Enduring Skills -A Process for Identifying -Final

Report
STUDENT GROWTH GOAL SETTING
FOUNDATIONS
What Skill Will You Focus on?
Identifying Enduring Skills
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Establish
Baseline
Target students’
priority need
Identify the sources of
evidence needed to measure
students’ level of proficiency
in the Enduring Skills
Identify what proficiency looks like
for the Enduring Skills
Identify the Enduring Skills in the
content area standards
Know the expectation of
content area standards
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Targets
• Collaboratively identify the enduring skills,
understandings, processes,
understandings and concepts in your
content area.
• Prepare you to identify a strong content
focus for your student growth goal.
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This activity will…
• Guide you through a process for identifying
enduring skills in your content.
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5
FOCUS ON
ENDURING SKILLS?
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Making the biggest impact with
your student growth goal…
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Think and Plan Tool
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Questions to Ask
• Based on my content standards, what are the
enduring skills*, concepts and processes
students should master by the end of the school
year/course?
• Is the learning identified enduring?
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Defining ENDURING
Learning that
• ENDURES beyond a single test date
• is of value in other discipline
• is relevant beyond the classroom
• is worthy of embedded, course-long focus
• may be necessary for the next level of
instruction
Handout
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ENDURING LEARNING
Writing Example
EXAMPLES
NON-EXAMPLES
• Write arguments to support
claims with clear reasons
and relevant evidence
• Establish the significance of
claims
• Create logical organization
of claims, reasons and
evidence
• Use words, phrases and
clauses to create cohesion
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ENDURING LEARNING
Reading Example
EXAMPLES
• Summarize key supporting
details and ideas
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NON-EXAMPLES
• Identifying main ideas of a
text
• Differentiate between bias
and evidence
• Differentiate between
essential and irrelevant
information
• Skimming or scanning a
text
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ENDURING LEARNING
Social Studies Example
EXAMPLES
• Produce an argument to
support claims with
appropriate use of relevant
historical evidence
NON-EXAMPLES
• Describe point of view for
primary and secondary
sources
• Use Chicago Style
correctly when citing
evidence
• Improve student perception
of history
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ENDURING LEARNING
Science Example
EXAMPLES
NON-EXAMPLES
• Develop models using an
• Create a model of an
analogy, example, or
erupting volcano using
abstract representation to
vinegar and baking soda.
describe a scientific
principle or design solution.
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Enduring Learning
WHAT IT IS
• Worthy of extended focus
• Fundamental to learning in
other disciplines
• Aptitude that has value and
utility beyond one narrow
context
• Foundational for the
application of content
• Applicable beyond school
• Can be measured over time
WHAT IT ISN’T
•
•
•
•
A sub skill
Explicit content knowledge
An activity
A skill with limited
application
• A strategy for learning
Handout
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What are the big rocks, big concepts,
underlying practices & processes of
your content area?
• Where can you find this info for your
content? What are the guiding documents
of your content?
• Where is this info in your standards?
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What Standards, Structural Documents & Resources
accompany the standards in each content area?
• Anchor StandardsLiteracy/Science/Social
Studies/Technical
Subjects
• Anchor Standards
Reading-ELA
• CCSS/KCAS-ELA
• C3 Framework (+
literacy standards) Social Studies
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• CCSS/KCAS- Critical
Areas combined with
math practices
• KY World Language
Standards
• National StandardsVisual Arts, PE, etc.
• NGSS/KCASPractices/ConceptsScience
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On your own…
Highlight or underline the skills
or competencies you notice in your
standards document.
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Together…
Chart the skills you’ve
underlined or highlighted.
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Share one example
Share one example you feel
confident about.
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• Look at the examples identified by the Kentucky
Department of Education for your content.
Remember that these are not inclusive lists!
• Are you on the right track for identifying enduring
learning? What can you learn from the list for your
content?
• If your identified learning is not on the list…
• Go back and check the criteria – does it match? Share
with a colleague why you think it matches and come to
agreement.
• If you agree, you have identified another one.
• If not, now you have a better understanding of what
enduring is.
Handout
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• Continue to work collaboratively through your
standards document to identify additional enduring
skills.
• Record digitally (Add to your content’s Enduring Skills Initial List)
• Use the tools:
*Enduring definition
*Your What It Is/What It Isn’t chart
*Initial Enduring Skills list for your content
REMEMBER:
 You will want a list to choose from when you match your student needs to
the content focus!
 Revise this list as you teach this year. You may think of more.
 This list can be used for other purposes beyond student growth goal setting.
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Resources
Student Growth Goal Setting Process
http://mediaportal.education.ky.gov/educatoreffectiveness/professional-growth-andeffectiveness/2014/02/student-growth-goal-settingprocess/
Student Growth Goal Setting Resources
http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGESStudent-Growth-Page.aspx
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