A Process to Identify the Enduring Skills Processes

A Process to Identify the Enduring Skills, Processes, & Concepts for your Content Area 1

Goals of this process ü Guide teachers to collaboratively identify the enduring skills in their content area ü Support a meaningful student growth goalsetting process for development of quality student growth goals 2

This activity will ü guide you through a process for identifying enduring skills in your content area. ü help you differentiate between enduring skills and other skills needed for learning your content. 3

SKILL, noun Competent excellence in performance. Dictionary. com The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary 4

SKILL WHAT IT ISN’T ü Competency ü Ability to perform Examples: Reading and comprehending complex text 5

SKILL WHAT IT IS ü Competency ü Ability to perform Examples: Reading and comprehending complex text WHAT IT ISN’T ü A strategy Non-examples: • Annotating text • Re-reading • Questioning text 6

SKILL WHAT IT IS ü Competency ü Ability to perform Examples: Reading and comprehending complex text WHAT IT ISN’T ü A strategy ü Finite content Non-examples: • Annotating text • Re-reading • Questioning text • Recognizing text features that contribute meaning in informational texts 7

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g i b “ e h t d n Fi rocks” What larger guidance supports the cohesiveness of all the grade level standards? Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency? 9

What Standards, Structural Documents and Resources accompany the standards in each content area? • Anchor Standards. Literacy/Science/Social Studies/Technical Subjects • Anchor Standards Reading -ELA • CCSS/KCAS-ELA • C 3 Framework (+ literacy standards) -Social Studies • CCSS/KCAS- Critical Areas combined with math practices • KY World Language Standards • National Standards. Visual Arts, PE, etc. • NGSS/KCASPractices/Concepts. Science 10

On your own Highlight or underline the skills or competencies you notice in your standards document. 11

Together Chart the skills you’ve underlined or highlighted. 12

What About ENDURING? In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area. 13

Defining ENDURING Learning that • ENDURES beyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom, • is worthy of embedded, course-long focus, • may be necessary for the next level of instruction. 14

ENDURING LEARNING Writing Example EXAMPLES NON-EXAMPLES Write arguments to support -Establish the significance of claims with clear reasons claims and relevant evidence. - Create logical organization of claims, reasons and evidence s l l i k S Sub -Use words, phrases and clauses to create cohesion 15

ENDURING LEARNING Reading Example EXAMPLES NON-EXAMPLES Summarize key supporting details and ideas ills k S ub S -Identifying main ideas of a text -Differentiate between bias and evidence. -Differentiate between essential and irrelevant information. -Skimming or scanning a text. gy e Strat 16

ENDURING LEARNING Science Example EXAMPLES NON-EXAMPLES Develop models using an Create a model of an analogy, example, or erupting volcano using abstract representation to vinegar and baking soda. describe a scientific principle Acti or design solution. vity 17

ENDURING LEARNING Social Studies Example EXAMPLES NON-EXAMPLES Produce an argument to support claims with kill S b appropriate use of. Surelevant historical evidence. gy te Stra tion i s o Disp Describe point of view for primary and secondary sources. Use Chicago Style correctly when citing evidence. Improve student perception of history. 18

Return to your Chart Highlight what on your list meets this definition of enduring. 19

Defining ENDURING Learning that • ENDURES beyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom, • is worthy of embedded, course-long focus, • may be necessary for the next level of instruction. 20

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International Center for Leadership in Education 22

International Center for Leadership in Education 23

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Return to your Chart Do you still consider what you highlighted enduring? 25

Enduring Learning What it isn’t 26

ENDURING LEARNING WHAT IT ISN’T ü Worthy of extended focus ü Fundamental to learning in other disciplines ü Aptitude that has value and utility beyond one narrow context ü Foundational for the application of content ü Applicable beyond school ü Can be measured over time 27

ENDURING LEARNING WHAT IT ISN’T ü A sub skill ü Explicit content knowledge ü An activity ü A skill with limited application ü A strategy for learning 28

Share one example • Share one example you feel confident about. • Explain how your example fits the definition of Enduring and the R/R Framework Quadrant D. 29

ü Continue to work collaboratively through your standards document. ü Record digitally (Enduring Skills Initial List) ü Use the tools: *Enduring definition *Rigor/Relevance Framework *Your What It Is/What It Isn’t chart 30

This activity will ü Guide you through a process for identifying enduring skills in your content area. ü Help you differentiate between enduring skills and other skills needed for learning purposes. 31

Goals of this process ü Guide teachers to collaboratively identify the enduring skills in their content area. ü Support a meaningful student growth goalsetting process and development of quality student growth goals. 32

Baseline t irs l g f oo rin sch Du s of ek we Establish Target students’ priority need Identify what proficiency looks like for the Enduring Skills Be for e. A ug us t 2 01 4 Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills Identify the Enduring Skills in the content area standards Know the expectation of content area standards 33

What’s Next? ü Who is our audience? ü How can we share this with districts? ü What is your role? 34