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Professional Learning Resources ØGo to BISD homepage ØDepartments ØProfessional Learning ØDistrict Professional Learning ØOctober 2012 Download presentations and resources from today’s sessions!

Planning for Learning: Starting with the Standards

Why are we here today? In the survey given after August professional learning, The #1 training requested was how to plan from a standards-based curriculum. As we have engaged in using Forethought, the #1 area of concern has been on the process of planning for learning in a PLC.

Goals for the day Ø To become more familiar with the process of planning from standards ØTo collaborate with peers to apply learning to authentic classroom scenarios

Session Norms Ø Listen fully and reflectively ØPractice forming new habits of mind that challenge the limits of your potential ØHold confidentially the experiences and revelations of others with care ØBe responsible for your impact on the room ØGive yourself the grace to be a learner, and not necessarily an expert, today

Planning for Learning Model Curriculum PLC PLC Regroup/ Re-teach Lesson 1 Formative assessment (FA) Lesson 2 FA Lesson 3 Lesson 4 FA Instructional Unit 1 Common assessment

Planning for Learning Model: The PLC The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions: 1. What do students need to know and be able to do? 2. How will we know when they’ve learned it? 3. What will we do if they haven’t learned it? 4. What will we do if they already learned it?

What do students need to know and be able to do? Curriculum PLC First step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do? PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested.

How will we know when they’ve learned it? Curriculum PLC Common assessment Second step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it? PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not.

What do students need to know and be able to do? Navigating Forethought Standards folder (or in ELA, standards folders organized by strand): These are all of the standards students should learn during this unit. Unit Overview: The concepts, key understandings, and guiding questions that shape the unit and align to the standards. Vocabulary: list of essential terms and/or word stems Resources: the resources available for effectively teaching this unit. These resources have been vetted for alignment to each standard in the unit.

What do students need to know and be able to do? Navigating Forethought Remember: The Unit Overview, Vocabulary, Resources, Standard Clarifications, and any other attached materials are available in the Resources Box at the bottom right of the screen.

Planning for Learning Model Curriculum PLC PLC Regroup/ Re-teach Lesson 1 Formative assessment (FA) Lesson 2 FA Lesson 3 Lesson 4 FA Instructional Unit 1 Common assessment

Planning for Learning: The Lesson Design Level Select the standard Partners and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

Planning for Learning: Expectations for Lesson Planning ØThe WHAT we teach within a unit will be common (the standards) ØThe HOW we teach may vary ØLessons DO NOT have to be lock-step ØWe will COLLABORATE to design quality lessons ØWe will MODIFY for our students’ unique needs

Planning for Learning: The Lesson Select the standard Partners and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

Planning for Learning: The Lesson Select the standard Partners and Process How do I select standards when planning a lesson? Watch Video

What do students need to know and be able to do? Leading Standard The leading standard is the target learning of a lesson.

What do students need to know and be able to do? What Leading Standard have you identified? Are there any skills or concepts the students will need to have already mastered in order to demonstrate mastery of the leading standard? Have they already learned these skills or do you need to build in time to address them early in the lesson cycle?

What do students need to know and be able to do? PARTNER and/or PROCESS STANDARDS Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another. For example, if the leading standard is: create brief compositions that establish a central idea in a topic sentence. [4. 18 Ai] A partner and/or process standard could be: use complete simple and compound sentences with correct subject-verb agreement. [4. 20 C]

What do students need to know and be able to do? ACTIVITY 1 -Examine the standards for a/the unit in the 2 nd six-weeks -What is one leading standard in this unit? -What makes this a leading standard?

What do students need to know and be able to do? ACTIVITY 1 -Do any other unit standards naturally partner with this one? -What process skill(s) would be necessary for the student to be able to master this standard?

What do students need to know and be able to do? ACTIVITY 1 -Share out: - What leading standard(s) did you choose? - What process/partner standard(s) did you attach? -How will the grouping of these standards impact planning for learning?

Be ready to discuss after the break: Why is it essential to examine the standards in this way?

What do students need to know and be able to do? ACTIVITY 1 -Why is it essential to examine the standards in this way?

Planning for Learning: The Lesson Select the standard Partners and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

Evidence of Learning: How will we know when they’ve learned it? • How exactly will students demonstrate evidence of their learning at the end of the lesson cycle? • How will you assess the evidence?

Evidence of Learning: How will we know when they’ve learned it? Evidence of Learning Formative Summative

Evidence of Learning: How will we know when they’ve learned it? Evidence of Learning Formative: -Frequent Summative: - Less frequent -Occurs before or during the - Occurs after unit of instruction -For instructional purposes -Can be anything that informs you on student progress - May not be for a grade - For evaluative purposes - Can be a test, a project, an essay, a presentation, etc. - Example: Major test grade

Evidence of Learning Step 1: Indepen 2 ACTIVITY -Silently, and independently think for 2 minutes and write down one to two assessment ideas (either formative or summative) for the standard(s) you previously selected at your table in your group. Remember, when creating assessments, you must consider the content, context, and rigor.

Evidence of Learning ACTIVITY 2 Step 1: Celebrity Interview -Take turns discussing the assessment idea you just came up with -1 minute each -Discuss how you think each idea aligns to the cognitive rigor, content, and context of the standard.

Evidence of Learning ACTIVITY 2 -Come to an agreement and record one assessment idea on the paper provided. -Consider: is it aligned to the cognitive rigor, content, and context of the standard? -Will this authentically assess the students’ mastery of the standard?

Evidence of Learning Gallery Walk -Elect a docent, or representative, from the team to remain seated with the group’s paper - As the docent make sure: -Standards clearly visible and next to the assessment -All other team members stand up -Rotate around the room discussing all of the assessments with the docent for each group

Multiple Assessments: Debrief Student Work Samples

Making Work the connection Student Samples Let’s work together to calibrate the learning taking place in the classroom.

Evidence of Learning: Student Work Evidence of Learning Please look at the work samples on your table

Yourof. Task Evidence Learning • Select one person to be the facilitator at your table • The facilitator’s job is to lead the discussion using the Calibration of Work Samples document • You will have 10 minutes to get through as many samples as possible before rotating to a new table

Evidence of Learning: and Grow Student Work Glow Samples • At your current table, select one exemplar sample to share out with the large group. Be ready to: 1. Describe what makes this sample exemplar. 2. Describe what could be added or tweaked to make the sample even more beneficial for the students.

Planning for Learning: The Lesson Select the standard Partners, Pre. Reqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection

Debrief Ø Are you more familiar with the process of planning from standards? ØHow can you apply learning to authentic classroom scenarios? ØHow will this inform your instruction? ØHow will this process fit in with the work of your PLC?