unpacking standards.ppt
TRANSCRIPT
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?