Planning and Monitoring for Learning

Planning and Monitoring for Learning

AP IL

D N

ovem

ber 8

, 201

2

Learning

Planning for teaching vs.

Planning for learning

Brainstorm with a partner.

What are the differences between

Planning for Teaching and Planning for

Learning?

Planning for Teaching

FRONTWARD DESIGN = LOOSELY ALIGNED

1. Topic: Identifies a

topic of study from the Scope

and Sequence

2. Learning ActivitiesDevelops

lessons and activities to

help students learn about

the topic

3. AssessmentCreates an

assessment for the end of the unit (based on what has been

taught)

Planning for Learning

BACKWARD DESIGN = TIGHTLY ALIGNED

Performance Standards:

Closely examines

curriculum and then designs

lessons that are tightly aligned

to the Standards

(TEKS).

Evidence of Learning:

Design assessments (formative,

summative, tasks) that will allow

students to demonstrate what they have learned.

These should be tightly aligned to

the standards.

Learning Activities:

Selects strategies, structures, and

activities that will cause students to

engage in the content, context,

and cognitive rigor of the standards so that they will have

success on assessments.

MONITORING AND REFLECTING

Monitoring & Coaching

Reflective Practice About Lesson Design & Results

Alignment

Written

Taught Tested

Continuous Improvement Model

Elizabeth A. Clark, Ed.D.

Lesson 1

Instructional Unit 1

Common assessment

Formative assessment (FA)

Regroup/ Re-teach

Lesson 2 Lesson 3 Lesson 4

FA FA

PLC

PLC

PLC

Curriculum

Planning for Learning Model

Planning for Learning Model: The PLC

PLCThe primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions:

1. What do students need to know and be able to do?

2. How will we know when they’ve learned it?

3. What will we do if they haven’t learned it?

4. What will we do if they already learned it?

What do students need to know and be able to do?

PLC

CurriculumFirst step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do?

PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested.

How will we know when they’ve learned it?

PLC

CurriculumSecond step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it?

PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not.

Common assessment

Lesson 1

Instructional Unit 1

Common assessment

Formative assessment

(FA)

Regroup/ Re-teach

Lesson 2 Lesson 3 Lesson 4

FA FA

PLC

PLC

PLC

Curriculum

Planning for Learning Model

Select the standard

Partners, PreReqs, and

Process

Evidence of Learning

Strategies and Structures

Resources

ProcedureAccommodations/

Modifications/ Extensions

Reflection

Planning for Learning: The Lesson Design Level

Planning for Learning: Expectations for Lesson Planning

The WHAT we teach within a unit will be common (the standards)

The HOW we teach may vary

Lessons DO NOT have to be lock-step

We will COLLABORATE to design quality lessons

We will MODIFY for our students’ unique needs

Select the standard


Process



Resources



Reflection

Planning for Learning: The Lesson

What do students need to know and be able to do?Leading Standard

The leading standard is the target learning of a lesson.

Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another.

For example, if the leading standard is:create brief compositions that establish a central idea in a topic sentence.[4.18Ai]

A partner standard could be:use complete simple and compound sentences with correct subject-verb agreement.[4.20C]

What do students need to know and be able to do?PARTNER STANDARDS

Process skills are those skills needed for applying the content standards.

For example, if the leading standard is:create brief compositions that establish a central idea in a topic sentence.[4.18Ai]

Students will need to have this process skill inorder to apply the above standard:plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[4.15A]

What do students need to know and be able to do?PROCESS SKILLS

What do students need to know and be able to do? Guiding Questions for the PLC

• What will be the leading, or target, standard for this lesson?

• Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together?

• What process skills are necessary to the student’s ability to master the standard(s)?

• What is the cognitive rigor of the standard(s)?

• What content is addressed in the standard(s) and in what context will it be assessed?

• What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)?

