “rigor” in the grade level indicator/SKILL for the lesson. • Standard • Reading Applications – Literary Text • Grade Level Indicator • # 4 - Grade K – Distinguish between fantasy and reality. • # 5 - Grade K – Recognize predictable patterns in stories. • #3 - Grade 1 – Retell the beginning, middle and ending of a story, including its important events. • # 5 - Grade 1 – Recognize predictable patterns in stories and poems.

  18. Standards are open and public statements that clearly define what students SHOULD KNOW and be able TO DO in order to achieve at the highest levels in all academic areas. Rigor refers to the TO DO in the standards.

  19. Prepare lessons at the appropriate level of Bloom’s Taxonomy! Teach to the RIGOR!

  20. Relevance of Rigor in a Lesson and Assessment

  21. Relevance of Rigor in a Lesson and Assessment

  22. Diagnose Before You Teach!

  23. Essential Questions • Do my students NEED this lesson? • Are my students READY for this lesson?

  24. In the real world, diagnosis is an integral part of life….It should be the SAME in the classroom!

  25. When to Diagnose . . . Introduce the material in the lesson or teach a partial lesson using the material BEFORE conducting the diagnosis (pre-test / pre-assessment) Why? Because often times, students do not really know what they do or do not know! This allows students to REFRESH, RECALL, and REMEMBER material they may have not used recently or may not realize they actually understand.

  26. Diagnosis Made Easy! • Professional Pre-Assessment Instruments • Diagnostic Tools • Teacher Created Diagnostic Instruments • End of Chapter Test / Assessment • Class Discussion • Writing Exercises • Homework • Individual Student Assessment • Prior Knowledge of Student Work • Professional Judgment Chapter 4 (Generating Standards-Based Lessons, Lester 2007)

  27. Extinguish The Penguin Unit!

  28. Before Standards . . . Penguin Units Reigned Supreme!

  29. In The Age of Standards . . . The Penguin Unit Is Often Disguised

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