Unpacking Standards, Planning Lessons

Virginia Department of EducationOffice of School Improvement

2013-2014

Main Questions for this Presentation

How can divisions and

principals help teachers unpack

standards?

How can divisions and

principals help teachers use the

unpacked standards to

plan lessons?

Process

5. Implement, monitor, and evaluate the plan.

4. Use the UPP strategy to unpack the standards, pick appropriate instructional strategies, and plan lessons to meet students’ needs.

3. Review data as appropriate or available to determine amount of time to be spent.

2. Gather necessary materials.

1. Set official times for professional development and collaborative planning.

Step One: Set Official Times

Professional Development & Collaborative Planning

Professional Development on Unpacking the Standards

• Standards of Learning documents

• Bloom’s or other taxonomy

• How does this connect to student learning

• In-person• Webinars

• Grade level?• Subject area?

Who Format

Topics Connections

Placeholder slide: Screen capture of how to find the

Standards of Learning Resources

Virginia Department of Education Documents: Required for Planning

• Standards of Learning: Outline essential components and content

• Curriculum Framework: Amplifies Standards of Learning and defines the essential content knowledge, skills, and understandings that are measured by the Standards of Learning tests

• Test Blueprints: Detail the specific standards covered by a test, reporting categories of test items, number of test items, and general information about how test questions are constructed

Virginia Department of Education Documents: Recommended for

Planning• Released tests and test items: Assessment items that

are representative of the content and skills included in the SOL assessment and present the format of the tests and questions.

• Enhanced Scope and Sequence: Provides sample lesson plans and instructive resources to help teachers align their classroom instruction to the standards

Activity: Finding and Using All Standards of Learning

DocumentsScience 6.2: Force, Motion,

and Energy

Finding the Documents

Standards of Learning: Science 6.2

Curriculum Framework: Science 6.2

Blueprints: Science 6.2

Considerations for Pacing

• Use division pacing guides when available

• Use blueprints and student data as appropriate to tailor pacing to the specific group of students

Sample Lesson Plans: Science 6.2

Released Test Items: Science 6.2

Unpacking a Standard

Understanding how to use a taxonomy to unpack a standard:

1. Review the overarching standard in order to determine the CONTEXT.

2. Determine the CONTENT (what students must know)

3. Determine the COGNITIVE LEVEL. (Bloom’s Taxonomy, Revised): What students must be able to do with what they know.

Bloom’s Taxonomy (Revised)

Create Generating new ideas, products, or ways of viewing things

Evaluate Justifying a decision or course of action

Analyze Breaking information into parts to explore understandings and relationships

Apply Using information in another unfamiliar situation

Understand Demonstrating an understanding of the facts; explaining ideas or concepts

Remember Recalling previously learned information

Bloom’s Taxonomy (Revised)

Createassemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write

Evaluateappraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value

Analyzeappraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test

Applychange, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use

Understandclassify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, indicate, locate, paraphrase, predict, summarize

Rememberarrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state

Example: Unpacking a StandardFor the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts includea) potential and kinetic energy

• compare and contrast potential and kinetic energy through common examples found in the natural environment.

Standard = Context

Essential Knowledge, Skills, and Processes

Example: Unpacking a StandardFor the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts includea) potential and kinetic energy

• compare and contrast potential and kinetic energy through common examples found in the natural environment.

Many levels

Analyze

Time to Practice

Allow individuals time to practice unpacking standards with their own curriculum

Debrief as a group:• What did you find out about your

standards and Curriculum Framework in terms of cognitive level?

Step One: Set Official Times

Collaborative Planning

The Importance of Official Collaboration Times

A study of 47 schools found a strong correlation between high student achievement and schools characterized as having high teacher collaborative environments.

Goddard, Y. L., Goddard, R. D., Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.

The Link Between Consistency and Collaboration

“Collaboration centered on building a common understanding of content standards prior to the planning of instruction and assessment has resulted in greater consistency in expectations for student performance.”

Lewis, D., Madion-Harris, R., Muoneke, A., & Times, C.. “Using data to guide instruction and student learning.. SEDL Letter, 22(2), 2013. Retrieved from http://www.sedl.org/pubs/sedl-letter/v22n02/using-data.html.

Importance of High Quality Collaboration

High Quality/

Little Time

High Quality/

More Time

Low Quality/

Little Time

Low Quality/

More Time

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High Quality Planning

Step Two: Gather Necessary Materials

Required Materials

• Standards of Learning• Curriculum Framework• Blueprints• Division’s written curriculum (if available)• Student data on this particular subject (if

available)

Recommended Materials

• Released SOL assessment items• Enhanced Scope & Sequence or

Sample Lessons• Supporting materials

• Textbooks• Tradebooks• Etc.

Step Three: Examine Data

Types of Data to Examine

Previous SOL assessment data Historical data for current students Historical data for teacher or grade level

Benchmark data Historical data for current students Historical data for teacher or grade level

Diagnostic data For current students on upcoming standards

Local assessment data from previous units How have current students done on similar material?

