Unit Planning Design using Learning Target framework

Report
November 5, 2013
Anchoring the Work
 Work with a partner to complete the problems. (10 min.)
 What knowledge and skills are required?
 What reasoning is required?
 Review the 3-grade span in your math binder
(K-2, 3-5) to note grade level standards related to this
concept (5-10 minutes).
 How does Operations and Algebraic Thinking
develop through the grades?
 What can we take away for our own planning?
1.
Problems
MAP Math Results by Goal
%ile in the average band or better (41 percentile+)
G2 G3 G4 G5
G6 G7 G8 G9 G10
69 57 67 66 OA 64 54 57 69 73
OA
63 67 68 77 RCNS 64 70 62 64 66
NO
62 60 68 74 SP 68 68 56 66 68
MD
70 63 72 78 G 71 69 65 67 70
G
RED– relative weakness
GREEN – relative strength
OA=Operations and Algebraic Thinking
NO=Number and Operations
MD=Measurement and Data
G=Geometry
RCNS=The Real and Complex Number Systems
SP=Statistics and Probability
Unit Assessments – 2012-13
OA strand is relative weakness
 G2 Unit 3 OA.1 – Use addition to solve – 60%
 G3 Unit 3 OA.5 – Apply properties – 70%
 G4 Unit 3 OA.3 – Solve problems– 58%
For example, Grade 4 results:
OA.3
NBT.5
NBT.6
As a result, District Goal reads:
The percentage of students
demonstrating grade level skills in the
area of operations and algebraic
thinking will increase from 64% to 67%
as evidenced by fall to spring MAP
Math results on this sub-goal.
Where is the district in the process?
Domain 1: Planning
 Independently review rubric with a focus on
implications for unit planning (5-10 min).
 As you read, underline or highlight components
that will inform unit planning throughout the
day.
 Pay particular attention to indicators 1b and
1d, which will be the primary focus areas for
today.
2-4
Rubric
(2 versions)
1b: Developing and organizing coherent and relevant
units, lessons, and learning tasks
 The lessons and units of instruction incorporate
higher level learning of content skills or concepts to
actively engage students to think critically,
creatively and solve problems.
 Units, lessons and learning tasks are clearly aligned
to learning outcomes, standards and assessments.
 Teacher organizes content in such a way that each new
piece of information clearly builds on the previous
piece and purposefully engages students.
Planning 1d: Selecting appropriate assessment
strategies to monitor student progress
 Assessments are clearly aligned with instructional
outcomes and results are used to inform planning
 A variety of assessments tools and strategies aligned
to curriculum and content standards are designed or
selected to monitor and evaluate students; learning,
individually and as a class.
 Strategies are planned to engage students in
developing and/or using assessment criteria to
assess their own work.
 Assessment criteria are clearly articulated.
Learning Target
I can apply the learning target framework to plan a
math unit that will develop students’ algebraic thinking.
I will know I am successful when:
 I develop a learning trajectory for the unit that aligns to
curricular expectations and leads to intended outcomes.
 I develop strong performances of understanding for anchor
experiences that require students to apply algebraic
thinking in alignment with grade level expectations.
 I identify areas within the unit planning process for which I
may need more support or practice.
Pre-Assessment
 Independently review the exit slip. For each
step in the planning process, circle one
response:
1. Not sure about this - need more
information/support
2. I get it, but need to practice and/or
implement
3. This is currently part of my planning
process
5
Exit Slip
Standards Based Education Model
Stage 1:
NPS
Standards
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
---------------------------------------
Skills and Knowledge
All Above, plus
Tasks
Student Work
Teacher
Commentary
All Above
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students have acquired
the requisite knowledge, skills, and understandings?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to provide my students with
multiple opportunities to acquire the knowledge, skills,
and understandings?
(to support student success on assessments, 7
leading to desired results)
Outline
Identify Desired Results:
Step 1: Independent Curriculum Review –
(10 min)
 Review the 3-grade span. What do students need to
know and be able to do in your grade in order to be
successful in grade 6?
 Review the unit 3 planning guide: What is this unit all
about? What are the intended outcomes?
 Review big ideas, essential questions
 Review concepts and skills
 Review unit assessment
Math Binder
Identify Desired Results:
Step 2: Identify unit objectives – 10 min.
 Review the concepts and skills in the curriculum.
 Consider any other concepts and skills necessary based
on what you know about your students.
 Consider any other concepts and skills based on your
past experience (for example, common misconceptions).
You do not need to rewrite concepts and skills, but you
might record other objectives that you need to consider.
Whole Group Share
 Select 2-3 high leverage objectives that are critical in
developing algebraic thinking. These should
inform the identification of anchor experiences.
 Be ready to share:
 What are the objectives?
 What is your reasoning?
Standards Based Education Model
Stage 1:
NPS
Standards
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
---------------------------------------
Skills and Knowledge
All Above, plus
Tasks
Student Work
Teacher
Commentary
All Above
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students have acquired
the requisite knowledge, skills, and understandings?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to provide my students with
multiple opportunities to acquire the knowledge, skills,
and understandings?
(to support student success on assessments,
7
leading to desired results)
Outline
Determine Acceptable Evidence
(20 min.)
 How will you know that students are
successful in this unit? Develop the
criteria for success for the unit.
 What might you learn from the unit
assessment? What else might you need
to know? How will you find out?
9
Criteria
for
Success
BREAK
 Please return in 15 minutes
Standards Based Education Model
Stage 1:
NPS
Standards
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
---------------------------------------
Skills and Knowledge
All Above, plus
Tasks
Student Work
Teacher
Commentary
All Above
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students have acquired
the requisite knowledge, skills, and understandings?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to provide my students with
multiple opportunities to acquire the knowledge, skills,
and understandings?
(to support student success on assessments,
7
leading to desired results)
Outline
Plan Learning Experiences and Instruction
Step 1: Sequence Learning Progression
 Sequence the unit objectives to develop your initial
learning trajectory.
 Your trajectory may be different than your neighbor’s
trajectory!
 Make note of math practices that students will develop
throughout this unit.
 See explanation of math practices behind curriculum
tab – after pacing guide.
11
Learning
Trajectory
Plan Learning Experiences and Instruction
Step 2: Develop performances of understanding for anchor experiences
Laying Foundation:
 Independently read Strategies for Teaching and
Learning –from Georgia to develop a deep
understanding of what students need to know and do.
 Let’s review….what makes a strong performance of
understanding?
Georgia link
The performance of understanding is what the
students are:
Making
Saying
Doing
Writing
It demonstrates a:
1.
2.
Student’s understanding and skills; and
Provides compelling evidence of student’s understanding and skills
(formative assessment)
Learning
Activity
Learning
Task
Consideration
 How Rigorous and
Relevant is the
Performance of
Understanding (what
students are making,
saying, doing or writing)
that you have designed
for students?
Example Learning Target
I can accurately
regroup when
solving two digit
addition problems.
Example: Performance of Understanding
Given a pair of
equations such
as 24 + 48 = 72,
and 48 + 24 = ___,
apply a rule that
would give the
solution to the
second equation
of the pair
without adding
the factors.
As part of our study of Newington,
plot three places on our Newington
map that you’d like to visit. Refer to
the price chart to determine how
much it will cost. Write a letter to
your parent explaining your trip and
why you want to visit each location.
As part of our class survey, we found
that fourteen students have a pet dog
and seven students have a pet cat.
What is the total number of dogs and
cats?
Solve
Solution
Example: Performance of Understanding
Given a pair of
equations such
as 24 + 48 = 72,
and 48 + 24 = ___,
apply a rule that
would give the
solution to the
second equation
of the pair
without adding
the factors.
As part of our study of Newington,
plot three places on our Newington
map that you’d like to visit. Refer to
the price chart to determine how
much it will cost. Write a letter to
your parent explaining your trip and
why you want to visit each location.
As part of our class survey, we found
that thirteen students have a pet dog
and seven students have a pet cat.
What is the total number of dogs and
cats?
Solve
Solution
-How about for Foundational Skills?
-What Can We Do to Increase thinking,
development and retention?
 Moving beyond independent worksheet performance
of understanding…
Have students work in pairs to discuss
their solution to problems (cards
and/or dice). Record their work in their
Math Log.
-What Can We Do to Increase thinking,
development and retention?
 Moving beyond independent worksheet performance
of understanding…
Have students use a place value mat
to show their understanding of
solving a word problem. Record
their work in their Math Log.
-What Can We Do to Increase thinking,
development and retention?
 Moving beyond independent worksheet performance of
understanding…
In a game-like format, small groups work in
the following roles:



