unpacking standards.ppt

Unpacking the Standards

How Do I KnowWhat to Teachand How toTeach It?

The Nature of Standards

Standards indicators may contain one or more elementsState Standard

indicator indicatorindicator

element

element element

elementelement

Be able to KNOW and DO

Knowledge (Declarative)What we wantstudents to know: Vocabulary Definitions Concepts Laws, Formulas Key facts Critical details Sequence & timelines

Skills (Procedural)What we wantstudents to be able todo: Decoding, computation Communication skills-

listening, speaking, writing Thinking skills – compare,

infer, analyze Research – inquiry,

investigate Study Skills – notetaking Group skills

Grant Wiggins, Jay McTighe, Understanding by Design, 2004

Types of MemoryTypes of MemoryEric JensenEric Jensen

UnlimitedUnlimitedUnlimited – chunkinguses short/long termmemory

MinimalLow-ModerateHigh

Revisiting initial learningconditions, locations, timeand circumstances.

Movement, position,posture, tastes, feeling,states or aromas.

Word association.Repetition, rhymes,mnemonics

Associating what’s goingon with where you are.

Learn by doing, hands-onexperience.

Uses language, text,words, symbols.

Declarative and Procedural KnowledgeNetworks

Kris Nei, 2000

Unpacking StandardsUnpacking Standards

SS-HS-1.1.1Students will compare and contrast (purposes,sources of power) various forms of government inthe world (e.g., monarchy, democracy, republic,dictatorship) and evaluate how effective they havebeen in establishing order, providing security andaccomplishing common goals.

Unpacking StandardsUnpacking Standards

Forms of Government:MonarchyDemocracyRepublicDictatorshipOrderSecurityCommon goals

CompareContrastEvaluate

SS-HS-1.1.1Students will compareand contrast (purposes,sources of power) variousforms of government inthe world (e.g., monarchy,democracy, republic,dictatorship) and evaluatehow effective they havebeen in establishingorder, providing securityand accomplishingcommon goals.

Nouns (Whatstudents arerequired to know)

Verbs (Howstudents willshow what isrequired)

Standard

Unpacking your standard…

In pairs, select a Core Contentstandard

Circle verbs

Underline nouns

Create a graphic organizer

A quick look at A quick look at BloomBloom!! Evaluation

Synthesis

Analysis

Application

Com

prehension

Know

ledge

Skill (Verb)

BloomBloom’’s Taxonomys Taxonomy• Knowledge: defines, describes, identifies, knows, labels, lists, matches,

names, outlines, recalls, recognizes, reproduces, selects, states

• Comprehension: comprehends, converts, defends, distinguishes, estimates,explains, extends, generalizes, gives examples, infers, interprets, paraphrases,predicts, rewrites, summarizes, translates

• Application: applies, changes, computes, constructs, demonstrates,discovers, manipulates, modifies, operates, predicts, prepares, produces,relates, shows, solves, uses

• Analysis: analyzes, breaks down, compares, contrasts, diagrams,deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates,infers, outlines, relates, selects, separates

• Synthesis: categorizes, combines, compiles, composes, creates, devises,designs, explains, generates, modifies, organizes, plans, rearranges,reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes

• Evaluation: appraises, compares, concludes, contrasts, criticizes, critiques,defends, describes, discriminates, evaluates, explains, interprets, justifies,relates, summarizes, supports.

What about the…

BIG Ideas

Essential Questions

Communicating StandardsCommunicating Standards

Current research (Marzano, McREL, RubyPayne) reveals that communicating learning

objectives or goals clearly to studentsincreases student achievement and

motivation.

USINGSTANDARDS

AS

A TEACHINGTOOL

• If done by teacher, can be usedby students as preview prior toteaching.

• If done by students can be usedas a word wall

Create a Graphic Organizer

Using word walls or graphic organizers can provideconceptual frameworks as part of the content. Graphic

organizers give students the ability to identify mainconcepts, assign specific labels to concepts, and sort

relevant and non-relevant cues.

Unpacking Standards with Students!Unpacking Standards with Students!

Students will describethe migrations andsettlements ofvarious ethnic groupsand explain theirimpact on thedevelopment of theregion.

WORD WALLS

SS-HS-1.1.1 Students will compare and contrast

(purposes, sources of power) various formsof government in the world (e.g., monarchy,democracy, republic, dictatorship) andevaluate how effective they have been inestablishing order, providing security andaccomplishing common goals.

Social Studies Standard Concept MapSocial Studies Standard Concept Map

Forms of government

Evaluate effectiveness compare & contrast

Monarchy Dictatorship Democracy Republic

PurposesAccomplishingCommon GoalsEstablishing

Order

Sources ofPowerProviding

Security

HS-SS-1.1.1

RD-05-3.0.9Students will identify commonly used persuasive techniques(bandwagon, emotional appeal, testimonial, expert opinion) used in apassage.

IdentifyPersuasive Techniques

bandwagon

Emotional appeal

Testimonial

Expert OpinionI can explain what the bandwagon technique is.

I can identify the bandwagon persuasive technique in a readingpassage. This means I can pick out places where the writer is using thebandwagon technique to convince the reader

MA-04-4.1.3Students will construct data displays (pictographs, bar graphs, line plots,Venn diagrams, tables).DOK 2

Construct

Data Displayspictographs

Bar graphs

Line plots

Venn diagrams

tables

Ready to unpack?