Increasing Teachers’ Abilities to use Data

“Teachers’ data skills are best developed through ongoing opportunities to examine their own students’ data and draw inferences for practice with the support of colleagues and instructional coaches.”

U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2010). Use of education data at the local level: From accountability to instructional improvement. Washington, D.C.: Author.

Using Data to Plan

• Guide pacing• Guide planning for individual lessons• Guide planning for individual students

Step Four: Plan Using the UPP Strategy

UPP Strategy

1. UNPACK the standards for context, content, and cognitive level

2. PICK appropriate instructional strategies for the content and cognitive level

3. PLAN how to implement these strategies for the specific group of students

Example: Unpacking a StandardFor the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

4.4 The student willa) estimate sums, differences, products, and quotients of whole numbers;d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.

• Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

Standard = Context

Essential Knowledge, Skills, and Processes

Example: Unpacking a StandardFor the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

4.4 The student willa) estimate sums, differences, products, and quotients of whole numbers;d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.

• Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

ApplyApply

Example: Unpacking a StandardFor the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

4.4 The student willa) estimate sums, differences, products, and quotients of whole numbers;d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.

• Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

Evaluate

Standard = Context

Essential Knowledge and Skill

Picking the Appropriate Strategy

• What does the research say is effective?

• What will be effective for both the content and the cognitive level?

• What will be effective for student needs?

Strategies & Average Effect Sizes on Achievement*Strategies Percentile

GainIdentifying similarities and differences 45

Summarizing and note taking 34

Reinforcing effort and providing recognition 29

Homework and practice 28

Nonlinguistic representations 27

Cooperative learning 27

Setting objectives and providing feedback 23

Generating and testing hypothesis 23

Questions, cues, and advance organizers 22

Building vocabulary 20

Interactive games 20

Student discussion/chunking 17

*Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

Lesson Plan Requirements

• Alignment with/of Standards, Big Ideas, and Objectives

• Sequence/Pacing of Student Learning Experiences

• Quality of Student Learning Experiences

• Assessment• Supporting Resources

Aligning to the SOL & Curriculum Framework

Standard

4.4 The student willa)estimate sums, differences, products, and

quotients of whole numbers;d)solve single-step and multistep addition,

subtraction, and multiplication problems with whole numbers.

Essential Knowledge or Skill (from Curriculum Framework)

Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.  

Cognitive Level(s)

Apply: Solving multistep problem Analyze: Comparing and contrasting solutions

and solution strategies with other students Evaluate: Verifying reasonableness of solutions

Linking to the Unit or Curriculum Big Ideas

Big Ideas (Essential Questions, Enduring Understandings, how this lesson relates to theme, etc.)

Essential Question: How do we know if our solution is correct?

Enduring Understanding: We can use estimation to determine the reasonableness of solutions.

ObjectivesWhat the student will accomplish during

the given lesson, including the:• Behaviors students will exhibit to

show learning• Conditions under which the students

will exhibit those behaviors• Criteria the teacher will use to

determine whether students meet the objective.

Writing the Objective(s)

Objective(s) (behavior, conditions, criteria)

Given one multistep problem involving addition and subtraction, students will solve the problem independently, evaluate the reasonableness of their answers, and independently provide a written 2-4 sentence justification for their answer which will score Effective for the Computation, Strategies, and Reasoning Rubric.

• Behavior• Conditions• Criteria

Writing the Objective(s)

Objective(s) (behavior, conditions, criteria)

Given one multistep problem involving addition and subtraction, students will solve the problem independently, evaluate the reasonableness of their answers, and independently provide a written 2-4 sentence justification for their answer which will score Effective for the Computation, Strategies, and Reasoning Rubric.

• Behavior• Conditions• Criteria

Behaviors

Writing the Objective(s)

Objective(s) (behavior, conditions, criteria)

Given one multistep problem involving addition and subtraction, students will solve the problem independently, evaluate the reasonableness of their answers, and independently provide a written 2-4 sentence justification for their answer which will score Effective for the Computation, Strategies, and Reasoning Rubric.

• Behavior• Conditions• Criteria

Conditions

Writing the Objective(s)

Objective(s) (behavior, conditions, criteria)

Given one multistep problem involving addition and subtraction, students will solve the problem independently, evaluate the reasonableness of their answers, and independently provide a written 2-4 sentence justification for their answer which will score Effective for the Computation, Strategies, and Reasoning Rubric.

• Behavior• Conditions• Criteria

Criteria

Lesson Plan Template: Alignment Pieces

Elements for Functional Implementation

Aligns with Standards of Learning and Curriculum Framework Essential Knowledge and Skills in both content and cognitive level (evidence of standard unpacked)

Links to the unit or curriculum Big Ideas (e.g., Essential Questions, Enduring Understandings, Themes, etc.)

