using project-based learning and standards-based education
DESCRIPTION
Using Project-Based Learning and Standards-Based Education June 27, 9 – 10am, Room: Knox 21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school. Main Presenter: Margaret Ford, Alternative Education Academy Co-Presenter(s): Tim Spencer, Alternative Education AcademyTRANSCRIPT
+Transitioning to the common core
using PBL and SBE to prepare our students for
life after high school.
Maggie Ford and Tim SpencerAlternative Education Academy
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http://www.youtube.com/watch?v=_A-ZVCjfWf8
+Strand: Physical Science
Measurement Topic: Structure and Properties of Matter (.08)
SC.06.08.01.01 Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as…
Investigating the properties of gravity
Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 While engaged in tasks structure and properties of matter, the student...Compares and contrasts mass and weightThe student exhibits no major errors or omissions.
Score 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Score 2.0 While engaged in tasks structure and properties of matter, the student...Identifies that mass is determined by the amount of matter in an object Identifies that weight is determined by the amount of gravitational pull on an object Relates specific terminology...
o mass o matter o weight o volume o density
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Score 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Score 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Score 0.0 Even with help, no understanding or skill demonstrated.
StrandBroad category of learning
Performance Level
Score 3.0 The content or
skillsthat are explicitly
taught
Learning TargetsThe Score 3.0 bullet is designated the Learning Target. The LT defines proficiency.
Measurement Topic
More specific category
of learning within strand
Score 2.0Simpler or
foundational skills or
knowledge at a lower taxonomic
level
+The Scale
4 In addition to exhibiting level-3 performance, in depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE or COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Learning Goals vs. Learning Tasks
Score 3.0 Learning Targets are written in the form of learning goals, not learning tasks or activities
Learning goals specify the content or skills that the student is expected to know or do
Learning tasks or activities are the classroom activities that a student does in order to accomplish or be assessed on the learning goal.
Examples
Goal Task of activity
The student demonstrates knowledge of the division of the country during the Civil War
The student creates a map showing the states that formed the Confederacy and those that stayed in the United States
+Measurability
3.0 Learning Targets must be measurable
Measurable: Observable or Quantifiable
Makes predictions about reading The teacher can observe a student doing this
Performs 10 push-ups with proper form The teacher can count the number of pushup and observe
proper form
Not Measurable The student enjoys independent reading
+Limit the number of 3.0 Learning Targets!
Research suggest that there should be no more than 3-4 Learning Targets per topic
Why? More than 3 or 4 become impossible to assess and assess well at the same time
Teachers can only keep records of 3-4 things at any given time
Note: A Scoring Guide will be developed for each Learning Target
Specificity of Learning Targets
Learning targets must be written so that a teacher, unfamiliar with the process and unfamiliar with the curriculum, can assess a student
Avoid terms that can’t be easily defined or allow for subjective interpretation
Terms can be defined within the learning target
Examples can also be used to provide specificityExample
Non-Specific Specific
Monitors own reading for comprehension
Employs self-monitoring strategies while reading (e.g., predicting, confirming, rereading)
+Taxonomic Foundations
Score 2.0’s generally fall into Level 1 - Retrieval
Score 3.0’s generally fall into Level 2 - Comprehension Level 3 - Analysis
Score 4.0’s generally fall into Level 3 – Analysis Level 4 – Knowledge Utilization
These ARE NOT hard fast rules! All of this depends on the skill and knowledge being assessed; and
the grade level of the student!
