View
218
Download
1
Category
Tags:
Preview:
Citation preview
District of Columbia Public Schools | 825 North Capitol Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | www.k12.dc.us
DCPS Teaching and
Learning Framework
Day Two
Essential Questions
What is the Teaching and Learning Framework and what does it mean for me?
How can I deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards?
How do we create and maintain an engaging and productive learning environment?
Teaching and Learning Framework Welcome and Norms
2District of Columbia Public Schools
Today’s Outcomes
Today participants will:
• Explore the purpose of assessment.
• Create an assessment for an instructional unit aligned to the level of Bloom’s Taxonomy for the standard.
• Create objectives aligned to clustered standards for an instructional unit.
Teaching and Learning Framework Welcome and Norms
District of Columbia Public Schools 3
Agenda
Teaching and Learning Framework
• Welcome & Norms
• DCPS Teaching & Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
− Prioritizing Standards
Lunch
− Clustering Standards
− Writing Essential Questions
• Closure & Feedback4
•Welcome & Norms
•Planning Instructional Units
− Aligning Assessments
Lunch
•Planning Daily Lessons
− Writing Lesson Objectives
•Closure & Feedback
• Welcome & Norms
• Reinforcing Positive Behavior & Redirecting Off-Task Behavior
• DC Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection & Feedback
Lunch
District of Columbia Public Schools
Norms
To accomplish the goals for this session, please adhere to these courtesy practices:
• Participate actively
• Honor time limits
• Be open to new ideas
• Use vibrate mode on mobile phone
• Trust the process
Teaching and Learning Framework Welcome and Norms
5District of Columbia Public Schools
Clock Buddies
1. Find buddies for 3:00, 6:00, 9:00 & 12 o’clock.
2. For each buddy, write one another’s name in the same time slot.
3. You will meet with your buddies at various times throughout the day.
Teaching and Learning Framework Welcome and Norms
6District of Columbia Public Schools
Agenda
Teaching and Learning Framework
• Welcome & Norms
• DCPS Teaching & Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
− Prioritizing Standards
Lunch
− Clustering Standards
− Writing Essential Questions
• Closure & Feedback7
•Welcome & Norms
•Planning Instructional Units
− Aligning Assessments
Lunch
•Planning Daily Lessons
− Writing Lesson Objectives
•Closure & Feedback
• Welcome & Norms
• Reinforcing Positive Behavior & Redirecting Off-Task Behavior
• DC Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection & Feedback
Lunch
District of Columbia Public Schools
Teaching and Learning Framework Assessment
8
DCPS TEACHING AND LEARNING
FRAMEWORK
PLAN
2. Create standards-based unit plans and assessments
Increase Effectiveness
1. Assess Student Progress
District of Columbia Public Schools
Teaching and Learning FrameworkPLAN 2
Teaching and Learning Framework Assessment
9
WHY THIS IS IMPORTANTBy “planning with the end in mind,” effective teachers logically group content standards into units of study, identify essential questions to guide student learning, and design summative assessments for those units. Long-term planning also ensures sufficient allocation of instructional time to various skills and concepts throughout the year.
District of Columbia Public Schools
Teaching and Learning FrameworkINCREASE EFFECTIVENESS 1
Teaching and Learning Framework Assessment
10
WHY THIS IS IMPORTANTAssessing student progress allows effective teachers to determine standards mastery, to evaluate lesson effectiveness, and to make informed decisions about students’ needs.
District of Columbia Public Schools
Assessment
Teaching and Learning Framework Assessment
11
• Planning instructional activities is easier after we have selected or created an assessment.
• Assessment details can be recorded here on the Unit Plan Capture Sheet. (Day 1, page 9)
District of Columbia Public Schools
Teaching and Learning Framework Assessment
12
Plan Activities
Give Assessments Design Instruction
Align Assessments
Activity-Based
Instruction
Standards-Based
Instruction
Select Topics Select Standards
District of Columbia Public Schools
Assessment
Teaching and Learning Framework Assessment
1. In the Day 2 section, locate page 3.
2. Complete the left-hand side of the T-Chart. Create an inventory of all the assessments you have used in your classrooms.
