Thinking+Classroom

=H. Lynn Erickson Resources= = =

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How to unwrap standards media type="custom" key="9778158"

Slide 3 Your trainer slides and notes are organized in seven modules for convenience in presenting information in a variety of settings. The modules are: Overview and Rationale for Standards Based Instructional Practice Unwrapping Standards with Bloom’s Taxonomy Assessment Calibration of Student Work Pacing Calendars and Benchmarks Curriculum Alignment and Planning Using Instructional Resources NOTE TO PRESENTER: The power point presentation includes many examples of standards to be unwrapped so that the group can practice. It is recommended that you omit the slides showing the completed graphic organizer for each standard when you duplicate the handouts. This will allow participants to practice the unwrapping process and engage in the all important discussion. It will also save paper! NOTE TO PRESENTER: When you get to Bloom’s Taxonomy, you are offered two versions of this presentation. You may include a simplified explanation of Bloom’s taxonomy and include it in the unwrapping activity, OR you may have participants take this step separately. Be sure to edit both power point presentation and handouts to match your choices.

Slide 4 DataWorks is a research organization that has been working with schools for a number of years. Their research has yielded many useful insights, including this one, for the implementation of standards based practice. “All components” means just that: the written curriculum, instructional resources, learning opportunities, student work, teaching strategies, and measurement tools are all focused on student mastery of standards.

Slide 5 Standards are outcomes. Unwrapping the standards identifies the specific student learning targets of each standard. Unwrapping is an easy process that identifies the skill and the content to be mastered, as these are included in every standard. Many standards also include the context for teaching designated skills and content.

Slide 6 Identification of specific learning targets is also important to the student. Research indicates that when students understand the learning goals and are involved in the assessment process, their achievement is even greater.

Slide 9 The first step is to identify the required skill that is targeted in the standard. This is what the student needs to be able to do and is usually the verb in the standard. This is often the process or procedural component of the standard. We will record that information on the graphic organizer.

Slide 10 Here are some examples of skill words from the content standards.

Slide 11 The second step in the process is to identify the content in the standard. This is the knowledge component of the standard and is usually in noun form. Once we identify the content, we will record it on the graphic organizer.

Slide 12 Here are some examples of content from the California content standards.

Slide 13 The third step in the unwrapping process is determining the context for teaching, which is sometimes stated and sometimes not, in the standard. If the context is NOT stated, leave this column blank. Work with what is actually given in the standard. The point of the unwrapping process is to understand what the students must actually know and do. Do not interpret, edit or augment the information given in the standard.

Slide 14 Sometimes the context for teaching is explicitly stated in the standard as in the example here of “in narrative text”. The context may be the same as the content in some instances, as in the example here of “Open door policy”. At other times, the context is not stated. With such standards, the teacher will eventually need to make the instructional decision about what materials or learning experiences will be most effective in teaching the skill and content in the standard. At this point, however, if the standard is not explicitly stated, leave the context column blank.

Slide 15 In many standards, the context is not explicitly stated, but is implied through the skill and content of the standard. With these standards, the teacher will need to make the instructional decision about what materials or learning experiences will be most effective in teaching the skill and content in the standard. You will find that some content areas commonly provide the context, while others typically do not.

Presentation Transcript Slide 1 Unwrapping the Standards A How To Guide
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Slide 2 Starting with Standards How to unwrap them and see what’s inside

Slide 3 Standards Based Instructional Practice Utilizing Student Learning Targets to Improve Student Achievement: Unwrapping the Standards Kern County Superintendent of Schools Office Department of Curriculum, Instruction and Accountability

Slide 4 Standards Based Instruction The Rationale In classrooms that produce high levels of learning, all components of the curriculum are aligned to create a cohesive program for accomplishing instructional purposes and goals. - DataWorks, Increasing Classroom Productivity

Slide 5 Identifying Student Learning Targets Each standard provides: the “Skill”the “Content”and sometimes the “Context for Teaching”

Slide 6 Identifying Student Learning Targets WHY? When students know what they are learning, their performance on average will be 27 percentile points higher than students who do not know what they are learning.

Slide 7 But there’s more: If, in addition, they are provided feedback and the opportunity to improve, the advantage can be as high as 37 percentile points. Robert Marzano & Debra Pickering, “Classroom Instruction That Works”

Slide 8 3-Step Process Strategy Tree Map

Slide 9 3-Step Process Strategy Step 1 Identify the required skill—the procedural knowledge targeted in the standard (usually the verb) Ask: “What does the student need to be able to do?”

Slide 10 3-Step Process Strategy Step 1: Skill Examples Trigger words for the skill : verbs, verb forms, or verb phrases.

Slide 11 3-Step Process Strategy Step 2 Identify important content—specific facts, concepts and information targeted in the standard (Usually the nouns) Ask: “What does the student need to know?”

Slide 12 3-Step Process Strategy Step 2: Content Examples Trigger words for the content: nouns, noun forms, or noun phrases.

Slide 13 3-Step Process Strategy Step 3 Determine the context for teaching—which may or may not be stated in the standard (sometimes it is implied) Ask: “What specific content focus, genre, or writing style is to be used in the vehicle for teaching.”

Slide 14 3-Step Process Strategy Step 3: Context for Teaching Stated Context: The stated context of teaching might be found written in the standard. It might be the same as the content depending on how the standard is written.

Slide 15 3-Step Process Strategy Step 3: Context for Teaching Caution: Implied Context The implied context of teaching is determined by the overall meaning of the standard. The teacher will use professional judgment to determine the best context in which to teach the skill and content of the standard.

Slide 16 3-Step Process Sample Identify the front cover, back cover, and title page of a book. K: Reading-Word Analysis, Fluency, and Vocabulary Development 1.1

Slide 17 3-Step Process Sample K: Reading-Word Analysis, Fluency, and Vocabulary Development 1.1 Identify the front cover, back cover, and title page of a book.

Slide 18 Components of Content Standards Content (Know) Skill (Do) Context for Teaching 3-Step Process Sample Sixth: Math-Statistics, Data Analysis, & Probability 1.1 Compute the mean, median, and mode of data sets.

Slide 19 Components of Content Standards Content (Know) Skill (Do) Context for Teaching 3-Step Process Sample Sixth: Math-Statistics, Data Analysis, & Probability 1.1 Compute the mean, median, and mode of data sets. Compute Mean, median, mode Data sets (stated)

Slide 20 Practice Time

Slide 21 1.1 Read and write whole numbers in the millions.

Slide 22 1.2 Order and compare whole numbers and decimals to two decimal places.

Slide 23 1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.

Slide 24 Your Turn: Look at a list of Standards for a specific subject Discuss the three stages of unwrapping Circle the “Skill”Underline the “Content”Double underline the “Context” if present