6/17/201511. 2 graduation portfolio modules 2 modules module 1what is gps? module 2what are...
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Graduation Portfolio Modules
2
Modules
Module 1 What is GPS?
Module 2 What are Performance Outcomes?
Module 3 How are Performance Outcomes Connected to Our Standards?
Module 4 What kind of Instruction Supports our Work?
Module 5 How do I Design Performance Tasks?
Module 6 How do we Design Units that Support this Work?
Module 7 What makes a High Quality Unit?
Module 8 How do we give Meaningful Feedback to Students?
Module 9 How do we connect this GPS work to our work across the network?
Module 10 How do Students Manage the Process?
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Unit Design
Module 6
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Objectives
Participants will be able to answer:• How do we design units that support this
work?
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Introduction
Discuss:• What are some great instructional units we
currently do across departments or schoolwide?
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Backplan from the Graduate Profile
• Review the graduate profile and performance outcomes– What kind of work should students be producing?– What kind of lessons should students participate
in?
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Components of a Unit Design
• Essential Understandings• Essential Questions• Strategies/Skills• Performance Outcomes• Other Outcomes• Assessments• Resources
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Essential Understanding & Questions
Essential Understandings Essential Questions
We are the authors of our identityWe each have unique qualitiesThe way that others view us does not define who we areOur story as a learner can be re-written
Who am I right now?What stories do I tell about myself?What stories do others tell about me?
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Strategies/Skills & Performance Outcomes
Strategies/Skills Performance Outcomes
Free WritingBrainstormingWriting Process (collection, drafting, revising, editing, publication)Close reading/analysis
Analysis & Inquiry: Analyzes and evaluates the ideas and arguments presented in texts; understands how texts are situated within their cultural, historical contexts, genre, and/or personal experience and recognizes their significance.Structure & Organization: Presents a clear controlling idea/thesis that guides the writing or presentation; demonstrates coherence and an internal structure that supports the whole document.Reflection & Advocacy: Uses language and multi-media to present a clear and compelling position of advocacy; reflects on new insights, changes in personal views or attitudes, resulting from analysis and inquiry.Command of Language: Demonstrates a command of language; uses digital technology, communication tools and/or networks appropriately to access, integrate, and present information.
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Other Outcomes, Assessments, & Resources
OUTCOMES ASSESSMENTS RESOURCES & RESEARCH
Difficulty in my past does not define who I am in my futureI have positive traits that are similar to well-known and accomplished people and/or characters I have unique abilities that enrich my community
A compilation CD that represents who they are as a person and as a learner.Each CD will contain:-Title-Symbol on cover-Liner notes that explain the process of making the CD-Titles of all songs and artists-“Letter to listener” explaining the CD
“Reading and Writing Territories” by Nancie AtwellSongs that tell stories about peopleCD covers from real albums
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Sequence the Instruction
• Once you set your outcomes and assessments, it’s time to identify the sequence of instruction
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Example of a SequenceOVERALL PLANS
Part 1: Introduction to course, reading and writing territories, introduce writing process and literacy notebook.Part 2 (collecting): character traits and actions, “types of people”, assigning character traits to ourselves – past, present, and future, initial reading assessmentPart 3 (collecting): picking music/lyrics that represent our character traits, doing close reading and analysis of lyrics and showing how they can use this skill for texts in other non-fiction reading.Part 4 (drafting): looking closely at CD covers and using them as “mentor texts”, picking a symbol and cover template and begin first draft.Part 5: (revising/editing): finishing work on CD cover, rehearsing/preparing for presentationsPart 6: (publication): students share CDs through presentations and write reflection called “letter to listener”
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The Example All Put TogetherEssential
UnderstandingsEssential Questions Strategies/Skills Performance Outcomes
Individuals influence groups and groups influence individualsCulture is a determinate in individual behavior
How does our personality influence how we learn?What persuades us to make a choice?
Reader response Write & think aloudMaking connectionsVisualizingWriting a summaryOral presentation (prosody)
Analysis & Inquiry: Analyzes and evaluates the ideas and arguments presented in texts; analyzes author’s style and distinctive use of language reflective of a cultural view; understands how texts are situated within their cultural, historical contexts, genre, and/or personal experience and recognizes their significance.
OUTCOMES ASSESSMENT RESOURCES & RESEARCH OVERALL PLANS
Difficulty in my past does not define who I am in my future
I have positive traits that are similar to well-known and accomplished people and/or characters
I have unique abilities that enrich my community
A compilation CD that represents who they are as a person and as a learner.
Each CD will contain:
-Title-Symbol on cover-Liner notes that explain the process of making the CD-Titles of all songs and artists-“Letter to listener” explaining the CD
“Reading and Writing Territories” by Nancie Atwell
Songs that tell stories about people
CD covers from real albums
Part 1: Introduction to course, reading and writing territories, introduce writing process and literacy notebook.
Part 2 (collecting): character traits and actions, “types of people”, assigning character traits to ourselves – past, present, and future, initial reading assessment
Part 3 (collecting): picking music/lyrics that represent our character traits, doing close reading and analysis of lyrics and showing how they can use this skill for texts in other non-fiction reading.
Part 4 (drafting): looking closely at CD covers and using them as “mentor texts”, picking a symbol and cover template and begin first draft.
Part 5: (revising/editing): finishing work on CD cover, rehearsing/preparing for presentations
Part 6: (publication): students share CDs through presentations and write reflection called “letter to listener”
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Intervention
• Build in time for review, re-teaching, and intervening
• An integrated unit has checkpoints, moments for feedback, and is flexible for making adjustments
• Student choice should also be a part of the plan
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Let’s Get to Work
• Identify the essential understandings• Identify the performance outcomes• Develop essential questions• Develop a summative assessment• Identify your strategies and skills• Identify your resources• Create a sequence that makes sense• Build in checkpoints and intervention ideas
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Planning TemplateEssential
UnderstandingsEssential
QuestionsStrategies/Skills Performance
Outcomes
OUTCOMES ASSESSMENT OVERALL PLANS RESOURCES & RESEARCH
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Classroom Follow-up
• How will we communicate these ideas to the student?– Advisory?– Content area courses?– Schoolwide?
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