Standard Content Analysis SBE Planning Process What should

Standard & Content Analysis

SBE Planning Process What should students know and be able to do? STANDARDS ASSESSMENTS How will I, and they, know when they are successful ? What learning experiences will facilitate their success? CURRICULUM & INSTRUCTION Based on data, how do I refine the learning?

Planning Instruction for the Semester Analyze learning standards Identify Key Concepts & Critical Questions Identify units of study Identify objectives for units Design Lessons Select instructional strategies Design Assessment Tasks & Criteria Create Units Implement Plan Analyze data, reflect on teaching & learning

Analyzing the Standards

In order to analyze the standards, we must have a clear understanding of the differences between declarative and procedural knowledge. DECLARATIVE PROCEDURAL THE “TO KNOW” THE “TO DO” Nouns Terminology Vocabulary Dates Skills

DECLARATIVE KNOWLEDGE What the student must know and understand. Examples:

PROCEDURAL KNOWLEDGE What the student must be able to do. Examples:

STEP ONE • Read the standards in your content area. • Give each standard a brief title that reflects its essence. Think about how the standards are similar or different from one another.

STEP TWO • Select one standard, read the associated benchmarks for your grade level, and then select one or more benchmarks to analyze.

STEP THREE • Use the following strategies to analyze the benchmarks: 1. Graphic: Draw a picture that represents the organization or pattern of benchmarks, such as a web, a flowchart, or a Venn diagram. 2. Verbal: Take the words in the benchmarks, particularly the verbs, and break the benchmarks into separate knowledge and skills.

Jot the declarative and procedural knowledge for your chosen unit of study. Standard(s)/Benchmark(s): Knowledge – What must students know? Know (nouns): Understand (nouns): Skills – What must students be able to do? Be able to do (verbs): Relevance – Why do students need this knowledge and these skills right now? How are knowledge and skills used by adults?

STANDARD/BENCHMARK ANALYSIS Standard(s)/Benchmark(s): Mathematics Knowledge – What must students know? Standard 4: Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems. 4 a. Construct 2 - and 3 -dimensional models using a variety of materials and tools. 4 b. Describe, analyze, and reason informally about the properties of 2 - and 3 -dimensional figures. 4 c. Solve problems using coordinate geometry. 4 d. Transform geometric figures using reflections, translations, and rotations to explore congruence. Know (nouns): • Coordinate system • Geometric tools (ruler, compass, protractor) • Terminology (geometry, coordinate plane, reflection or flip, rotation or turn, translation or slide, congruent) Skills – What must students be able to do? Relevance – Why do students need this knowledge and these skills right now? How are knowledge and skills used by adults? Be able to do (verbs): • Draw, describe, and analyze 2 - and 3 -dimensional figures. • Construct 2 - and 3 -dimensional models. • Solve problems using geometric tools. • Conduct geometric transformations (flips, turns, and slides). • Analyze patterns using a four quadrant graph. • Communicate reasoning using appropriate vocabulary. Understand (nouns): • Key concepts such as congruence, symmetry, and transformation • Properties such as parallelism, perpendicularity, height, length, width, and depth • Students who understand the concepts and language of geometry are better prepared to learn number and measurement ideas as well as other advance mathematical topics. • The study of geometry improves students’ abilities to visualize 3 -dimensional objects. • This knowledge and these skills will enable students to develop models that help them to better understand the world around them.

Analyzing the Content

TWO WAYS TO PRIORITIZE CONTENT KNOWLEDGE: Covering the Curriculum Determining Essential Knowledge ALL content is equal. A SMALL subset of content exists that everyone should know. Problem: It is not feasible to assess it all, nor to teach it all in any depth. All other knowledge in the domain is optional.

Standards-Based Learning Calls Us to Teach What is Essential We must determine what • Key ideas • Major themes • Big concepts are embedded in, or which transcend, the standards and benchmarks you have chosen for your unit.

Standards based learning helps hit the bullseye. Essential to know Nice to know Important to know

These big ideas will be used to develop critical questions to frame the learning for students.