Transcript How do we take this step?

PLAN 2b:
The “HOW” of Daily-Vision
Setting
Laura Kirklin- Literacy Specialist
[email protected]
Do Now
“The journey of a thousand miles
begins with a single step.”
-- Confucius
How do you think this quote applies to daily lesson planning?
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Do Now Debrief
•
Closing the achievement gap is a long journey- a
thousand mile journey…
•
…this journey doesn’t happen all at once- it happens one
lesson at a time…
•
…and lessons begin with a single step- planning daily
lesson visions…
•
…and daily lesson visions begin with 5 steps- the five
steps of the vision-setting process.
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Naturally…
•
Backwards planning and creating a vision for a daily lesson is
hard work
•
It can be time-consuming and frustrating (but it gets easier with
practice and experience!)
•
Keep your focus on the end goal- student achievement. This method
of planning will help you drive students to success.
•
Five steps to set a daily lesson vision are a small price to pay on a
critical thousand-mile journey.
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Sequence of 3 Linked Sessions on Vision-Setting
PLAN 2a: Components of a daily lesson vision and criteria for evaluating
each component
PLAN 2b: Step-by-step process for writing a daily lesson vision
CMA 3: Applying this process to write daily lesson visions for 1-2
academic ISC objectives you will teach next week
Objective: Corps members will write a daily lesson vision that will drive
appropriate method selection and student mastery of the objective because it
contains:
•Key points that describe all the new knowledge and skills students need to
master an objective.
•A lesson assessment that measures whether students have mastered the
objective, and gives information regarding why or why not.
•An exemplar student response that illustrates student mastery of the
objective at the appropriate level of rigor.
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
• Why is this step necessary?
• How do we take this step?
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Five Basic Steps to Daily Vision-Setting
Handout 1: (pg. 81) The “HOW?” of Daily Vision-Setting
1.
2.
3.
4.
Understand the Objective
Draft Key Points
Draft Daily Lesson Assessment
Check Key Points and Lesson
Assessment Against Each Other
5. Write an Exemplar Student Response as
a Final Check
Mr. Rolle’s Objective: SWBAT convert numbers between
decimals and percent notation.
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
• Why is this step necessary?
• How do we take this step?
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Step One: Understand Your Objective
WHY do we take this step?
•To build our understanding of the knowledge and skills
required by the objective
HOW do we take this step?
•Three specific (sub-steps) actions:
1. Examine exemplar assessments, curricular
materials, student work, etc.
2. Use Bloom’s Taxonomy to analyze the verb
3. Connect the objective to the big ideas at the
heart of this content
Handout 2 (pg. 83): Understanding Mr. Rolle’s Objective
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Understand the Objective: Sub-Step/ Action #1- Examine
exemplar assessments, curricular materials, student work
What do they need to know and be able to do? (You can respond to
this question on Handout 2 in the space entitled “Takeaway #1)
•
Objective-Linked ISAT Pre- and Post-Assessment Items
1)
Marina has $0.35. What percent of one dollar does she have?
2)
3)
a.
.0035%
c.
35%
b.
3.5%
d.
350%
Isaiah scored an 85% on his last math quiz. Convert this percent to the equivalent decimal.
a.
.85
c.
8.5
b.
.085
d.
85.0
Marcus has completed 9 out of 10 practice problems for his math homework – he is 90% done.
Convert this percent to the equivalent decimal.
4)
a.
.09
c.
.90
b.
9.0
d.
90
Annabelle’s mother gives her $0.75 each day for doing her chores. What percent of one dollar
is her daily allowance?
a.
75%
c.
750%
b.
7.5%
d.
.0075%
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Understand the Objective: Sub-Step/ Action #1
Takeaway #1: How will students ultimately be held accountable for mastering
this objective? What do they need to know and be able to do?
–
decimals to percents
Convert ___________________________________________________________
–
percents to decimals
Convert ___________________________________________________________
–
simple word problems
Do these conversions in the context of ___________________________________
–
100%
Work with percents up to _____________________________________________
–
hundredth place
Work with decimals to the _____________________________________________
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Understand the Objective: Sub-Step/ Action #2
–
Use Bloom’s Taxonomy to analyze the verb SO THAT we plan at
the right level of rigor.
Handout 3 (pg. 85): Bloom’s Taxonomy
Takeaway #2: What level of rigor does the verb in the objective indicate?
higher-level application skill
convert
•The verb ________________ is a ___________________________________________
on Bloom’s Taxonomy.
•Students who master this objective at the right level of rigor need to be able to
independently apply knowledge/skills to make conversions
________________________________________________________________________.
choose the correct conversion
•It is not enough for students to just _____________________________________________.
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Understand the Objective: Sub-Step/ Action #3
–
Connect the objective to the big ideas at the heart of the content
SO THAT our planning isn’t too narrow in scope.
ISC Big Idea
Upper-elementary Math is about building problem-solvers for
whom math makes sense. Daily objectives, units, and entire
courses of study should build towards students who can:
•Accurately solve problems in a variety of ways
•Clearly communicate how and why they approached
the problems as they did
•Use experience and prior knowledge to make sense of
new knowledge
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Understand the Objective: Sub-Action #3
Takeaway #3- What does this big idea mean in terms of Mr. Rolle’s daily
objective?
–
students to know a “trick” for the conversion process
It’s not enough for ____________________________________________________.
–
The ability to make this conversion needs to be grounded in
an understanding that decimals and percents represent the same quantity
_____________________________________________________________________.
–
The conversion process needs to ______________________________________.
make sense
why it works
Students need to be able to explain ____________________________________.
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Understand the Objective: Why Is This Step Critical?
