nams faculty mtg sept 09 learning focused

7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused

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Learning TodayLeading

TomorrowHow To Plan Units, Lessons, and Assessments Using

the Learning-Focused Framework:

NAMS Faculty Meeting

Tuesday, September 1, 2009


2/27

Ticket In the Door

Are you prepared to for the work?

ACS Curriculum Guide(s)

CTE Blueprint(s)

NC SCOS (Art, Music, Health, PE)


3/27

A Fundamental Truth by

Dr. Lorin Anderson:

We dont see the

world as it is; we seethe world through

the lens through

which we look at it.


4/27

1. What do we

want students to

know, understand

and be able to do?

Guaranteed and

Viable Curriculum

2. How will we

deliver quality

instruction so

students learn at

a high level?

Instruction

3. How will we

know if students

have learned

what we want

them to know,

understand and

be able to do?

Assessment


5/27

1. What do we

want students to

know, understand

and be able to do?

Guaranteed and

Viable Curriculum

2. How will we

deliver quality

instruction so

students learn at

a high level?

Instruction

3. How will we

know if students

have learned

what we want

them to know,

understand and

be able to do?

Assessment

Essential StandardsPrioritized andfocused

Aligned with 21st

C.skillsIntegratedChosen forendurance,readiness andleverageDriven by Revised

Blooms TaxonomyMeasurable andconcise

Classroom Instruction That Works (Marzano)Literacy across the curriculum21st Century SkillsProject and Problem-Based LearningLearning Centered EnvironmentDifferentiation

Collaborative Planning

Summative

Benchmark

Formative


6/27

1. What do we

want students to

know, understand

and be able to do?

Guaranteed and

Viable Curriculum

2. How will we

deliver quality

instruction so

students learn at

a high level?

Instruction

3. How will we

know if students

have learned

what we want

them to know,

understand and

be able to do?

Assessment

Essential Standards

Prioritized and

focused

Aligned with 21st

C.skills

Integrated

Chosen for

endurance, readiness

and leverage

Driven by Revised

Blooms Taxonomy

Measurable andconcise

Classroom Instruction That Works (Marzano)

Literacy across the curriculum

21st Century Skills

Project and Problem-Based Learning

Learning Centered Environment

Differentiation

Core for

All

Students

Collaborative Planning

Summative

Benchmark

Formative

Tier 1

Tier 2

Tier 3

4. How will we respond when students

do not learn? What will we do for

students who have already learned or

have learned more?

Pyramid of

Intervention

ProgressMonitoring


7/27


8/27

NCs New Lens: RBT


9/27

BLOOMS REVISED TAXONOMY

Creating

Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Evaluating

Justifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

Analyzing

Breaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

Applying

Using information in another familiar situation

Implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

Remembering

Recalling information

Recognizing, listing, describing, retrieving, naming, finding


10/27

Thought Processes

Original Blooms: Revised Blooms:

