UnpackingTheStandard sPresentation

Unpacking the Standards: 

Unpacking the Standards How Do I Know What to Teach and How to Teach It?

Session at a Glance: 

Session at a Glance Introductions Jumpstart Your Thinking Building Vocabulary Types of Standards Types of Knowledge Types of Memory Process for Analyzing a Standard Checking for Understanding Wrap it up!

Introductions: 

Introductions

Slide4: 

Find your pieces and get together! Introduce yourself, including your position. Why did you come to this workshop? What do you expect to gain? How do I make a decision about what to teach? Share… with the large group!

Standard: 

Standard Participants will: Declarative Understand the difference between content and performance standards Understand what is meant by the terms declarative and procedural knowledge Procedural Process for analyzing a standard

Assessment Task: 

Assessment Task In pairs select a state standard. Analyze the standard. Briefly describe to another group how you might assess this standard.

Personal Goal Setting: 

Personal Goal Setting Given the standard for this session, and the task you will be asked to accomplish at the conclusion of this session, what personal learning goal will you set for yourself?

Intent of Standards: 

Intent of Standards Encompass accurate, high-quality content and skills. A balanced, coherent articulation of expectations for student learning. To provide the structure from which a deep and rich local curriculum can be built. Succeeding with Standards Judy F. Carr & Douglas E. Harris

Jumpstart Your Thinking: 

Jumpstart Your Thinking

Marbles and Clay: 

Marbles and Clay Marbles Clay Both

Exploring Definitions: 

Exploring Definitions Performance Standard Content Standard Declarative Knowledge Procedural Knowledge Individually define Groups of 3 compare Explore envelopes Create - using organizer or pictorial representation

Performance & Content: 

Performance & Content Performance standards specify what levels of learning are expected.  Content standards cover what students are to learn in various subject areas, such as mathematics and science. 

Declarative & Procedural: 

Declarative & Procedural Declarative Knowledge = The "What" of knowing. Procedural Knowledge = The “How" to do things

Types of MemoryEric Jensen: 

Types of Memory Eric Jensen

Slide15: 

Declarative and Procedural Knowledge Networks Kris Nei, 2000

Process for Analyzing a Standard: 

Process for Analyzing a Standard

Language Arts Standard: 

Language Arts Standard Knows the defining characteristics of a variety of literary forms and genres (e.g.,fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, supernatural tales, satires, parodies, plays, drama, American literature, British literature, world and ancient literature, the Bible) Grade 9-12 Source: McREL Compendium of Standards, 1999

Knows the defining characteristics of a variety of literary forms and genres. : 

Knows the defining characteristics of a variety of literary forms and genres. What’s in the standard? Discuss with a colleague. Paraphrase it. Make notes. Ask each other questions. Implications Are there prerequisites? What’s between the lines?

Knows the defining characteristics of a variety of literary forms and genres.: 

Knows the defining characteristics of a variety of literary forms and genres. What is the essence? Create a mind map or graphic What does the marble and clay activity have to say about this standard How will students show their learning? Visualize what students will do for assessment What will they do to get ready for the assessment Will students have to perform at a specified level

Knows the defining characteristics of a variety of literary forms and genres.: 

Knows the defining characteristics of a variety of literary forms and genres.

Knows the defining characteristics of a variety of literary forms and genres.: 

Knows the defining characteristics of a variety of literary forms and genres. Where can we find real-life examples? What careers require this knowledge or skill? Are there examples in daily life? Orally summarize as if you were talking to a parent who knows nothing about the subject.

Discussion Questions: 

Discussion Questions Which parts of the process provided you the most information about the standard? If you were going to use this process where and when might it be beneficial. If there was one part of the process you would omit, what would it by and why?

Checking for Understanding: 

Checking for Understanding

Assessment Task: 

Assessment Task In pairs select a state standard. Analyze the standard. Briefly describe to another group how you might assess this standard.

Wrap It UP!: 

Wrap It UP!

Slide27: 

T’ing it up for Trainers