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It’s Not Just Lesson Planning
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AGENDA
8:00 Introductions/announcements/housekeeping What is “the end” in mind?
Examine several lesson plan templates Discuss characteristics & components Identify the qualities most appropriate for the MHS students Examine those qualities for longevity
9:00 Breaking it down: How do we assess & apply the lesson plan components Webb’s DOK Big ideas Essential question(s) Criteria for success
10:00 BREAK10:15 Elements of planning & Checking your work11:30 LUNCH12:30 Let’s talk about formative & summative assessments
Planning for formative assessments: formal & informal Planning for summative assessments
1:00 Checking your work & reflection1:30 BREAK1:45 Implementing what you’ve learned2:45 Reviewing “the end” & planning next steps
Wrap up & dismiss
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WHAT IS “THE END”?
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Wiggins, Grant
The big picture
• A curriculum is organized to reflect mission (e.g., critical thinking) and program goals (e.g., scientific inquiry).
• These long-term goals are framed by subjects (e.g., science) and courses (e.g., biology).
• Courses are composed of units (e.g., the cell).• Units are composed of lessons (e.g., plant cells).• Lessons are composed of events (e.g., viewing a
plant cell through a microscope).• Events are composed of step-by-step actions and
directions (e.g., procedures for focusing the scope and recording observations).
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Components of a lesson plan
• Meaningful objective(s) (Where)– Justified in terms of past learning and student interest– Linked to longer term goals
• Appropriate events (Hook, Equip, and Tailor)– Events to maximize engaged and effective learning– Mindful of student diversity
• Formative assessments (Evaluate)• A plan to adjust (Rethink, Reflect, Revise): learning plans
build in time for teachers to respond to inevitable student challenges, and unpredicted student interests and responses
• Appropriate closure (Organize)– Lesson summary or debrief with links to past and/or
future lessons– Student self-assessment or reflection
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Thinking about rigor
Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008).
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Thinking about rigor
Rigor is creating an environment in which each student is expected to learn at high levels
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Thinking about rigor
Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high levels
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Thinking about rigor
Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008).
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Thinking about rigor
Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008).
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Evaluating some lesson plan models
• Look at some sample lesson plans• Examine and critique components and
characteristics• Build towards your model lesson plan template
– Discuss characteristics & components– Identify the qualities most appropriate for the MHS
students– Examine those qualities for longevity
SO WHAT?WHY?
TRUST YOUR KIDS TO LEARN
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BREAKING IT DOWN
• Webb’s DOK• Big ideas• Essential Questions• Criteria for success
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Webb’s Depth of Knowledge
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Webb’s Depth of Knowledge with Karin Hesshttp://vimeo.com/20998609
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Webb’s Depth of KnowledgeRecall &
Reproduction(DOK 1)
Skills and Concepts/Basic Reasoning
(DOK 2)
Strategic Thinking/Complex Reasoning
(DOK 3)
Extended Thinking/Reasoning(DOK 4)
Recall or recognize a fact, information or procedure
Perform a simple algorithm
Follow a set procedure
Answer item automatically
Use a routine method
Recognize patterns
Retrieve information from a graph
Make some decisions to approach a problem
Application of a skill or concept
Classify Organize Estimate Make
observations Compare data Imply more than
one step
Apply reasoning, planning using evidence and a higher level of thinking
Make conjectures Justify Draw conclusions
from observations Cite evidence and
develop logical arguments for concepts
Explain phenomena in terms of concepts
Use concepts to solve problems
Performance tasks
Authentic writing Project-based
assessment Complex
reasoning, planning, & developing
Make connections within the content area or among content areas
Select one approach among alternatives
Design and conduct experiments
NOT A TAXONOMY
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Webb’s Depth of KnowledgeRecall &
Reproduction(DOK 1)
Skills and Concepts/Basic Reasoning
(DOK 2)
Strategic Thinking/Complex Reasoning
(DOK 3)
Extended Thinking/Reasoning(DOK 4)
Recall or recognize a fact, information or procedure
Perform a simple algorithm
Follow a set procedure
Answer item automatically
Use a routine method
Recognize patterns
Retrieve information from a graph
Make some decisions to approach a problem
Application of a skill or concept
Classify Organize Estimate Make
observations Compare data Imply more than
one step
Apply reasoning, planning using evidence and a higher level of thinking
Make conjectures Justify Draw conclusions
from observations Cite evidence and
develop logical arguments for concepts
Explain phenomena in terms of concepts
Use concepts to solve problems
Performance tasks
Authentic writing Project-based
assessment Complex
reasoning, planning, & developing
Make connections within the content area or among content areas
Select one approach among alternatives
Design and conduct experiments
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Essential questions
• What makes a question essential?• Why is an essential question of value in lesson
planning?• What are some qualities that mark an essential
question?
