Plan 2b : Daily Vision-Setting, Part Two

Plan 2b: Daily Vision-Setting, Part Two

Ready, Set…• Handouts 2 (from Plan 2a) (BPB 87-89)• Handout 2 & 3 from Plan 2b (BPB 116-123)• Pen / pencil or computer

Balancing the vision…Steps 4-5

Key points

(Step 4)

Assessment

(Step 5)

Step 4: Finalize your key points

Step 5: Finalize your assessment

1:33

Where Are We Going?

Vision Precedes Action

Creating a lesson vision is a circular process – each part informs the other.

• Objective #1: Corps members will finalize key points that describe the knowledge and skills students need to master an objective.

• Objective #2: Corps members will finalize a lesson assessment and exemplar student response that will measure whether students have mastered the objective, and why or why not.

3

1:34

The Overall Vision process… drafting

• Understand the objective– Look at an exemplar and write down takeaways (what students

have to know and do)

• Draft Key Points– Nouns and verbs in your objective become knowledge and skills

key points– Apply criteria: check each criteria for key points and adjust if you

see a problem

• Draft Lesson Assessment– Look at an exemplar assessment and model some questions off of

that– Write questions that test any other knowledge and skills key

points not directly tested– Apply the criteria: check each criteria for assessments and adjust

if you see a problem

• Here we are

5

Step One: Understand Your Objective

Step Two: Draft Key Points

Step Three: Draft Lesson Assessment

Step Four: Finalize Key Points

Step Five: Finalize Lesson Assessment

Step Six: Complete Exemplar Student Response

The vision-setting process has six steps:

1:36

Remember to use Handout 2 from this morning’s session to capture information

about each step!


Key points

(Step 4)

Assessment

(Step 5)



The Overall Vision process… finalizing

• Finalize Key Points– Take the assessment and look for places where the key points don’t

give enough information to answer a question. • Adjust they key points to provide enough knowledge or skill

support– Apply criteria: check each criteria for key points and adjust if you see

a problem

• Finalize Lesson Assessment– We check that each key point is being assessed (literally check it off)

• If we find that a key point is not assessed, we add a question to our assessment if it seems vital.

– Apply the criteria: check each criteria for assessments and adjust if you see a problem

• Make a sample student response and grading scheme to make sure you know what the right answer will look like and how it will be graded.

• And we’re done!

Agenda Check

Opening & Do Now

• Finalizing Key Points

• Finalizing Lesson Assessment

• Extension:

Sequencing, Scaffolding, and Bloom’s Taxonomy

• Closing

8

Finding the key points…

• Quickly take the draft lesson assessment as a 5th grader who has mastered ONLY the key points EXACTLY as they are written. (BPB 116)

– Look for problem areas where the key points aren’t helping you show mastery

– You should find three problem areas where the key points aren’t enough to help you answer the question.

You will have 2 min – try 1 of each type of question

1:39

Problem areas…

• I’m not sure if reading the .83 should be “point 83” or 83 hundredths

• I could get #2-#5 right just by memorizing the rules – don’t really know why the rules work

• I might not be sure how to pull out the relevant number in a word problem

11


Questions to Consider for Key Points “Fixes”

• Does it “rise to the level” of a key point?

• Do students already have this prior knowledge?

Hint: You will need to fix 2 of the 3 problem areas

Problem Areas•Students need to be taught how to do #1 – the language they should use•Students could get #2-#5 right just by memorizing the rules – they need to be taught why the rules work•No key point about pulling out the relevant number in a word problem

Decide whether or not to fix each problem area, and if so consider how you might fix it.

1:46


Evaluate the key points against the criteria. Where you feel that they don’t meet the criteria, make changes as appropriate

HINTS:

• THESE KEY POINTS DO MEET THE CRITERIA OF “ACCURATE” AND “APPROPRIATE.” BE PREPARED TO EXPLAIN WHY.

• SOME MINOR CHANGES ARE REQUIRED TO HELP THESE KEY POINTS MEET THE CRITERIA OF “LOGICALLY SEQUENCED” AND “STUDENT-FRIENDLY.”