3. We will return to the right hand side of this document later.
13District of Columbia Public Schools
Assessment is…
Teaching and Learning Framework Assessment
1. In the Day 2 section, locate page 4.
2. Complete the prompt: ‘Assessment is…’
14District of Columbia Public Schools
Assessment Briefing
Teaching and Learning Framework Assessment
15
1. In the Day 2 section, locate page 5.
2. Read ‘Assessment Briefing.’
3. Stop reading at ‘The Four Assessment Methods.’
District of Columbia Public Schools
Mining for Information
Teaching and Learning Framework Assessment
After you have finished reading:
1. Record new ideas and facts gathered from your reading in the box.
2. Exchange thoughts and ideas from the reading with an elbow partner.
3. Create a revised definition of assessment with your partner.
16District of Columbia Public Schools
Instructional Strategy Review
Teaching and Learning Framework Assessment
17
What instructional purpose does this strategy serve?
What learning styles are addressed?
How could it be modified for other purposes?
Mining for InformationTargets multiple learning styles and engages students with the content five times
District of Columbia Public Schools
Two Types of Assessment
Teaching and Learning Framework Assessment
18
Summative AssessmentAssessments at the end of unit …
• Summarize what students have or have not learned in a unit or series of lessons.
• Inform instruction and teaching decisions.
Formative AssessmentAssessments before or during the instructional process …
• Are ongoing and routine. • Provide many opportunities to assess student progress and
provide feedback.• Can be used to diagnose student needs.• Inform instruction and teaching decisions.
District of Columbia Public Schools
PerformancePersonal
Communication
Constructed Response
Selected Response
AssessmentMethods
Adapted from Student Involved Classroom Assessment (R. Stiggins).
Teaching and Learning Framework Assessment
We will use a Jigsaw strategy to learn more about these four methods.
19District of Columbia Public Schools
Assessment Jigsaw
Teaching and Learning Framework Assessment
20
1. In the Day 2 section, locate pages 6 & 7.
2. Each table will be assigned one method of assessment.
District of Columbia Public Schools
Assessment Jigsaw
In your group, create a poster that includes:
1. Your assessment method (e.g. Selected Response.)
2. A definition of your assessment method.
3. A list of assessment examples for this method.
4. A list of the pluses and minuses of using this method.
5. The levels of thinking (Bloom’s Taxonomy) that are best measured by this method.
6. A sample standard that could be assessed effectively using this method.
Table groups will be asked to report out.
Teaching and Learning Framework Assessment
21District of Columbia Public Schools
Jigsaw Summary
Teaching and Learning Framework Assessment
22
• In the Day 2 section, locate page 8.
• Record information from your colleagues’ presentations onto your Jigsaw Summary Sheet.
District of Columbia Public Schools
Aligning Assessment
Teaching and Learning Framework Assessment
23
• In the Day 2 section, locate page 9.
• This document is a tool to help you align your assessments to the content standards.
District of Columbia Public Schools
Adapted from Insight Education Group, Inc. 2008
Multiple Choice
Essay
Book Report
Poster
Speech
One on one check in
1. Refer back to your T-Chart on page 3.
2. Categorize the assessments you listed on the left into the appropriate box on the right.
District of Columbia Public Schools 24
Clock Buddies
Teaching and Learning Framework Assessment
25
• Find your 9:00 clock buddy.
Reflection:• What methods of
assessment do you use?
• What methods of assessment do you not use?
• What did you learn about the assessments you use?
District of Columbia Public Schools
Instructional Strategy Review
Teaching and Learning Framework Assessment
26
What instructional purpose does this strategy serve?
What learning styles are addressed?
How could it be modified for other purposes?
JigsawCreates ownership of learning, facilitates in-depth interaction with content, facilitates objective-driven group work
Compare, contrast, categorize and identify content
T-Chart
District of Columbia Public Schools
Assessment Writing
Teaching and Learning Framework Assessment
27
• Write your unit assessment here.
• It must be aligned to the priority standard at the top of your unit plan.
