BREVARD EFFECTIVE STRATEGIESBREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)FOR TEACHING (B.E.S.T.)
Module VIModule VI
“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented…the only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
ReviewReview• What is B.E.S.T.? Why is it
important?
• What are the three goals of B.E.S.T.?
• What are three key learnings from Module V?
LearningSpark
LearningSpark
Learning Cycle
Learning Cycle
LearningEnviron-
ment
LearningEnviron-
ment
LearningMeasure-
ment
LearningMeasure-
ment
LearningStrategiesLearning
Strategies
LearningPlan for
All
Student Engagement
Student Engagement
StudentAchievement
StudentAchievement
ContinuousTeaching
Improvement
ContinuousTeaching
Improvement
Module 1Module 1 Module 2Module 2 ModuleModule 3 Module 4Module 4 ModuleModule 55 Module 6Module 6
Serving every student with excellence as the standard
Serving every student with excellence as the standard
InclusionInclusion
RtIRtI
SSNPSSNP
Differentiated Differentiated Accountability Accountability
ModelModel
Differentiated Differentiated InstructionInstruction
National and National and State State
StandardsStandards
BREVARD EFFECTIVE STRATEGIESBREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)FOR TEACHING (B.E.S.T.)
Module VIModule VI
Module VIModule VILEARNING PLAN FOR ALL:LEARNING PLAN FOR ALL:
Using an ‘End in Mind’ Using an ‘End in Mind’ DesignDesign
How Do I Design a How Do I Design a Lesson/Unit that Lesson/Unit that
Maximizes Learning?Maximizes Learning?
RESU
LTS
RELATIONSHIPS
PROCES
S
PROCES
S
Desired OutcomesDesired Outcomes By the end of Module VI, we
will have…•An “end in mind” planning
paradigm to align standards, curriculum, assessment and instructional strategies.
• An effective learning plan based on our B.E.S.T. instructional model.
Desired OutcomesDesired Outcomes•A means to show evidence of
highly effective teaching as outlined in the Performance Appraisal Instrument.
•Essential Questions to promote critical thinking in various content areas.
Module VI AgendaModule VI Agenda
AgreementsAgreements• Take responsibility for your
learning• Listen as an ally• Everyone participates; no
one dominates• Honor time limits• Silence cell phones• Have fun!
Read and DrawRead and Draw
• At your table, draw a picture of the story.
• Be prepared to share whole group.
• You have 3 minutes.
““End in Mind” - DefinitionEnd in Mind” - Definition
Starting with a clear understanding of your destination; knowing where you’re going so that you better understand where you are now. That way, the steps you take are always in the right direction.”
--Stephen Covey, 1989
Why Use It?Why Use It?• Three of the five National Survey of
Student Engagement “benchmarks” align with the principles of an “End in Mind” design.
--Indiana University, 2001
• “End in Mind” design represents a synthesis of research-based best practices that are associated with improving student achievement.
--Brown, 2004
Why use it?Why use it?
• Seven Strategies of Assessment for Learning
• DuFour’s Four ‘Critical Questions’
End in Mind DesignEnd in Mind DesignWhat it is What it is NOT
A paradigm A prepackaged template
A creative approach Scripted
Thinking made visible
Serendipity
Differentiating instruction
One size fits all
Knowing where you are going
Hoping for the best
Streamlining best practices
Something more to do
Tying It All TogetherTying It All Together• Module I – Learning Spark• Module II – Learning Cycle• Module III – Learning
Environment• Module IV – Learning
Measurement• Module V – Learning Strategies• Module VI – Learning Plan
Learning Goal(s)/Objective(s)Learning Goal(s)/Objective(s)
““Students will know and be Students will know and be able to…”able to…”
Rationale:
• Why do students need to know this?
• What are the skills, abilities they should gain from the learning experience?
• What are the tangible outcomes of what they know?
Learning GoalLearning Goal
Students will be able to identify the chronological order of events
in a story
•Next Generation State Standards: LA.5.2.1.2 – Locate and analyze elements of plot structure
Your TurnYour Turn• At your table, brainstorm
units/lessons you teach in your classroom.