1:53

Step Four: Finalize Key Points (Slide 8 of 11)

Accurate: Is this the “right stuff?” Do I know the what (content)? Do I know the how (processes)?

Appropriate: Is this at the right level of rigor – not too hard and not too easy? Do I have the right number for this lesson – not too few and not too many?

Step Four: Finalize Key Points (Slide 9 of 11)

Logically Sequenced: Are they in the right order to build student mastery?

Student-Friendly: Will these words mean something to my students?

Debriefing the Process—Step 4: Finalizing Key Points

“Thinking Through the Think-Aloud” Handout 2 from PLAN 2a

15


How?

Why?

2:00



16


How?

•We took the draft lesson assessment to find places where students had to use knowledge or skills not in the assessment to succeed.• We compared that list to the key points, and anytime there was something on the list that was not explicitly referenced in the key points we took one of two steps:

•We wrote or modified a key point to make sure that we taught studentseverything they needed to know to succeed on the assessment.•We considered what prior knowledge students were bringing into the lesson and strategically decided not to write a new key point.

• We evaluated the key points against the four criteria one more time.

Why?



17


How?

Why? • Good key points represent all of the knowledge and skills included in the lesson assessment.

•It’s not fair to test students on something they haven’t been explicitlyTaught

•The right key points ensure that we have alignment between theobjective, the assessment, and the content we teach.

•To finalize key points, we must check them against how student mastery is going to be assessed – each part informs the others in this circular vision-setting process.


Key points

(Step 4)

Assessment

(Step 5)




Our final key points can be used to:

– Finalize our lesson assessment– Drive our planning of methods

The lesson vision is used to drive the lesson action. Strong key points lead to strong

methods

19

Agenda Check

Opening & Do Now

“Shared A Brain” & Debrief:

Finalizing Key Points

• “Shared A Brain” & Debrief:

Finalizing Lesson Assessment

• Extension:


• Closing

20

2:07

The Overall Vision process… finalizing

• Finalize Key Points– Take the assessment and look for places where the key points don’t

give enough information to answer a question. • Adjust they key points to provide enough knowledge or skill

support– Apply criteria: check each criteria for key points and adjust if you see

a problem

• Finalize Lesson Assessment– We check that each key point is being assessed (literally check it off)

• If we find that a key point is not assessed, we add a question to our assessment if it seems vital.

– Apply the criteria: check each criteria for assessments and adjust if you see a problem

• Make a sample student response and grading scheme to make sure you know what the right answer will look like and how it will be graded.

• And we’re done!

22








Step 5

• Take 1 minute to look at the assessment and check off the FINAL key points as you see them being assessed. (Final key points BPB 117)

(Draft assessment BPB 116)

• Are there any key points not being assessed?

24


EVALUTE THE LESSON ASSESSMENT AGAINST THE CRITERIA. WHERE YOU FEEL

IT DOESN’T MEET THE CRITERIA, MAKE MODIFICATIONS AS APPROPRIATE.

• HINTS:– THIS ASSESSMENT DOES MEET ALL CRITERIA EXECPT

“RELIABLE.” BE PREPARED TO DEFEND WHY.– FOR “RELIABLE,” THINK ABOUT HOW TO BALANCE “MULTIPLE

OPPORTUNITIES” WITH THE PACING OF AN OVERALL LESSON.

(Draft Lesson Asmt – BPB 116)

25

Step Five: Finalize Lesson Assessment (Slide 3 of 4)

Aligned: Does the assessment test the knowledge and skills required by the objective and nothing else?

Rigorous: Are students demonstrating mastery at the same level of complexity as they will have to on the final assessment?

Scaffolded: Do we know where student learning broke down?

Reliable: Do students have multiple opportunities to demonstrate true mastery?

Debriefing the Process—Step 5: Finalize Lesson Assessment


26


How?

Why?

2:17

Debriefing the Process: Step Five: Finalizing Lesson Assessment

27


How? • We checked the lesson assessment against the finalized key points to make sure thatit tested all of the knowledge and skills covered by the key points.• We evaluated the lesson assessment against the four criteria one more time.

Why?

Debriefing the Process: Step Five: Finalizing Lesson Assessment

28


How?

Why? • The key points represent the “building block” steps that students need to master the objective.

