seal initial 03 05

Slide 1: 

1 WELCOME! SEAL

Slide 2: 

2 Welcome and Logistics Review Agenda Intended Results: Be able to plan and deliver effective lessons for ALL students Rules of Engagement GEL (Group Engaged Learning) Power Point Handout Overview of Binder

Slide 3: 

3 SEAL Be able to plan and deliver effective lessons for ALL students

Slide 4: 

4 Language of Low Expectations (for adults and students) Click, Click BRAINSTORM SEAL

Extinguish language that is…: 

5 Extinguish language that is… Judgmental Hurtful Accepting of Excuses Reflects Low Expectations Sympathetic vs. Empathetic Against the Learning For All philosophy click, click SEAL

Slide 6: 

6 Designing a Lesson What are the components of a standard lesson design? SEAL

Slide 7: 

7 1 STANDARDS 2 EXAMINE DATA 3 ASSESSMENT 4 LEARNING EXPERIENCES SEAL the Lesson! SEAL

Slide 8: 

8 Plan and deliver lessons based on grade-level STANDARDS EXAMINE student data ASSESS student learning Plan and deliver research-based LEARNING EXPERIENCES SEAL: Tools to...

Lesson Design: 

9 Lesson Design “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction.” —Stephen R. Covey The Seven Habits of Highly Effective People SEAL

Standards-Based Instruction: 

10 Step 1 Standards Step 2 Examine Data Step 3 Assessment Step 4 Learning Experiences Seal the Lesson! SEAL Standards-Based Instruction

Slide 11: 

11 SEAL Step 1: Standards E A L Intended Results I will be able to write lesson objectives that are aligned to grade-level standards by applying given criteria.

Slide 12: 

12 Curriculum Calibration Review student work (Left Pocket Binder) What grade level standard does this work represent? Each table be prepared to report out SEAL

Slide 13: 

13 Calibration John Hollingsworth and Silvia Ybarra, Ed.D.Data Works Educational Research SEAL

Slide 14: 

14 SEAL STANDARDS GEL Brainstorm Criteria for Writing Learning Objectives

Slide 15: 

15 SEAL STANDARDS Final Criteria for Writing Aligned Objectives

Slide 16: 

16 SEAL STANDARDS FINAL CRITERIA FOR WRITING ALIGNED OBJECTIVES Aligned to grade level standard Clear Measurable Student-friendly language Bloom’s verb levels (pp. 120-125)

Slide 17: 

17 SEAL STANDARDS Learning Objective: “Falls from the Standard” Keep it simple. Begin with “I will…”

Slide 18: 

18 SEAL STANDARDS Does it meet criteria? Students will know state and federal laws as they pertain to boating and vessel operation.

Slide 19: 

19 SEAL STANDARDS Does it meet criteria? Students will be able to write an expository essay.

Slide 20: 

20 SEAL STANDARDS Each table compose one objective at the “synthesis” level and one objective at the “evaluation” level of Bloom’s Taxonomy. pp. 119-125 Display on chart paper. Carousel “+” or “-” Does the objective meet the criteria? SAY WHY--Write the reasons for “+” or “-”.

SEAL the Lesson!Standards: 

21 SEAL the Lesson!Standards Individual reflections: Summarize your learning Write 2 and share with your group. Popcorn out SEAL

Slide 22: 

22 SEAL S Step 2: Examine Data A L Intended Results I will know the role of data and be able to use multiple sources of data in the design and delivery of effective lessons.

Slide 23: 

23 Practice Examine Data In your binder (left pocket) you will find a sample of CRT data. The 10 students with (*) are in your class. Write the 10 names the classroom roster. If the student met proficiency on an objective, put a “+” in the objective column. If the student did not meet proficiency on an objective, put a “-” in the objective column. Add the “+“ and “-” totals for each objective. SEAL

Slide 24: 

24 Examine Data SEAL S T U D E N T R O S T E R

Slide 25: 

25 Examine Data SEAL D A T A T E M P L A T E

Slide 26: 

26 EXAMINE DATA GEL What students concern you? What’s next for those students? Do we have enough data? Report • Popcorn Ah-hahs (Review page 12 and pages 15-19 in SEAL binder) SEAL

Slide 27: 

27 SEAL EXAMINE DATA When a new house or building is near completion, what is the physical state of the building blueprints?