District of Columbia Public Schools
Write A Unit Assessment
Teaching and Learning Framework Assessment
28
With your grade level or content teams …
1. Create a unit assessment that is aligned to the priority standard at the top of your unit plan.
2. Develop scoring criteria for the assessment.
You will have ___ minutes to work. At the end of that time, we will ask a few people to share their work.
District of Columbia Public Schools
Teaching and Learning Framework Lunch
29
DCPS Core Beliefs
We believe that …
All children, regardless of background or circumstance, can achieve at the highest levels.
Achievement is a function of effort, not innate ability.
We have the power and responsibility to close the achievement gap.
Our schools must be caring and supportive environments.
It is critical to engage our students’ families and communities as valued partners.
Our decisions at all levels must be guided by robust data.
District of Columbia Public Schools
Agenda
Teaching and Learning Framework
• Welcome & Norms
• DCPS Teaching & Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
− Prioritizing Standards
Lunch
− Clustering Standards
− Writing Essential Questions
• Closure & Feedback30
•Welcome & Norms
•Planning Instructional Units
− Aligning Assessments
Lunch
•Planning Daily Lessons
− Writing Lesson Objectives
•Closure & Feedback
• Welcome & Norms
• Reinforcing Positive Behavior & Redirecting Off-Task Behavior
• DC Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection & Feedback
Lunch
District of Columbia Public Schools
Teaching and Learning Framework Objectives
31
DCPS TEACHING AND LEARNING
FRAMEWORK
Plan – Instruction
3. Create Objective-Driven Daily Lessons
District of Columbia Public Schools
Teaching and Learning FrameworkPLAN 3
Teaching and Learning Framework Objectives
32
WHY THIS IS IMPORTANTObjective-driven daily lessons ensure that all instructional decisions and strategies used in a lesson are chosen to further students’ progress towards mastery of the lesson objective.
District of Columbia Public Schools
Shoot for a Million
Teaching and Learning Framework Objectives
33District of Columbia Public Schools
• In the Day 2 section, locate Page 10.
• Review the directions at the top of the page.
• Find your 12:00 buddy and discuss which objectives would allow a judge to decide whether you have learned to play basketball.
Objectives
Teaching and Learning Framework Objectives
34
• Which objectives would allow a judge to decide whether you have learned to play basketball?
District of Columbia Public Schools
Defining Objectives
At your tables, create a definition for lesson objectives.
What is the difference between lesson objectives and essential questions?
Teaching and Learning Framework Objectives
District of Columbia Public Schools 35
SMART Objectives
• Specific - Objectives clearly specify what students will know and/or do.
• Measurable - Objectives are observable and quantifiable.
• Aligned - Objectives are aligned to a standard.
• Rigorous - Objectives are aligned to the level of cognition (Bloom’s Taxonomy) in a standard.
• Time-Bound - Objectives indicate by when students will demonstrate mastery.
Teaching and Learning Framework Objectives
36District of Columbia Public Schools
Sample Objectives
7.LT-F.7. Analyze the ways characters change and interact with others over time and give
supporting evidence from the text.
•Identify and list two motives for the main character’s decision in spite of pressures from peers and family.
• Use a T-Chart to list at least three character traits, on each side, comparing the main character’s feeling of self-assurance at the beginning of the story and at the end of the story.
Teaching and Learning Framework Objectives
37District of Columbia Public Schools
Use the SMART criteria to assess the quality of these objectives. Revise, as necessary, to make them “SMARTer.”
•Specific•Measurable•Aligned•Rigorous•Time-Bound
Consideration for Writing Objectives
• Objectives and standards are not necessarily in a one-to-one ratio. You may create several objectives for one standard.
Teaching and Learning Framework Objectives
38District of Columbia Public Schools
Writing SMART Objectives
Teaching and Learning Framework Objectives
39
With your grade level or content teams …
• Use the SMART Objectives column on page 10 of the Day 1 section to write objectives for your clustered standards.
You will have ___ minutes to work. At the end of that time, we will ask a few people to share their
work.
District of Columbia Public Schools
Writing SMART Objectives
Teaching and Learning Framework Assessment
40
• Share your SMART objectives with your 3:00 buddy.