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What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue. Think of questions in your life that fit this definition – but don’t just yet think about it like a teacher; consider the question as a thoughtful adult. What kinds of questions come to mind? What is a question that any thoughtful and intellectually-alive person ponders and should keep pondering?
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What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue. Think of questions in your life that fit this definition – but don’t just yet think about it like a teacher; consider the question as a thoughtful adult. What kinds of questions come to mind? What is a question that any thoughtful and intellectually-alive person ponders and should keep pondering?
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
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A question is essential when it:
• causes genuine and relevant inquiry into the big ideas and core content;
• provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;
• requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;
• stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
• sparks meaningful connections with prior learning and personal experiences;
• naturally recurs, creating opportunities for transfer to other situations and subjects.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
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Big ideas
• What’s the a big idea?• What is the relationship of a big idea and
essential questions?
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An idea is “big” if it helps us make sense of lots of confusing experiences and seemingly isolated facts. It’s like the picture that connects the dots or a simple rule of thumb in a complex field. For example: “the water cycle” is a big idea for connecting seemingly discrete and one-way events (the water seems to just disappear as it evaporates). “The heroic cycle” enables us to comprehend literature from many places, cultures, and times. “Measure twice, cut once” is a profound reminder about how to avoid heartache and inefficiency in building anything.
A big idea is thus a way of seeing better and working smarter, not just a vague notion or another piece of knowledge. It is more like a lens for looking than another object seen; more like a theme than the details of a narrative; more like an active strategy in your favorite sport or reading than a specific skill. It is a theory, not a detail.
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An idea is “big” if it helps us make sense of lots of confusing experiences and seemingly isolated facts. It’s like the picture that connects the dots or a simple rule of thumb in a complex field. For example: “the water cycle” is a big idea for connecting seemingly discrete and one-way events (the water seems to just disappear as it evaporates). “The heroic cycle” enables us to comprehend literature from many places, cultures, and times. “Measure twice, cut once” is a profound reminder about how to avoid heartache and inefficiency in building anything.
A big idea is thus a way of seeing better and working smarter, not just a vague notion or another piece of knowledge. It is more like a lens for looking than another object seen; more like a theme than the details of a narrative; more like an active strategy in your favorite sport or reading than a specific skill. It is a theory, not a detail.
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Any understanding, essential question, or transfer task is made up of a big idea; it is built out of it, in other words. So, making a question using a big idea turns into an essential question. A food chain is a big idea. “On what energy do we depend and how can we ensure access to it?” is an essential question about that big idea. While it is true that sometimes when asked to name a big idea we frame it instinctively as a question or a statement, sometimes we just express it as a phrase or word.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99
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• What do you think you’d look for in a lesson plan for an essential question?
• What do you think you’d look for in a lesson plan as a big idea?
• How do the strategies and activities support student understanding/application of the big idea?
• How do strategies and activities support student access of the essential question(s)?
• When a lesson goes wrong
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A little more time with EQs and big ideas
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Criteria for success
• How do you identify, describe, define, and/or explain criteria for student success for any lesson plan?
• How do you articulate how you measure that success?
• How do you make your expectations clear to your students?
• What prevents students from understanding your expectations?