Slide 28: 

28 SEAL EXAMINE DATA REVIEW “Account-Able” What do you still need to learn about Assessment? Write on a piece of paper, fold up, and turn in. Your pre-assessment and your responses will be the focus of the SEAL follow-up Session.

Slide 29: 

29 SEAL S E Step 3: Assessment L Intended Results I will understand the role of assessment/and be able to use assessment to design and deliver effective lessons.

Slide 30: 

30 Directions PRE-ASSESSMENT--TALK-FREE ZONE! Read each of the following items and write the correct answers on a blank sheet of paper: List Marzano’s 9 High-Yield Strategies. (9 points) List the 5 Standards of Quality Assessment. (5 points) Cite the difference between assessment OF learning and assessment FOR learning. (OF-3 points; FOR-3 points) SEAL

Pass The Pencil: 

31 Pass The Pencil Think of 2 things you have learned today about assessment One paper per group and number 1-10 Take turns by passing the paper and pencil around Each participant writes key learning for assessment SEAL

Slide 32: 

32 SEAL S E A Step 4: Learning Experiences Intended Results I will understand and be able to use Marzano’s 9 High-Yield Instructional Strategies to design and deliver effective lessons.

Slide 33: 

33 Unit and Lesson Design andDelivery SEAL Putting the Pieces Together

Lesson Design for Standards-Based Instruction: 

34 Lesson Design for Standards-Based Instruction (Right Pocket—Lesson Plan Templates) Step 1 SLOtandards Step 2 Examine Data Step 3 Assessment Step 4 Learning Experiences Seal the Lesson! SEAL

CRITERIA FOR LESSON DESIGN: 

35 CRITERIA FOR LESSON DESIGN SLO Standard(s)-What do we want students to learn/be able to do? What is the grade-level component of the standard? Learning Objective: “Falls from the Standard” Keep it simple. Begin with “I will…” E Examine Data-Where are our students? Where do we begin? What do our students already know? What can they already do? A Assessment-How will we know what our students are learning? (Formative-FOR; Summative-OF) Include the measurement (80% accuracy, etc.) here. L Learning Experiences-What are the best strategies to develop skills and thinking in our students? SEAL

CRITERIA FOR LESSON DESIGN: 

36 CRITERIA FOR LESSON DESIGN SLO Standard(s)-What do we want students to learn/be able to do? What is the grade-level component of the standard? Learning Objective: “Falls from the Standard” Keep it simple. Begin with “I will…” E Examine Data-Where are our students? Where do we begin? What do our students already know? What can they already do? A Assessment-How will we know what our students are learning? (Formative-FOR; Summative-OF) Include the measurement (80% accuracy, etc.) here. L Learning Experiences-What are the best strategies to develop skills and thinking in our students? SEAL

Slide 37: 

37 1 STANDARDS 2 EXAMINE DATA 3 ASSESSMENT 4 LEARNING EXPERIENCES SEAL SEAL

Homework Assignment and Implementationfor SEAL Follow-up Session: 

38 Homework Assignment and Implementationfor SEAL Follow-up Session Bring: SEAL training binder and clickers Completed data template for your class (Benchmark data, etc.) or sample of a pre-test and how you used it. (p. 16) Finished SEAL lesson templates that you’ve used since the SEAL training Student artifacts (work) that reflect SEAL training Be prepared to present and share individually.

Slide 39: 

39 SEAL “Like other design professions, such as architecture, engineering, or graphic arts, designers in education must be mindful of their audiences. Professionals in these fields are strongly client-centered. The effectiveness of their designs corresponds to whether they have accomplished their goals for the end users. Clearly, students are our primary clients, given that the the effectiveness of curriculum, assessment, and instructional designs is ultimately determined by their achievement of desired learnings.” Wiggins and McTighe Understanding by Design, p. 7