+Taxonomic Foundations of 3.0
3.0’s are typically written in the Comprehension and Analysis taxonomic level
The lowest grade levels may have retrieval level elements
+Level 2 -Comprehension
Operation Definition Example activity
Symbolizing Depicting the critical aspects of knowledge in a pictorial or symbolic form
Diagram the structure of the 3 branches of the U.S. government
Integrating Identifying the critical or essential elements of knowledge
Summarize the main causes of the Civil War
Symbolizingo Construct symbolic
representation of information
Integrating o Identify basic structure
of information
+Level 2 -Comprehension
Process Possible Verbs
Symbolizing •Symbolize•Depict•Represent•Illustrate•Draw
•Show•Use models•Diagram•Chart
Integrating • Describe how or why
• Describe the key parts of
• Describe the effects
• Describe the relationship between
• Explain ways in which
• Paraphrase• Summarize
Symbolizingo Construct symbolic
representation of information
Integrating o Identify basic structure
of information
+Procedural Knowledge
Macroprocedures Highly complex procedures, with many
subcomponents Tactics
Complex procedures, with fewer subcomponents Algorithms
Procedures with very specific steps and very specific outcomes
Single rules One step procedure, one IF-THEN rule
+Declarative Knowledge
Generalizations Statements for which examples can be provided
Principles Specific generalizations that deal with relationships between ideas
Time Sequences Events happened between points in time
Facts Information about specific persons, places, things
Vocabulary Terms Understanding the general meaning of a word
+Declarative Knowledge
Declarative knowledge has a hierarchy
Organizing Ideas
Generalizations
Principles
Details
Time Sequences
Facts
Vocabulary Terms
Com
ple
xity
+Procedural Knowledge
Procedural knowledge has a hierarchy Processes
Macroprocedures
Skills Tactics
Algorithms
Single Rules
Com
ple
xity
+Writing 2.0’s
2.0’s are derived from the 3.0’s
They are simpler details and processes associated with the Score 3.0 learning targets
2.0’s either identify necessary components of the 3.0 or simpler versions of the 3.0
+Writing 2.0’s
2.0’s use the following stem:
“There are no major errors or omissions regarding the simpler details and processes as the student:
recognizes or recalls basic terminology such as:
performs basic processes such as:”
+Terminology
At this step, define the basic vocabulary that the student needs to know
Complete the Scoring Guide by listing the vocabulary appropriate to understand the Score 3.0 content
Not every Scoring Guide has to have vocabulary
+
Basic Processes
2 types of knowledge Procedural
Knowing how to do something Declarative
Knowing something
If the Score 3.0 is procedural, than the 2.0 should be as well
If the Score 3.0 is declarative, then the Score 2.0 is declarative
+Procedural 2.0
When you write procedural 2.0’s, you will move down the hierarchy from the procedural 3.0
If the 3.0 involves a macroprocedure:
For example: Write a short constructed response
You may move to a lower complexity procedure, like an algorithm
For example: complete a graphic organizer of a short constructed response
+Declarative Knowledge
Declarative knowledge has a hierarchy
Organizing Ideas
Generalizations
Principles
Details
Time Sequences
Facts
Vocabulary Terms
Com
ple
xity
+Declarative Knowledge
Generalizations Statements for which examples can be provided
Principles Specific generalizations that deal with relationships between ideas
Time Sequences Events happened between points in time
Facts Information about specific persons, places, things
Vocabulary Terms Understanding the general meaning of a word
+
Declarative 2.0 When you write declarative 2.0’s. you will move
down the hierarchy from your declarative 3.0
If the 3.0 involves a generalization,
For example: Reproduction is a characteristic of all living organisms
Then the 2.0 will ask for details about that generalization
For example: Recognize or recall accurate information about reproduction in living organisms (e.g. provide examples here to keep the statement specific!)
+Taxonomic Foundations of 2.0
Generally, Score 2.0 items will fall into the Retrieval level
However, it depends on the grade level and skills or knowledge being assessed
The rule is that the 2.0 is a simpler level or process than the 3.0
+Level 1 -Retrieval
Operation Definition Example activity
Executing The student can perform procedures without significant errors
Provide the nextnumber in thesequence:7,11,14,18,21,___?
Recalling The student can produce information on demand
Label the diagram ofthe cell
Recognizing The student can determine whether provided information is accurate, inaccurate or unknown
Which of the followingdid not land on themoon?A. Neil ArmstrongB. Buzz AldrinC. Michael Collins
Executingo Perform procedures
Recallingo Produce info on
demand
Recognizingo Determine whether
info is accurate, inaccurate or unknown
+Level 1 -Retrieval
Executing Student can perform
simple processes Math algorithms Editing tasks Lab procedures Steps to a dance
But, they do not have a deeper understanding of why they are doing it, only that the steps they are performing are correct
Executingo Perform procedures
Recallingo Produce info on demand
Recognizingo Determine whether info is
accurate, inaccurate or unknown
+Level 1 -Retrieval
Recalling The student can produce
information on demand
The student can Recall correct answers when put into context – they can “fill in the blank”
Usually assessed by short answer questions like: List Label Name Fill in the blank
Executingo Perform procedures
Recallingo Produce info on demand
Recognizingo Determine whether info
is accurate, inaccurate or unknown
+The New Taxonomy
+The New Taxonomy(Marzano and Kendall 2008)
Level 6 – Self-System Thinking
Level 5 – Metacognition
Level 4 – Knowledge Utilization
Level 3 – Analysis
Level 2 – Comprehension
Level 1 – Retrieval
Com
ple
xity
Only Levels 1-4 are used in the Scoring Guide
+Taxonomic Foundations
Score 2.0’s generally fall into Level 1 - Retrieval
Score 3.0’s generally fall into Level 2 - Comprehension Level 3 - Analysis
Score 4.0’s generally fall into Level 3 – Analysis Level 4 – Knowledge Utilization
These ARE NOT hard fast rules! All of this depends on the skill and knowledge being
assessed; and the grade level of the student!
+Level 1 -Retrieval
Operation Definition Example activity
Executing The student can perform procedures without significant errors
Provide the nextnumber in thesequence:7,11,14,18,21,___?