Worker – Uses place value mat to solve the
problem
Banker – Exchanges place value blocks for the
worker when needed, ensuring accuracy of the
work
Recorder – Captures what worker is doing in
writing as evidence of accurate problemsolving.
BRAIN BREAK
 Find a Partner
 Skip count by the selected number while toe-tapping
your partners foot - right foot to right foot, then left foot
to left foot, counting one number with each toe-tap.
Crossing over the midline of one's body is an
excellent way to reset the brain and doing this
while skip counting is a wonderful way to practice
this all-important skill.
Regroup by School
Identify anchor experiences
 What are anchor experiences that will lead students
to the intended outcomes? Consider experiences that
will allow students to:
 apply a combination of concepts and skills.
 apply algebraic thinking.
 EXPLORE: Have one person explore a specific site to
share with the group. Focus on the first 4 links.
Email links
Plan Learning Experiences and Instruction
Step 2: Develop POU
 Select/develop strong performances of understanding
for the anchor experiences that will lead students to
the intended outcomes. Consider what students will
do, say, write, or create that will allow them to deepen
understanding and demonstrate learning.
 Consider integration with other subject areas.
 REMEMBER…to include Criteria for Success
Email links
Plan Learning Experiences and Instruction
Step 3: State learning targets
 State learning targets for the anchor experiences.
Make sure that the target expresses, from the students’
point of view, the knowledge and skills they will be
using in their performance of understanding.
 Alignment check – Do the learning targets and
performances of understanding match the desired
results outlined earlier?
Extension – Math Workshop
 Review the performances of understanding.
 How might you need to differentiate based on student
needs?
 How might math stations support practice and
reinforcement?
Plan Learning Experiences and Instruction
Next steps: Step 4: Develop CFAs
 Review the criteria for success for the
performance of understanding.
 Consider a CFA that will help you determine
whether desired outcomes were achieved.
Next Steps – Step 5
 Daily Lesson Planning
 Use the DesCartes Learning Continuum and the learning
target organizer to further decompose standards.
 Develop daily lessons based on current levels of performance.
 Data team work – Possible areas of focus:
 Develop a CFA for anchor experiences.
 Monitor progress toward unit criteria for success by analyzing
CFA (focus on student work, not numbers). Identify
instructional strategies to address areas of need.
 Refine plans based on student progress.
Exit Slip
 Revisit PRE-ASSESSMENT – Place a square (instead of
circle) to indicate where you are with each indicator.
5
Exit Slip
Vertical Alignment check
 Write one learning target with performance of
understanding on chart paper with your grade level
listed at the top.
 Post your chart paper in the room listed below.
 Paterson and Reynolds – Media Center
 Chaffee and Green – ROOMS 309-310
 Engage in a gallery walk, focusing on the progression
of learning through the grades.

similar documents