• Select one to work on.• Write a learning goal/objective.• Write a personal learning goal a student might have. • 5 minutes.
DifferentiationDifferentiation
•Content? (providing rigor and relevance for every student)
•Process? (the method for delivering instruction, e.g., video, technology)
•Product? (options for students to demonstrate mastery)
Assessment EvidenceAssessment Evidence
~how will you know students know?~
Where We Typically Where We Typically Spend Our TimeSpend Our Time
0
20
40
60
80
Setting Goals
Selecting Activities
Designing Assessmen
t
Effective Unit Design Effective Unit Design Time AllocationTime Allocation
0
10
20
30
40
50
60
Setting Goals
Selecting Activities
Designing Assessmen
t
• Assessment INFORMS instruction
• The assessment pieces we design inform us of the instructional activities we need to plan
Assessment EvidenceAssessment Evidence
Assessment EvidenceAssessment Evidence
Module IVModule IVWhat data do I currently have
regarding my students’ ability to achieve the learning goal?
•Test scores/Classroom performance data
•Readiness, interest and learning profile data
•Exceptional education, English language learners, gifted student education, etc. data.
Module IVModule IV
• What will be my summative assessment?
• Will I differentiate the assessment? If so, how?
• Will the summative be a common assessment?
““The foundation for productive The foundation for productive
classroom assessment is classroom assessment is
teachers of the same content teachers of the same content
agreeing on the most important agreeing on the most important
learning expectations for the learning expectations for the
course or semester.”course or semester.”
--Reeves (2004)--Reeves (2004)
Module IVModule IV
• What types of formative assessment will I incorporate throughout the unit?
• What will I do if my students don’t
know?
• What about common formative assessments?
The Bottom LineThe Bottom Line
• Criteria for student success needs to be well-articulated:–Development of rubrics–List of key learnings upon which students will be tested–Criteria for presentations
Your TurnYour Turn
• With your small group, brainstorm answers to the questions listed for Module IV on the checklist and record responses on your B.E.S.T. Learning Plan at the top of the page.
• 5 minutes
Module IIModule II
What will I do
in each of the
four quadrants
of the
Learning Cycle?
QI QIV
QIIQIII
Learning PlanLearning PlanLearning Goal:Learning Goal:
Standard(s):Standard(s):
Essential QuestionsEssential Questions
Essential Question: DefinitionEssential Question: Definition
“a question that lies at the heart of a subject…and promotes inquiry…. Essential questions thus do not yield a single straightforward answer…but produce different plausible responses, about which thoughtful people may disagree.”
--Wiggins & McTighe (2005)
Essential Question: DefinitionEssential Question: Definition
“a question that probes for deeper meaning and understanding of an issue, concept, or principle.
--Jan Leonard (2004)
• Engage students in the content
• Provoke deep thought• Set the stage for further
questioning and learning• Help individuals conduct
problem-related research
Essential QuestionsEssential Questions
Mexican grey wolves are nearly extinct in their natural habitat of the Southwest.
Many people advocate reintroducing them into the wild, whereas others show concern for livestock and fear that the wolves will be a detriment to their livelihoods.
Should Mexican grey wolves be reintroduced into the wild?
Substantiate your answers with facts.
• Help individuals produce original ideas rather than predetermined answers
• May not have just one correct answer
• Encourage critical thinking, not just memorization of facts
Essential QuestionsEssential Questions
This one…This one… “Was Romeo a Capulet or a
Montague?”
oror THIS one…?THIS one…?“What is Shakespeare’s view on love? Use information from the tragedy to substantiate your answer.”
Essential QuestionsEssential Questions
• Framed for maximal simplicity• Worded in student-friendly
language
• Used to provoke discussion• Used to point toward the
larger essential idea and unit questions
--Wiggins & McTighe, 1998
Examples: ScienceExamples: Science
• How is a leaf like your hand?
• What should be the limits of scientific discovery?
• Is scientific discovery always progress?
Examples from MathematicsExamples from Mathematics
• How are addition and subtraction related?
• How do we use numbers?
• How is math like a language?
Examples from Social StudiesExamples from Social Studies
• What is fairness?
• Where do we live?
• Could the Civil War happen again?
• How should resources be divided?