Recalling The student can produce information on demand
Label the diagram ofthe cell
Recognizing The student can determine whether provided information is accurate, inaccurate or unknown
Which of the followingdid not land on themoon?A. Neil ArmstrongB. Buzz AldrinC. Michael Collins
Executingo Perform procedures
Recallingo Produce info on demand
Recognizingo Determine whether info
is accurate, inaccurate or unknown
+Level 1 -Retrieval
Recognizing The student can determine
whether information is accurate, inaccurate or unknown
When they see it, they know that it is right
The correct answer is present, and the student can Recognize the answer
Usually assessed by traditional forced choice tests (e.g. multiple choice, true/false, matching)
Executingo Perform procedures
Recallingo Produce info on demand
Recognizingo Determine whether info
is accurate, inaccurate or unknown
+Level 1 -Retrieval
Process Possible Verbs
Executing •Use•Demonstrate•Show
•Make•Complete•Draft•Create
Recalling • Exemplify• Name• List• Label• State
• Describe• Who• What• Where• When
Recognizing
• Recognize• Select (from a
list)• Identify (from a
list)
• Determine if true/false
Executingo Perform procedures
Recallingo Produce info on
demand
Recognizingo Determine
whether info is accurate, inaccurate or unknown
+
Level 2 -Comprehension
Operation Definition Example activity
Symbolizing Depicting the critical aspects of knowledge in a pictorial or symbolic form
Diagram the structure of the 3 branches of the U.S. government
Integrating Identifying the critical or essential elements of knowledge
Summarize the main causes of the Civil War
Symbolizing
o Construct symbolic representation of information
Integrating o Identify basic structure
of information
+Level 2 -ComprehensionProcess Possible Verbs
Symbolizing
•Symbolize•Depict•Represent•Illustrate•Draw
•Show•Use models•Diagram•Chart
Integrating • Describe how or why
• Describe the key parts of
• Describe the effects
• Describe the relationship between
• Explain ways in which
• Paraphrase• Summarize
Symbolizing
o Construct symbolic representation of information
Integrating o Identify basic
structure of information
+Level 4 –Knowledge Utilization
Operation Definition Example activity
Investigating Generate a hypothesis anduse the assertions and opinions of others to test the hypothesis
Research what mighthappen to the polar icecaps if the temperature of the earth rose 5 degrees
Experimenting Generating and testing a hypothesis by conducting an experiment and collecting data
Generate and test ahypothesis about the growth of plants invarious medium
Problem Solving Accomplishing a goal for which obstacles exist
Determine the beststrategy for accomplishing peace in the world
Decision Making Selecting amongalternatives that initially appear to be equal
Choose the best site for a new airport from 3 alternatives. Explainyour decision.
Investigatingo Testing hypothesis using the
assertions and opinions of others
Experimentingo Testing hypothesis using data
collected by the student
Problem Solvingo Using information to
accomplish a goal for which obstacles or limiting conditions exist
Decision Makingo Using information to make a
decision
+Level 4 –Knowledge Utilization
Investigatingo Testing hypothesis using
the assertions and opinions of others
Experimentingo Testing hypothesis using
data collected by the student
Problem Solvingo Using information to
accomplish a goal for which obstacles or limiting conditions exist
Decision Makingo Using information to
make a decision
Process Possible Verbs
Investigating Investigate Research Find out about Take a position
on
What are the differing features of
How/Why did this happen
What would have happened if
Experimenting Experiment Generate and
test Test the idea
that What would
happen if
How would you test that
How would you determine if
How can this be explained
Based on the experiment, what can be predicted
Problem Solving
Solve Adapt Develop a
strategy to
Figure out a way to How would you
overcome How will you reach your
goal to
Decision Making
Decide Select the best
among alternatives
Which of these is most suitable
What is the best way
+Level 5 - Metacognition Monitoring Accuracy
The student is able to determine how accurate they are
Monitoring Clarity The student is able to determine how clear their
understanding is
Process Monitoring The student is able to monitor their own progress toward a
specific goal
Specifying Goals The student is able to specify learning goals and develop a
plan to achieve it
+Level 6 – Self-System Thinking
Examining motivation The students identifies his or her own level of motivation
towards learning
Examining Emotional Response The student identifies his or her own emotional response to
the learning
Examining Efficacy The student identifies beliefs about his or her ability to
improve competence or understanding
Examining Importance The student identifies how important the learning is and the
reasons behind this belief
+The Purpose of Writing Sample
Tasks
Sample tasks:
Further specify the expectations of each Learning Target
Provide instructional guidance to the teacher
Suggest ways to assess a Learning Target
Can be used to design formative assessment
Can be used to construct a common assessment item bank
+Writing Sample Tasks
Ask yourself some basic questions: How can a student demonstrate success for this
Learning Target?
What kinds of learning activities or tasks would assess success in this Learning Target?
What taxonomic operation would be appropriate for this task at this grade level?
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+ Project Design