•If the lesson assessment tests all of the building block key points, then it will give me strong daily formative information that lets us know both:

•Whether students “got it” (e.g., mastered the objective)•If they didn’t get it, where their comprehension broke down

•It’s not uncommon that a lesson assessment won’t change very much in this final check. That doesn’t mean it’s not an important step to take –

•To finalize a lesson assessment, we must check them against what students will actually be learning – each part informs the others in this circular vision-setting process.• If we skip this final check, we risk misalignment in our lesson vision – and misalignment can result in confusing methods and unclear outcomes.

Finalizing the Lesson Assessment

The lesson vision is used to drive the lesson action.

A strong lesson assessment leads to strong methods.

29

30








2:22

31


COMPLETE THE REVISED LESSON ASSESSMENT WITH EXEMPLARY STUDENT RESPONSES.

CONISDER:– DO THESE RESPONSES REPRESENT THE

RIGOROUS OUTCOMES WE ARE DRIVING TOWARD? Do I know exactly what I want to see?

– ARE THERE ANY ITEMS THAT COULD “TRIP STUDENTS UP?”

Debriefing the Process—Step 6: Exemplar Student Response


32

Step Six: Exemplar Student Response

How?

Why?

2:27

Debriefing the Process: Completing an Exemplar Student Response

33


How? • We completed the lesson assessment with answers that represented the outcomes we wanted to see from students.• We analyzed and made adjustments based on whether:

•These outcomes were truly what was indicated by the objective•Any of the questions were difficult to answer for reasons unrelated to the rigor of the objective – the “trip up” factor

•Create a simple grading scheme

Why?

Debriefing the Process: Completing an Exemplar Student Response

34


How?

Why? • This exemplar student response gives us a clear illustration of mastery of both the objectives and of the building block steps along the way – this will help ensure that we select methods that drive toward these concrete outcomes.• It is also a final check for both the key points and the lesson assessment because:

•It can highlight assessment questions that have previously unseen distracters or barricades to mastery.•It can highlight previously unseen places where I am asking students to use knowledge and skills that I hadn’t planned on teaching them.

•A grading scheme lets me give clear feedback and identify specific gaps

Agenda Check

Opening & Do Now

CM Guided Think-Aloud & Debrief:




• Extension:


• Closing

35

2:30

Extension of Content: Sequencing, Scaffolding, and Bloom’s Taxonomy

Bloom’s Taxonomy--a hierarchy of six sequenced cognitive levels– Knowledge– Comprehension– Application– Analysis– Synthesis– Evaluation

Handout 3 – Bloom’s Taxonomy Overview (BPB – 121)

36

Using Bloom’s

• Bloom’s can help us:

– Ensure rigor of key points and lesson assessment

– Sequence our lesson from less complex to more complex tasks

– Scaffold lesson assessment questions and checks for understanding so that we know where student learning is breaking down

37

Bloom’s Can Help With Rigor

Look at the two sample objectives and lesson assessment items on Handout 3 in the rigor section (BPB 122):

Which lesson is more likely to be appropriately rigorous? Why?

38

•Example #2 (Spanish II) will likely be at the appropriate level of rigor.

•Example #1 (Biology) will likely be at too low a level of rigor.

2:34

Bloom’s Can Help With Sequence

Look at the set of key points in the sequence section (BPB 122) , and order them from the lowest to the highest level of Bloom’s.

39

C, D, B, AC & D = knowledge level

A & B = analysis level

2:37

Bloom’s Can Help With Measuring Student Learning

Look at the assessment question (BPB 123). The student got it wrong.

• What are some possible reasons? • How could we scaffold this assessment to be sure we know

the root cause of their misunderstanding?

40

•The student might not know the “Bb” sound•The student might have misidentified the picture

2:39

Agenda Check

Opening & Do Now





Extension:


• Closing

41

I Can See Clearly Now…

• Backwards planning is hard work. There are a lot of steps, and in the beginning this process can be time-consuming and frustrating

– Keep your vision clear – focus on student academic achievement. – This method of planning will help drive you to the bright

shiny day of rigorous student outcomes

42

2:44

Documents

Plan 2b : Daily Vision-Setting, Part Two