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7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
1/27
Learning TodayLeading
TomorrowHow To Plan Units, Lessons, and Assessments Using
the Learning-Focused Framework:
NAMS Faculty Meeting
Tuesday, September 1, 2009
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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Ticket In the Door
Are you prepared to for the work?
ACS Curriculum Guide(s)
CTE Blueprint(s)
NC SCOS (Art, Music, Health, PE)
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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A Fundamental Truth by
Dr. Lorin Anderson:
We dont see the
world as it is; we seethe world through
the lens through
which we look at it.
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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1. What do we
want students to
know, understand
and be able to do?
Guaranteed and
Viable Curriculum
2. How will we
deliver quality
instruction so
students learn at
a high level?
Instruction
3. How will we
know if students
have learned
what we want
them to know,
understand and
be able to do?
Assessment
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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1. What do we
want students to
know, understand
and be able to do?
Guaranteed and
Viable Curriculum
2. How will we
deliver quality
instruction so
students learn at
a high level?
Instruction
3. How will we
know if students
have learned
what we want
them to know,
understand and
be able to do?
Assessment
Essential StandardsPrioritized andfocused
Aligned with 21st
C.skillsIntegratedChosen forendurance,readiness andleverageDriven by Revised
Blooms TaxonomyMeasurable andconcise
Classroom Instruction That Works (Marzano)Literacy across the curriculum21st Century SkillsProject and Problem-Based LearningLearning Centered EnvironmentDifferentiation
Collaborative Planning
Summative
Benchmark
Formative
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1. What do we
want students to
know, understand
and be able to do?
Guaranteed and
Viable Curriculum
2. How will we
deliver quality
instruction so
students learn at
a high level?
Instruction
3. How will we
know if students
have learned
what we want
them to know,
understand and
be able to do?
Assessment
Essential Standards
Prioritized and
focused
Aligned with 21st
C.skills
Integrated
Chosen for
endurance, readiness
and leverage
Driven by Revised
Blooms Taxonomy
Measurable andconcise
Classroom Instruction That Works (Marzano)
Literacy across the curriculum
21st Century Skills
Project and Problem-Based Learning
Learning Centered Environment
Differentiation
Core for
All
Students
Collaborative Planning
Summative
Benchmark
Formative
Tier 1
Tier 2
Tier 3
4. How will we respond when students
do not learn? What will we do for
students who have already learned or
have learned more?
Pyramid of
Intervention
ProgressMonitoring
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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NCs New Lens: RBT
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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BLOOMS REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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Thought Processes
Original Blooms: Revised Blooms:
Create
Evaluate
Analyze
Apply
Understand
Remember
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Marzanos
Dimensions of Thinking
Revised Blooms Taxonomy
Create
Evaluate
Analyze
Apply
Understand
RememberKnowing
Organizing
Applying
Analyzing
Generating
Integrating
Evaluating
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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21st Century Skills
http://www.21stcenturyskills.org/index.php?o
ption=com_content&task=view&id=254&Item
id=120
d
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=1207/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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Exemplary Practices inHigh Achievement,High Accountability
Districts andSchools
Organization-- Multiple Options for Acceleration
-- Vertical AND Grade Level Teams
-- Large Blocks of Time
-- Literacy & Math Blocks
Planning-- Priority, Time Allocated
-- Data & Results Driven
-- Team-Based Planning & Individual
- Linked to Staff Development
Curriculum
-- Prioritized Curriculum-- K-12 Benchmarks/Maps
-- Student Learning Maps w/ Key Vocabulary
Instruction-- K- 12 Reading Comprehension
-- K- 12 Writing in Content
-- Advance Organizers, Scaffolding, Preview
-- Differentiated Cognitive Strategies-- Schools With Instructional Coaches
Assessment-- Focus = Assessment for Learning
-- Continuous Formative Assessment
-- Benchmark Assessments That Direct Instruction
-- Continuous Use of Rubrics
2007 Learning-Focused
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Common Characteristics of High Achievement
Schools
(90/90/90 Schools) Focus on Academic Achievement
laser-like focus on data
Curriculum Choices
Focus on reading, writing, and math
Frequent Assessment of Student Progress with
