from lesson planning to learning planning

From Lesson Planning to Learning Planning

(Slides)

Kim Bailey

Kim Bailey [email protected]

@bailey4learning

This session’s focus: •  Examine the elements of learning planning. •  Hover on two elements that are essential for

learning planning. •  The unwrapping process •  Embedded common formative assessments

•  Discuss how learning planning can be enhanced within your team’s process.

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[email protected]

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What?

How?

Why?

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Here’s the “why” •  We want all kids, regardless of the school

they attend or the teacher to whom they’re assigned, to learn those things that are essential and will get them ready for college and a career.

•  We call this a guaranteed and viable curriculum.

By 2018, the U.S. labor market will demand 63% with college and career readiness. Post-secondary education is necessary to compete in the global economy in 2010 and beyond:

In 2018, 63% of all U.S. jobs will require at least some college.

(Center on Education and the Workforce, Georgetown University)

h High school degree or less

Some college/ A.A. degree

B.A. degree or more


From this …

To this …


Talk time: What shifts will our teachers need to make?

•  In their curricular design?

•  In their assessment practices?

•  In their instructional practice?

What?

How?

Why?


Here’s the “how”: Collaboration

•  Collective commitment to student learning •  Guaranteed and viable curriculum

•  Collective clarity and focus

What do we mean by learning planning? •  Lesson planning—focus on teaching •  Learning planning—focus on learning •  Backward planning and intentional design and

delivery of aligned curriculum, instruction, and assessment

•  Embedded formative assessment that monitors attainment of the guaranteed curriculum

•  Collaborative conversations focused on best chance for high levels of learning and responding to student needs for additional time and support


To ensure a guaranteed and viable curriculum … Teams should be able to answer the following questions: •  What do we want students to know and be

able to do? •  How will we know they are learning? •  How will we respond when they aren’t learning? •  How will we respond when they have already

learned it?

What do we really want students to

know and be able to do?

How will we know students are learning (before it’s too late)?

What are research-based practices that will lead to

student learning of common core, including

21st century skills?

How do we respond when they aren’t

learning, or if they already know it?

Meaningful Collaboration for Alignment with Common Core Standards

Participate in ongoing knowledge-driven decision making and implementation of curricular adjustments and/or interventions using the data from common assessments and the examination of student work.

Using the “end in mind,” develop common

summative and formative assessments that integrate the skills

and concepts that are most essential, in other

words, your guaranteed and viable curriculum.

Design and deliver effective instruction and assessment that leads to the attainment of the Common Core, utilizing best instructional practices, including integrated technology, inquiry, etc.

Identify and “unwrap” essential Common Core

Standards to establish collective understanding

about the skills and concepts that lead to a guaranteed and viable curriculum that

prepares our students for college and career.


How do teams get this clarity? •  Backward planning •  Sharing goals and criteria for success

•  Identifying specific skills and concepts, big ideas, and enduring understandings

•  Aligning the expectations •  Designing valid assessment items that can be

commonly used across classes

Paraphrase pause …

Turn to your shoulder partner and paraphrase what you’ve heard so far that distinguishes lesson planning from learning planning.





What are research-based practices that will lead to

student learning of common core, including 21st century

skills?

How do we respond when they aren't


Participate in ongoing knowledge-driven decision making and implementation of curricular adjustments and/or interventions)using the data from common assessments and the examination of student work.

Using the “end in mind,” develop common

summative and formative assessments that integrate the skills

and concepts that are most essential, in other

words, your guaranteed and viable curriculum.

Identify and “unwrap” essential Common Core

Standards to establish collective understanding

about the skills and concepts that lead to a guaranteed and viable curriculum that

prepares our students for college and career.

Design and deliver effective instruction and assessment that leads to the attainment of the Common Core, utilizing best instructional practices, including integrated technology, inquiry, etc.

Clear Learning Targets •  Knowledge •  Skills

Aligned and Embedded Assessments/

Acceptable Evidence

Instructional Strategies and

Sequence

Differentiation

Meaningful Collaboration for Alignment with Common Core Standards



Identify and “unwrap” essential Common Core Standards to establish collective understanding about the skills and concepts that lead to a guaranteed and viable curriculum that prepares our students for college and a career.


Not just content standards … •  Critical thinking and problem solving: the ability to

make decisions, solve problems, and take action as appropriate

•  Effective communication: the ability to synthesize and transmit your ideas both in written and oral formats

•  Collaboration and team building: the ability to work effectively with others, including those from diverse groups and with opposing points of view

•  Creativity and innovation: the ability to see what’s not there and make something happen

•  What students should know (nouns) •  What students should be able to do (verbs) •  Critical vocabulary and academic language

•  Any criteria or conditions referenced

Unwrap the standards to reveal learning targets.


Explain how an author uses reasons and evidence to support particular points in a text.

Process for highlighting •  Circle the verbs: These are the skills we want students

to be able to do. •  Underline the important nouns: These are the

concepts, big ideas, and knowledge we want students to know and understand.

•  Bracket any context or conditions in which students demonstrate their knowledge and skills.