District of Columbia Public Schools
Agenda
Teaching and Learning Framework
• Welcome & Norms
• DCPS Teaching & Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
− Prioritizing Standards
Lunch
− Clustering Standards
− Writing Essential Questions
• Closure & Feedback41
•Welcome & Norms
•Planning Instructional Units
− Aligning Assessments
Lunch
•Planning Daily Lessons
− Writing Lesson Objectives
− Writing Lesson Plans
•Closure & Feedback
• Welcome & Norms
• Reinforcing Positive Behavior & Redirecting Off-Task Behavior
• DC Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection & Feedback
Lunch
District of Columbia Public Schools
Teaching and Learning Framework Lesson Plans
42
DCPS TEACHING AND LEARNING
FRAMEWORK
Plan – Instruction
3. Create Objective-Driven Daily Lessons
District of Columbia Public Schools
Teaching and Learning FrameworkPLAN 3
Teaching and Learning Framework Lesson Plans
43
WHY THIS IS IMPORTANTObjective-driven daily lessons ensure that all instructional decisions and strategies used in a lesson are chosen to further students’ progress towards mastery of the lesson objective.
District of Columbia Public Schools
Components of a Lesson Plan
Teaching and Learning Framework Lesson Plans
• All participants count-off the numbers one through five.
• Use the numbers to determine five groups.
• Each group will create a list featuring the components of a good lesson plan.
44District of Columbia Public Schools
Components of a Lesson Plan
• Warm-Up – Teacher hooks students to the content, activates students’ prior knowledge, and introduces the objective.
• Teacher Input / Introduction of New Material – Teacher engages students in the content using appropriate instructional strategies.
• Guided Practice – Students engage in the application of new learning with support from the teacher.
• Independent Practice – Students work individually, in pairs, or in groups to reinforce skills and demonstrate mastery.
• Closure – Teacher guides student reflection on the lesson’s objective and significance.
Teaching and Learning Framework Lesson Plans
45District of Columbia Public Schools
ObjectiveStates what students are expected to know and/or do by the end of the lesson.
AssessmentAllows students to demonstrate mastery of the newly acquired skill or knowledge.
Checks for Understanding Occur throughout the lesson.
Lesson Plans
Teaching and Learning Framework Lesson Plans
46
• In the Day 2 section, locate page 11.
• Use this template as a guide for your lesson planning.
• This template is simply a guide.
District of Columbia Public Schools
Lesson Planning Time
• Using the objective you wrote earlier, work with your colleagues to write a lesson plan for your unit.
• You will be asked to share with the whole group.
Teaching and Learning Framework Lesson Plans
47District of Columbia Public Schools
Agenda
Teaching and Learning Framework
• Welcome & Norms
• DCPS Teaching & Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
− Prioritizing Standards
Lunch
− Clustering Standards
− Writing Essential Questions
• Closure & Feedback48
•Welcome & Norms
•Planning Instructional Units
− Aligning Assessments
Lunch
•Planning Daily Lessons
− Writing Lesson Objectives
•Closure & Feedback
• Welcome & Norms
• Reinforcing Positive Behavior & Redirecting Off-Task Behavior
• DC Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection & Feedback
Lunch
District of Columbia Public Schools
Revisit Outcomes
Today participants will:
• Explore the purpose of assessment.
• Create an assessment for an instructional unit aligned to the level of Bloom’s Taxonomy for the standard.
• Create objectives aligned to clustered standards for an instructional unit.
Teaching and Learning Framework Welcome and Norms
District of Columbia Public Schools 49
Teaching and Learning FrameworkNeeds Assessment
1. In the Day 2 Section, locate page 12.
2. Which aspects of the new Teaching and Learning Framework will you need the most support in when implementing?
3. Identify and list your top three priorities.
Teaching and Learning Framework Closure and Feedback
District of Columbia Public Schools 50
Feedback
Teaching and Learning Framework Feedback
51
Please complete the daily feedback form on page 13
in the Day 2 section.
Your comments are greatly appreciated.
Thank you!
District of Columbia Public Schools
Recommended