Examples from English/Examples from English/Language ArtsLanguage Arts
•
• Who are our heroes?
• What makes writing worth reading?
• What does it mean to be literate in the 21st century?
Examples from Fine ArtsExamples from Fine Arts
• What is music?
• What makes for good art?
• What are the limits on artistic expression?
Examples from Careers and Examples from Careers and TechnologyTechnology
• Technology: Should we be able to freely share files, such as music, movies, etc., on the internet?
• Family & Consumer Science: What is
the correlation between the environment and progress?
• Culinary: Why do we eat?
Your TurnYour Turn
•When directed, move to the chart paper with the content area of your choice (no more than 8/group).
•Chart two essential
questions.
•Wait for further directions.
Module IIModule II• What will I do in each
quadrant of the Learning Cycle?
-What will be my ‘hook’?(QI)?
-What Instructional Strategies
might I use?
QI – Hook: PurposeQI – Hook: Purpose
Capture students’ attention
in a way that enhances
their knowledge of
academic content.
HooksHooks• Reflect on one of the best
‘hooks’ you’ve experienced as a student (or used as a teacher).
• Share at your table and select one for sharing.
• Identify a reporter to share whole group.
Module IIModule II• What will I do in each quadrant
of the Learning Cycle?
-What will be my ‘hook’ (QI)? -How will I model the content
(QII)?
-What will be my Instructional Strategies?
QII – Model: PurposeQII – Model: Purpose
Provide critical input
experiences to facilitate
students’ learning by
engaging them in
meaningful activities.
Module IIModule II• What will I do in each
quadrant of the Learning Cycle?
-What will be my ‘hook’ (QI)? -How will I model the content
(QII)? -How will I provide for practice
(guided/independent) (QIII)?
-What Instructional Strategies will I use?
QIII – Practice: PurposeQIII – Practice: Purpose
A. Provide opportunities for students to practice and
apply newly acquired skills and deepen their
understanding of the concepts. Teachers circulate and assist, providing feedback.
QIII – Practice: PurposeQIII – Practice: Purpose
B. Provide opportunities for teachers to monitor
student understanding by listening to student
discussions and having students share their
thinking and strategies.
What Activities? What Activities?
• What technology will students use?
• Which instructional strategies would be most effective?
• Is each activity relevant to its purpose?
Module IIModule II• What will I do in each
quadrant of the Learning Cycle?
-What will be my ‘hook’ (QI)? -How will I model the content
(QII)? -How will I provide for practice
(guided/independent) (QIII)?
-How will students demonstrate mastery (QIV)?
QIV – Perform: PurposeQIV – Perform: Purpose
Provide opportunities for
students to complete an
academic task to
demonstrate evidence of
understanding of the
concept(s).
Teacher BehaviorsTeacher Behaviors
• Bell-to-bell instruction
• Handles materials in orderly manner
• Orients students throughout the lesson
Teacher BehaviorsTeacher Behaviors
• Uses high level questions-wait time
• Circulates and assists
Reflecting with Reflecting with “Critical Friends”“Critical Friends”
• Get together with a team from another table.
• Take your plan, checklist, and feedback handout.
73
Inquiring and ReflectingInquiring and Reflecting• Round One– Step 1: Presentation by Team 1 in the
inner circle (5 min.) – Step 2: Feedback to Team 1 (3 min.)– Step 3: Reflection by Team 1 (3 min.)
• Round Two– Step 1: Presentation by Team 2 in the
inner circle (5 min.)– Step 2: Feedback to Team 2 (3 min.)– Step 3: Reflection by Team 2 (3 min.)
• Whole group debriefs74
Debrief Debrief
• Were there any key learnings?
• What might you change on your plan as a result of the activity?
75
ReflectionReflection• Analyze assessment data – did
students master key concepts?
• What input can students provide about this unit/lesson?
• Was every student “comfortable” in at least ONE of the four quadrants?
• What teaching behaviors could I improve?
Follow-up Activities Follow-up Activities • Implement a lesson/unit
developed with the Learning Plan template and Checklist. Provide feedback in a Learning Team/dept. meeting.
• Work with other teachers and develop Essential Questions to promote critical thinking.