•  Identify key vocabulary or academic language.


Explain how an author uses reasons and evidence to support particular points [in a text.]

Reading standards—grade 4/info text Explain how an author uses reasons and evidence to support particular points in a text.

Knowledge

•  General structure of claims and evidence within a piece of text •  Importance of supporting claims and where in life we find this

type of informational text •  Strategies authors use to support their points

Skills

•  Identify points being made by the author within a passage. •  Distinguish between reasons and evidence. •  Determine the link between a point and evidence and reason. •  Summarize or explain the above (orally or in writing).

Academic Language/ Vocabulary

•  Reasons •  Support •  Evidence •  Points

Context/ Criterion

In a text


“Right there” versus implied learning targets What “understandings” are important for the development of the skills and concepts? •  The “why” behind the skills •  Scaffolded skills

You try it! •  Working as a team of three or four, take a sample

standard from the list, and practice the unwrapping process.

Or

•  Elect an agreed-upon standard from your own source, such as the Common Core app.


Key questions—focusing standards

•  Have we emphasized those standards that are: •  Essential for student learning? •  Foundational for their next steps in learning?

•  Have we unwrapped the standards to get collective understanding and reveal the learning targets contained within?

•  Do we have the same “end in mind” picture of success? Same level of rigor? Depth?



Using the end in mind, develop common summative and formative assessments that integrate the skills and concepts that are most essential, in other words, your guaranteed and viable curriculum.


A simplified view of the process

Learning Target(s)

Learning Target(s)

Learning Target(s)

Summ

ative Assessm

ent of the Standards

Knowledge/Concepts and Skills

Corrective Instruction

CFA Extension/ Enrichment Corrective

Instruction CFA

Extension/ Enrichment

Corrective Instruction

CFA

Extension/ Enrichment

Esse

ntia

l Sta

ndar

ds A

ddre

ssed

in

the

Uni

t of

Inst

ruct

ion

Which learning targets should we assess? •  Which learning targets tend to cause

students difficulty? •  Which learning targets are prerequisite

skills for information and learning to come later in this unit?

•  Which learning targets are absolutely necessary for students to know?


Designing aligned assessment: considerations •  Timeframe •  Rigor •  Context •  Assessment type

What do we mean by aligned assessments? •  Are they accurate? •  Face validity: Does the item measure what we are

trying to teach? •  Is this item the best method to gain information on

this learning target (target–method match)?

•  Are they efficient? •  Does this method get the needed information in a

reasonable amount of time?


Other forms of quality common formative assessments

•  Graphic organizers •  Exit cards •  Observation checklists •  Brief performance tasks •  Bullet points •  Student-generated questions


Key questions—assessment

Are we embedding frequent, formative assessment so that: •  We are examining the impact of our teaching on

student learning (not simply, did we teach it)? •  Our students are getting timely and meaningful

feedback? •  We are responding to the data in a way that helps

students learn more? •  Is our summative assessment truly aligned with our

end in mind?


What are research-based practices that will lead to students learning Common Core, including

21st century skills?

Design and deliver effective instruction and assessment that lead to the attainment of the Common Core, utilizing best instructional practices, including integrated technology, inquiry, etc.

Question 2.5 What are effective strategies that we know help students learn?


Six shifts in literacy instruction Increase nonfiction (informational) texts.

Encourage content area literacy in science, social studies, and technical subjects.

Increase complexity of texts.

Focus on text-based questions.

Write arguments with text-based support.

Focus on academic vocabulary.

Eight mathematical practices Make sense of problems and persevere

in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.


Guiding questions for unit design •  Are we prioritizing the skills and concepts within the

unit that we’ve deemed essential? •  Are we embedding common formative assessments

designed to give us timely information at pivotal points within the unit so that we can ensure that all students are learning?

•  Are we integrating structures and activities that: •  Are rigorous and relevant? •  Scaffold learning of new skills? •  Support P21 skills and dispositions? •  Offer choice and differentiation?


What does the research say? “The biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers.”

—Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2009)

Key questions—instructional strategies and sequence Have we designed our instruction so that: •  We are structuring situations through which students

can reach our “end in mind”? •  We are embedding opportunities for collaboration,

communication, and critical thinking? •  We are engaging all of our students and building

in differentiation? •  We are engaging students as partners in their own

learning by providing opportunities for getting and giving feedback?


How do we respond when they aren’t


Participate in ongoing knowledge-driven decision making and implementing curricular adjustments and/or interventions using the data from common assessments, and examining student work.

Key questions—support for high levels of learning

Have we designed our instruction so that: •  We embed corrective instruction along the way? •  We scaffold the learning targets to address the

needs of all students? •  We provide additional time and support?


NOW WHAT? W WWWWWWWWWWWWHAAAAAAAAAATTTTTTTTTT??????????


From knowing to doing? What is your priority for transferring the concepts learned into planning with your team?

Thank you!

To schedule professional development at your site, contact Solution Tree

at (800) 733-6786.

Kim Bailey [email protected]

Solution Tree


from lesson planning to learning planning

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