Outlines objective (includes the behaviors students will exhibit to show learning and the conditions under which the students will exhibit those behaviors)

Outlines the criteria used to determine whether learners have met the objective

Elements for Full Implementation

Includes multiple cognitive levels up to or greater than the standard itself

Common Planning Templates

• Madeline Hunter• 5 E’s• 4Mat

Madeline Hunter Lesson Plan

Alignment Elements1. Anticipatory Set (“hook”)2. Teaching/Instructional Practice3. Guided Practice and Monitoring4. Closure5. Independent Practice

5E Lesson Plan

Alignment Elements1. Engage2. Explore3. Explain4. Elaborate5. Evaluate

4Mat Lesson Plan Template

Source: http://www.4mationweb.com/4mationweb/4mat.php

Lesson ProperStep Approx.

TimeLearning Experience

Anticipatory Set 5 minutes

Give students the following scenario: You are making dinner for your family tonight and you have $20 to buy the main ingredients. You buy hamburger meat for $4.00, taco shells for $3.89, cheese for $1.97, and lettuce for $3.12. When you pay the cashier with the $20 bill, she gives you $3.02 in change, which is NOT the correct amount of change.  You have no calculator, cell phone, or pencil/paper with you. How do we know if this amount of change is correct? How will you explain to the cashier that the amount of change is incorrect? Have students work together in pairs (pre-determined using yesterday’s Exit cards) for about 5 minutes to work through this scenario and come up with an explanation. Then have students join with the next pair closest to them, share their explanations, and refine further. Monitor and facilitate during these times as necessary.

Lesson Proper

Step Approx. Time

Learning Experience

Teaching/ Instructional

Practice

15 min

Explain that today we will be exploring the Essential Question: How do we know if our solution is correct? Call on a representative from each group to share their explanation from the Anticipatory Set activity. How were these explanations similar? How were they different? Provide a model for solving this problem if necessary. Guide students towards the Enduring Understanding that “We can use estimation to determine the reasonableness of solutions.” With students, come up with a classroom definition of “reasonable” in terms of mathematics solutions. Give students an example of the Computation, Strategies, and Reasoning Rubric and explain how it can be used in order to determine both the correctness of their solution and their justification of its correctness.

Lesson Proper

Step Approx. Time

Learning Experience

Guided

Practice

and Monitoring

20 min

Have students work together in their pairs on two more similar problems in which they must use estimation to determine if their answer is reasonable. (A third, more difficult problem will be supplied for those groups that finish early). Students work together in small cooperative groups to compare and contrast solutions and solution strategies, evaluating the reasonableness of their answers, and providing a group written justification for their answers. Monitor, facilitate, and provide feedback as necessary.

Lesson Proper

Step Approx. Time

Learning Experience

Closure

10 min

Call students back together. Call on random groups to explain their thinking for each scenario. As a whole group, compare and contrast solutions and strategies and evaluate the most efficient. Then ask students to once again discuss: “How do we know if our solution is correct?”

Lesson Proper

Step Approx. Time

Learning Experience

Independent

Practice

10 min

Finish by giving all students an Exit card featuring one multistep problem involving addition and subtraction. Students will solve the problem independently, evaluate the reasonable of their answers, and independently provide a written justification for their answer which will score Effective for the Computation, Strategies, and Reasoning Rubric. Information will be used to determine small groups for math lesson the next day.

Sequence/Pacing of Student Learning Experiences

Activates prior knowledge in an opening experience that engages students

Provides for transitions and connections between learning experiences

Summarizes the knowledge and skills developed or enhanced through learning experiences as closure

Plans time realistically for pacing, content, and transitions

Supports instructional method in a purposeful way (e.g., inquiry lessons may be structured differently than role-play lessons)

Functional Implementation Full Implementation

Quality of Student Learning Experiences

Provides students with opportunities to develop or enhance knowledge and skills with specific connections to state standards’ Curriculum Framework Essential Knowledge and Skills, Big Ideas, and/or objective

Incorporates higher-level thinking Addresses possible misconceptions

and potential gaps in prior learning Uses a variety of effective

instructional strategies and resources

Uses previous student learning data to differentiate instruction to meet students’ needs

Encourages students to take responsibility for their own learning

Reflects best practices for pedagogy and developmental needs of students

Functional Implementation Full Implementation

Assessment

Includes short-term formative assessment, either formal or informal (including evidence of planned questions at the appropriate level)

Uses formative assessment(s) to inform, guide, and adjust students’ learning throughout the lesson

Provides students with learning experiences that support knowledge and skills needed to be successful on summative assessment

Includes opportunities for students to assess their own knowledge, skills, or products gained through the lesson

Functional Implementation Full Implementation

Supporting Resources

Provides a variety of aligned resource materials in addition to the textbook that meaningfully enhance student learning

Includes resources that encourage higher-level thinking

Includes specific resources used to differentiate for students’ needs

Functional Implementation Full Implementation

Step Five: Implement, Monitor, and Evaluate the Plan

Monitor and Evaluate

• Did a majority of students meet the objective?

• What evidence was there of student engagement in the learning?

• Was the pacing realistic?

Process

Questions?