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ELEMENTS OF PLANNING
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Components to consider
Instruction
• Promoting critical thinking
• Communication building relevance
• Applying integrated ideas
• Applying of concepts
• Promoting responsibility Source: Adapted from Defining Rigor, Julie Edmunds, SERVE
Assessment
• Aligns with instructional targets (assess at the level to which you are teaching)
• Enables students to demonstrate proficiency/mastery of the content/skills
Course content• Content acquisition
(learning progressions)• Appropriate leveled text(s)
for challenge
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• Knowing what securely held knowledge students bring to the topic
• Enabling focus of content for efficient planning • Knowing what teachers in the next grade expect of
your students• Identifying related concepts at grade level• Clarity about the focus for each grade• Engaging in rich uses of classroom assessment
Learning progressions mean . . .
Another resource: http://www.ascd.org/publications/educational-leadership/apr07/vol64/num07/The-Lowdown-on-Learning-Progressions.aspx
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Big ideas & essential questions
• What, specifically, do I want students to learn from each lesson that will contribute to the students’ understanding of the unit’s main ideas and objectives?
• Is each lesson developmentally appropriate?• How can I help students see the links between this
activity and other lessons?• Do the lesson objectives clearly link to previous and
future lesson objectives?• Is there a clear learning progression from one lesson
to the next?
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Creating learning objectives
• Do you use clear action verbs in your objectives?• How do the lesson plan objectives contribute to
the overall unit objectives?• Does the sequencing of your objectives and
lessons make sense?• Will it be easy for learners to make the
connections between lessons?• What is your plan for communicating these
objectives in learner-friendly language?
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Can we talk. . .about Lexiles?
• What is the Lexile range for your grade?• How do you ensure students get exposure to
texts across the given Lexile range?• What other elements of the text do you consider
beyond Lexile to choose the appropriate level of text complexity to ensure rigor in your classroom?
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Resources
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Text complexity is defined by:
Qua
litat
ive
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion) Reader and Task
Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Text Complexity: Appendix A
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Text complexity is defined by:
Qua
litat
ive
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion) Reader and Task
Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Text Complexity: Appendix A
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Questions to consider
• Do you know the Lexile levels of each of the resources?• Are the Lexile bands appropriate for your students at the
chosen time of year?• What other features of the text increase its complexity?• Is the text just outside of the students’ level of comfort to
challenge but not frustrate?• How will you include a variety of texts (video, non-fiction,
fiction, digital, etc.), as appropriate?• What support might students need to work with any text or
resource? How will you differentiate?• Will you have a range or pool of resources rather than
centralizing your lesson around a key text? • Will you have a range of tasks that could address the interest
levels of different audiences?
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ASSESSMENTS. . .AND STRATEGIES
• Formative assessments• Summative assessments• Role of performance tasks
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Performance Tasks
Traditional Assessment
Traditional testing helps answer the question, “Do you know it?” and performance assessment helps answer the question, “How well can you use what you know?”
These two ways of looking at literacy do not compete; the challenge is to find the right balance between them
Hibbard, M. (1996). A Teacher's Guide to Performance-Based Learning and Assessment
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Performance tasks. . .
• Build on content knowledge, process skills, and work habits
• Designed to enhance learning as students makes connections, “pulls it all together”
• Integral part of learning• Range from short activities to larger, culminating
projects• Larger projects can be the result of several
shorter activities throughout unit
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CHECKING YOUR WORK & REFLECTION
Where the rubber meets the road.
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IMPLEMENTING WHAT YOU’VE LEARNED
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REVIEWING “THE END” & PLANNING AHEAD
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NEXT STEPS
• Identify your 3 next steps• Explain why these are your 3 next
steps• Establish a deadline for each of your
steps• Remember the 80/20 rule
– Of all the tasks performed throughout the day, only 20 percent really matter.
– Those tasks in the 20 percent very likely will produce 80 percent of our results.
• Discuss with others for accountability80/20 rule aka Pareto’s Principle
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