Multiple Opportunities for Improvement
multiple opportunities vs. get it right the first
time
Feedback
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Written Responses in Performance Assessments
write to think student thinking processes
Diagnostic formative data informs instruction
vs. binary right or wrong answers
Collaborative scoring/analysis of student work
Common Assessments
Regular exchange of student work
Consensus around what proficient looks like
Rubrics
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Student Learning Map
Key Learning: ESSENTIAL STANDARD(S)
Unit Essential Question(s): ESSENTIAL STANDARD EQ(s)
Concept/Skill/Topic:
Vocabulary
Lesson EssentialQuestion(s):
Concept/Skill/Topic: Concept/Skill/Topic:
Lesson EssentialQuestion(s):
Lesson EssentialQuestion(s):
VocabularyVocabulary
CLARIFYING OBJ CLARIFYING OBJCLARIFYING OBJ
CLARIFYING EQs CLARIFYING EQsCLARIFYING EQs
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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KnowUnderstand- Do
A toolto driveplanning, instruction, and assessment
Know Understand Do
Clarifying Objectives
(Skills/Topics/Concepts)
Essential Standards/Essential
Questions
(Big Ideas/Generalizations)
Assessments
(When you know that students have
mastered what you want them to know
and understand.)
Think about Know this way:
Knowing is binary. You either know it or
you dont!
Think about Understand this
way:
I want my students to understand
that_____
Think about Do this way:
Do always has students
performing/applying a skill. Therefore,
Do will always start with a verb!
(Modified from Unlocking the Secrets of the L-F Strategies Model V.7)
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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Essential Questions
Teaching the answers without first
raising the questions takes most
of the meaning out of learning.~Francis Slater, London School of Education
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What is an essential
question?
Sample EQ: What is yourexplanation for how toevaluatewhether or not a
question meets the criteria forbeing an essential question?
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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What is your explanation for how toevaluate whether or not a question
meets the criteria for being an
essential question?
21st Century Skill: Communication & Collaboration
Communicate Clearly - use communication for a rangeof purposes (e.g. to inform, instruct, motivate andpersuade)
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What is your explanationfor how toevaluate whether or not a questionmeets the criteria for being an
essential question?
21st Century Skill: Communication & Collaboration
Communicate Clearly - use communication for a rangeof purposes (e.g. to inform, instruct, motivate andpersuade)
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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What is your explanation for how toevaluate whether or not a question
meets the criteria for being an
essential question?
Revised Blooms Taxonomy: Analysis and Evaluation
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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What is your explanation for how to
evaluatewhether or not a questionmeets the criteria for being an
essential question?
Revised Blooms Taxonomy: Analysis and Evaluation
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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What is your explanationfor how toevaluate whether or not a questionmeets the criteria for being an
essential question?
21st Century Skill: Communication & Collaboration
Communicate Clearly - use communication for a rangeof purposes (e.g. to inform, instruct, motivate andpersuade)
Revised Blooms Taxonomy: analysis and
evaluation
7/29/2019 NAMS Faculty Mtg Sept 09 Learning Focused
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Essential Questions-qualities
Cause inquiry into core content (Essential Standards)
Do not have one right answer (21stCentury Skills, RevisedBlooms Taxonomy)
Are arguable, provokes deep thought, discussion,
inquiry (21stCentury Skills)
Promote understanding (Essential Standards, 21stCentury Skills,Revised Blooms Taxonomy)
Require students to consider alternatives, weigh
evidence, support ideas, and justify answers (21st
Century Skills)
Spark meaningful connections with prior learning(Essential Standards, 21stCentury Skills, Revised Blooms Taxonomy)
Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools,Robert Marzano
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Your Mission!Collaborative Conversations: September 10
Use either the ACS Curriculum Guide/CTE
Blueprint/NCSCOS to develop a Student
Learning Map using the K-U-D as a
planning tool.
Start with the end in mind!
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Reflections: Ticket Out The Door
What am I squared away with?
What am I still circling around?
What three things do I need to do inpriority order to advance the work?