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STARTPrompts & Project
Based Learning Lesson Modification for
August
Agenda
1. Performance and Product2. Prioritize: Gaps3. Apply Deconstruction or..4. Basic Lesson Modification5. TO DOS
Reading
InferenceEvidenceAnalyzeSummarizeInterpretIntegrateEvaluateDelineate
Math Mathematically proficient students can…Explain meaningConjectureReason abstractlyCritique Reasoning
A Shift in Perspective
The CCSS for Mathematics compel a change in the culture of traditional mathematics classroom.
In the typical mathematics classroom students are “too busy covering content” to be engaged with mathematics.
The CCSS attempt to tell teachers when to slow down and emphasize student understanding of significant mathematical ideas.
O
O
c
Thoughts?
How do we “quickly” “easily”
Implement?
The Bad News
Someone Has to Understand
Deconstruction
Deconstructing StandardsAnalyze the wording of the standard to determine key concepts, key skills, and the ultimate type of learning target.
1.Identify nouns and noun phrases to identify key concepts
2.Locate verbs to identify key target(s)
3.Place the targets into one or more categories
4.Clarify any terms that may lead to misinterpretation
5.Construct a list of skills that are essential to become proficient in the identified standard
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
1. Identify the key concepts: intervals, endpoint, interval size2. Determine type(s) of learning target(s) partition, define, locate, represent, express
Concepts and Targets
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is require to deepen the investigation or complete the task.
Concepts: diverse perspectives, comments, claims, evidence, contradictions, investigation
Targets: respond (thoughtfully), synthesize, resolve , determine
Concepts and Targets
Although the Common Core State Standards are more clear than many state standards, they are still open to multiple interpretations
Standards are not meant to be mastered in one learning opportunity◦ Meant to be mastered via smaller learning targets
over time
Educators and students require common, clear learning targets
Why Deconstruct the Standards?
A systematic process to identify embedded learning targets in standards so that nothing essential is missed during instruction
Learning targets: What students should know, understand and be able to do to master the standards
Sequence the targets into a developmentally appropriate learning progression
Deconstructing Standards into a Progression of Learning Targets
Classifying Targets
ProductsThe ability to create tangible products, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.
ReasoningThe ability to use knowledge and understanding to figure things out and solve problems.
PerformanceThe development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills.
KnowledgeMastery of substantive subject content where mastery includes both knowing and understanding it.
• Identify sight words• Identify similes and metaphors• List defining characteristics of
various literary genres• Count and group concrete
manipulatives by ones, tens, and hundreds to 1,000
Knowledge Target Examples
• Make a prediction based on evidence• Distinguish between fact and opinion• Evaluate information from a variety
of resources• Classify and compare triangles by
sides and angles
Reasoning Target Examples
• Read aloud with fluency and expression
• Demonstrate the use of self-correction strategies
• Find and justify the laws of exponents with numeric bases using inductive reasoning
• Model, identify and describe square, prime and composite numbers
Performance Target Examples
• Produce a grammatically correct sentence
• Develop a proper paragraph form in a written composition
• Compose a written composition using the five-step writing process
• Create a design with more than one line of symmetry
Product Target Examples
• How would you describe a “learning target”?
• Why are they important?• How do they relate to the Standards
– current or CCSS?
Questions for Reflection
Begin by analyzing the level of thinking required by the standard
Assess the degree of depth or complexity of knowledge reflected in the content standards and assessments
Determine how deeply a student needs to understand the content for a given response/assessment
Target = Level of Thinking
1. Describe three characteristics of metamorphic rocks
2. Describe the difference between metamorphic and igneous rocks
3. Describe a model that you might use to represent the relationships that exist within the rock cycle
Verbs alone do not determine the level of cognitive demand required by the indicator; be certain to examine all contextual elements
Verbs in Context
Same verb (Describe); Three Types of Targets1. Describe three characteristics of metamorphic
rocks◦ Knowledge (simple recall)
2. Describe the difference between metamorphic and igneous rocks◦ Reasoning (requires cognitive processing to determine
the differences in the two rock types)
3. Describe a model that you might use to represent the relationships that exist within the rock cycle◦ Performance (requires deep understanding of rock cycle
and a determination of how best to represent it)
Verbs in Context
Deconstructing StandardsAnalyze the wording of the standard to determine key concepts, key skills, and the ultimate type of learning target.
1.Identify nouns and noun phrases to identify key concepts
2.Locate verbs to identify key target(s)
3.Place the targets into one or more categories
4.Clarify any terms that may lead to misinterpretation
5.Construct a list of skills that are essential to become proficient in the identified standard
Applying the Gap Maps
Activity: How do we
use GAPS in Curriculum?
Lesson Modification
1. Lesson / Content2. Standards / ADD GAP3. Skills / ADD GAP4. Operation / MODIFICATION
Identifying
GAPS with
TOOLS
MODIFY/ ADD: CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence
What is the Author’s main point in the poem? Support your answer with three pieces of evidence.
How are Standards Covered?
Standard: Author’s Purpose: Argue & Support Claims
Grade K Grade 1 Grade 2
Course Analysis: All Standards Covered?
National PathwayPhase I
Create GAP MAPsModify / STARTAnalyze / Refine
What Are The ELEMENTS of “College & Career Readiness”?
• Long Term Project (Not a Worksheet)• Interdisciplinary• REAL WORLD• Relevance (makes Rigor Possible!)• Student-organized work• Collaboration / Speaking• Artifact Construction
PBL Elements
• Open-ended Driving Question / Challenge
• Creates a need to know essential content and skills
• Requires inquiry to learn and/or create something new.
• Requires critical thinking, problem solving, collaboration, and various forms of communication.
PBL Elements
Allows some degree of student voice and choice.
Incorporates feedback and revision. Students use peer critique to improve their work to create higher quality products.
Results in a publicly presented product or performance. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique.
YOUR PROJECT
Just One Project
• Open-ended Driving Question
• Know essential content and skills
• Requires inquiry to learn / create new• Requires critical thinking• Allows some degree of student voice
and choice. • Incorporates feedback and revision.• Results in a publicly presented
product or performance.
PBL Elements
Timeline 1. Target grades2. One Project / month (Curr Teams)3. Principal Classroom Observation
Include Rigor 4. Be Careful about Chaos5. Integrate into Lesson Plan Process6. Share Rubrics, Share Projects
What isAn Engaged Classroom?
21st Century Learning?
Questions?
Chairman@CurriculumInstitute.O
rg
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