Activity #1Planning for Learning Activity

Activity #1Planning for Learning Activity

Get into small groups of 3-4 Elect one scribe to record your group’s thoughts on the provided handout Elect one member to share with the whole group after the activity All group members will engage in discussion around the following questions

Leading Standard

1. How does standard #2 serve the leading standard?


3. Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?

#2#3

Planning for Learning Activity

Leading Standard

#2

#3



3. Do you think these three standards combine to create a focused and rigorous lesson? Why or why not?


1. Should a lesson contain so many standards? Why or why not?


Leading Standard

2. Which example of grouped standards will lead to the most effective backward design of aligned instruction? Why?

3. How can this learning help you support the teachers on your campus?


Questions to Monitor Learning

• As you look at your curriculum to plan for learning, what criteria did you use to select the standards that you would teach?

• When you selected your leading standard, what was your thinking in selecting partnering and process standards?

• How do you know when to include partnering standards and process standards and when to limit the number?

Select the standard


Process



Resources



Reflection


Evidence of Learning: How will we know when they’ve learned it?

• How exactly will students demonstrate evidence of their learning at the end of the lesson cycle?

• How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.)

• What formative assessments and tasks can be used throughout the lesson cycle to monitor student progress?

Evidence of Learning: How will we know when they’ve learned it?


Formative:-Frequent

-Occurs before or during the unit of

instruction

-For instructional purposes

-Can be anything that informs you on student

progress- May not be for a

grade

Summative:- Less frequent

- Occurs after unit of instruction

- For evaluative

purposes- Can be a test, a

project, an essay, a presentation, etc.

- Example: Major test grade

Tasks:Task=Performance

-Quality work products that allow students to

engage in aligned learning

-Lead students to the desired learning

outcomes- May be scaffolded in order to help students work toward mastery

of the standard(s)

Student Task(s)

Resources


Standard(s)

= Desired Outcome

Evidence of Learning: What tasks will help students learn the standard(s)?

Student Task(s)


The best way to monitor teaching is to closely examine the learning: what are kids actually doing?

Monitoring for Learning Activity

Please rejoin your small

groups.

Scenario: Two science teachers have designed two different lessons, both focused on the same standard.

Both lessons are engaging and interactive. Both lessons have sound instructional practices.

Take 5 minutes to examine both lessons. Focus on what the kids are doing.

Upon initial examination, would you be pleased to witness both of these lessons? Why or why not?


Now, take 3 minutes to examine the TEKS UNWRAPPED! handout.

Both teachers cited 5.5B as the target learning of the lesson.

What should the students know and be able to do as a result of the lesson?


Key Question: Which lesson is aligned appropriately to the Student Expectation?


Read through both lessons againCollect evidence that supports your conclusionBe prepared to share in 5 minutes

http://www.online-stopwatch.com/eggtimer-countdown/full-screen/

What if the evidence reveals a lesson that is not aligned to the standard?

Let’s Brainstorm !


• As you taught this lesson, what did you have students to do that would indicate that all the standards that were selected were adequately addressed?

• What did you expect students to learn from this lesson? Was that outcome accomplished? If no, then why?

• When you teach the lesson again, what modifications will you make?

Questions to Monitor Learning

Student Work SamplesMonitoring for Learning: Debrief

Select the standard


Process



Resources



Reflection


Select the standard


Process



Resources

Planning for Learning: The Lesson Plan in Forethought

What do students need to know and be able to do?

How will we know when they’ve learned it?



Reflection

Planning for Learning: The Lesson Plan in Forethought

What will we do if they haven’t learned it?

What will we do if they already learned it?

Planning for Learning in Forethought

PLCProcess

alignmentand it will save teachers’ time!

Forethought should be like a member of the PLC: keep it open and put it to work during PLC meetings

Study the Standard Clarification documentsUtilize the Team PlannerUtilize My ActivitiesTrailblazers are getting this training now, but it

is posted for everyone to see.

Planning for Learning in Forethought

http://schools.birdvilleschools.net/Page/24684

Documents

Planning and Monitoring for Learning