Create

Evaluate

Analyze

Apply

Understand

Remember

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge


11/27

Marzanos

Dimensions of Thinking

Revised Blooms Taxonomy

Create

Evaluate

Analyze

Apply

Understand

RememberKnowing

Organizing

Applying

Analyzing

Generating

Integrating

Evaluating


12/27

21st Century Skills

http://www.21stcenturyskills.org/index.php?o

ption=com_content&task=view&id=254&Item

id=120

d
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120


13/27

Exemplary Practices inHigh Achievement,High Accountability

Districts andSchools

Organization-- Multiple Options for Acceleration

-- Vertical AND Grade Level Teams

-- Large Blocks of Time

-- Literacy & Math Blocks

Planning-- Priority, Time Allocated

-- Data & Results Driven

-- Team-Based Planning & Individual

- Linked to Staff Development

Curriculum

-- Prioritized Curriculum-- K-12 Benchmarks/Maps

-- Student Learning Maps w/ Key Vocabulary

Instruction-- K- 12 Reading Comprehension

-- K- 12 Writing in Content

-- Advance Organizers, Scaffolding, Preview

-- Differentiated Cognitive Strategies-- Schools With Instructional Coaches

Assessment-- Focus = Assessment for Learning

-- Continuous Formative Assessment

-- Benchmark Assessments That Direct Instruction

-- Continuous Use of Rubrics

2007 Learning-Focused


14/27

Common Characteristics of High Achievement

Schools

(90/90/90 Schools) Focus on Academic Achievement

laser-like focus on data

Curriculum Choices

Focus on reading, writing, and math

Frequent Assessment of Student Progress with

Multiple Opportunities for Improvement

multiple opportunities vs. get it right the first

time

Feedback


15/27

Written Responses in Performance Assessments

write to think student thinking processes

Diagnostic formative data informs instruction

vs. binary right or wrong answers

Collaborative scoring/analysis of student work

Common Assessments

Regular exchange of student work

Consensus around what proficient looks like

Rubrics


16/27

Student Learning Map

Key Learning: ESSENTIAL STANDARD(S)

Unit Essential Question(s): ESSENTIAL STANDARD EQ(s)

Concept/Skill/Topic:

Vocabulary

Lesson EssentialQuestion(s):

Concept/Skill/Topic: Concept/Skill/Topic:



VocabularyVocabulary

CLARIFYING OBJ CLARIFYING OBJCLARIFYING OBJ

CLARIFYING EQs CLARIFYING EQsCLARIFYING EQs


17/27

KnowUnderstand- Do

A toolto driveplanning, instruction, and assessment

Know Understand Do

Clarifying Objectives

(Skills/Topics/Concepts)

Essential Standards/Essential

Questions

(Big Ideas/Generalizations)

Assessments

(When you know that students have

mastered what you want them to know

and understand.)

Think about Know this way:

Knowing is binary. You either know it or

you dont!

Think about Understand this

way:

I want my students to understand

that_____

Think about Do this way:

Do always has students

performing/applying a skill. Therefore,

Do will always start with a verb!

(Modified from Unlocking the Secrets of the L-F Strategies Model V.7)


18/27

Essential Questions

Teaching the answers without first

raising the questions takes most

of the meaning out of learning.~Francis Slater, London School of Education


19/27

What is an essential

question?

Sample EQ: What is yourexplanation for how toevaluatewhether or not a

question meets the criteria forbeing an essential question?


20/27

What is your explanation for how toevaluate whether or not a question

meets the criteria for being an

essential question?

21st Century Skill: Communication & Collaboration

Communicate Clearly - use communication for a rangeof purposes (e.g. to inform, instruct, motivate andpersuade)


21/27

What is your explanationfor how toevaluate whether or not a questionmeets the criteria for being an

essential question?




22/27

What is your explanation for how toevaluate whether or not a question

meets the criteria for being an

essential question?

Revised Blooms Taxonomy: Analysis and Evaluation


23/27

What is your explanation for how to

evaluatewhether or not a questionmeets the criteria for being an

essential question?

Revised Blooms Taxonomy: Analysis and Evaluation


24/27

What is your explanationfor how toevaluate whether or not a questionmeets the criteria for being an

essential question?



Revised Blooms Taxonomy: analysis and

evaluation


25/27

Essential Questions-qualities

Cause inquiry into core content (Essential Standards)

Do not have one right answer (21stCentury Skills, RevisedBlooms Taxonomy)

Are arguable, provokes deep thought, discussion,

inquiry (21stCentury Skills)

Promote understanding (Essential Standards, 21stCentury Skills,Revised Blooms Taxonomy)

Require students to consider alternatives, weigh

evidence, support ideas, and justify answers (21st

Century Skills)

Spark meaningful connections with prior learning(Essential Standards, 21stCentury Skills, Revised Blooms Taxonomy)

Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools,Robert Marzano


26/27

Your Mission!Collaborative Conversations: September 10

Use either the ACS Curriculum Guide/CTE

Blueprint/NCSCOS to develop a Student

Learning Map using the K-U-D as a

planning tool.

Start with the end in mind!


27/27

Reflections: Ticket Out The Door

What am I squared away with?

What am I still circling around?

What three things do I need to do inpriority order to advance the work?

nams faculty mtg sept 09 learning focused

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