What will Mr. Rolle’s 3 takeaways drive him to do in his visionplanning?
–
Takeaway #1: Shows a specific list of knowledge and skills indicated
by the objective
Focuses planning very specifically – list might almost lead to key points
–
Takeaway #2: Shows the level of rigor indicated by the objective
Prevents “shooting too low” – informs the lesson-level assessment
–
Takeaway #3: Shows the connection between objective and big ideas
Teach in a way that reaches short- and long-term goals – if students are
invested in this big idea already, they’ll be easier to invest in the daily
lesson.
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
• Why is this step necessary?
• How do we take this step?
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Step Two: Draft Key Points-
•
•
WHY do we take this step?
Key points tell the knowledge and skills students need to master an objective
•
All instructional methods and activities are built around these key points
•
HOW do we take this step?
1.
Use the NOUNS in the objective to draft knowledge-based key points
2.
Use the VERB(S) in the objective to draft skill-based key points
3.
Use the “BIG IDEAS” to ensure that our key points drive not only
toward the knowledge and skills required for objective mastery but also
toward the lasting understandings that will eventually help students
“connect the dots” between daily lesson objectives (and… how will this
make them more college-ready?
4.
Use the CRITERIA to fine-tune
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Step Two: Back to Ms. Elder (2nd-Grade Writing Key Points)
How do Ms. Elder’s key points show evidence of Step Two?
This key point uses the BIG IDEA to “connect the dots!”
•
Details make our writing clearer and more interesting to our readers.
•
A detail is a piece of information that:
– Supports the main idea This key points defines the critical NOUN – detail!
– Answers questions our readers might have
– Helps our readers build a picture in their minds.
•
To add details to our writing, we should:
– Step One: Think about where we could add information to answer one of the
following questions:
This key point outlines how students should take the
• When did it happen?
actions related to the VERBS – add/revise!
• Where did it happen?
– What was it like?
– Step Two: Add words that support the main idea, that answer the question,
and that help the readers build a picture in their minds.
We already know the key points meet the CRITERIA
because it was an exemplar.
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Step Two: Your Turn (10 minutes)
Draft KEY POINTS for Mr. Rolle’s Objective!
• Don’t strive for perfection – just get something down on paper
• Use these questions as a guide:
NOUNS: What do the nouns tell me my students should know?
VERBS: What do the verbs tell me my students should be able to do?
BIG IDEAS: Why is it important that my students master and retain this
list of knowledge and skills?
CRITERIA: Does what I have on paper meet the bar for each criterion?
* 5th-graders should be coming into this lesson already having a strong
understanding of fractions. You may want to build on this prior knowledge!
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Mr. Rolle’s Exemplar Key Points
1.
Decimals and percents are two other ways of representing fractions. Any number can be
expressed equivalently as a fraction, decimal, and percent
25/100 = .25 = 25%
6/100 = .06 = 6%
2. Decimal: a way to represent a part that’s less than a whole
If I answered 62 out of 100 questions correctly on a test, I got 0.62 of them correct.
If I needed $1.00 but had only collected 72 pennies, I have 0.72 of the total.
Decimals to the hundredths place should be read as “_____ hundredths”
.25 = twenty-five hundredths = 25/100
.09 = nine hundredths = 9/100
3. Percent: a way to represent a number if it’s out of 100
If I answered 93 out of 100 questions correctly in a test, I got 93% of them correct.
If I made 57 out of 100 practice free throws, I am shooting 57%.
• The word percent means “_____ out of 100” and also means “hundredths”
35% = thirty-five percent = thirty-five hundredths = 35/100
60% = sixty percent = sixty hundredths = 60/100
4. Because they represent the same number, decimals can be converted to equivalent percents
and percents can be converted to equivalent decimals by asking: What are these numbers
saying? What part of 100 do they represent?
•
Decimal to Percent: .25 = twenty-five hundredths = 25/100 = 25%
•
Percent to Decimal: 35% = thirty-five percent = thirty-five hundredths = 35/100 = .35
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Step Two: How Did Mr. Rolle Develop His Key Points?
Where do we see evidence that Mr. Rolle thought about the following
when drafting his key points:
-
The nouns?
The verb?
The “big ideas” of his content?
The criteria for effective key points?
Reflection
• Where were we on the right track with our key points?
• What would we do differently if we were to start again?
• What “A-ha! Moment” did we have when discussing Mr.
Rolle’s exemplar key points?
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
• Why is this step necessary?
• How do we take this step?
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Step Three: Draft Daily Lesson Assessment
WHY do we need to take this step?
Lesson assessments give us preliminary information
about whether students mastered the objective and, if they
didn’t master it, where they stumbled along the way
HOW do we take this step?
• Find MODEL exemplar assessments, curricular materials,
key points, and other aligned resources
• Ensure that assessment contains both “BIG-PICTURE”
and “BUILDING-BLOCK” (key points) items
• Create a lesson assessment that considers CONTEXT (the
content, time available in class, age of students, etc.)
• Use the CRITERIA to fine-tune
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Step Three: Back to Ms. Elder (2nd-Grade Writing Assessment)
How does Ms. Elder’s lesson assessment show evidence of Step Three?
•
Use of Models?
Checklist for Draft #3 modeled after the statewide rubric, and
generated from the steps and questions outlined in the key points
•
“Big Picture” Items?
Checklist tells in a holistic way if students “did” the objective – if
they revised their writing by adding details
•
“Building Block” Items?
Informal checks for understanding, self-evaluation, and the way the
checklist is broken down help show where student comprehension
may have broken down
•
Consideration of Context?
Students working on piece of writing already in-progress ; balance
of formal and informal assessment.
We already know the key points meet the CRITERIA!
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Step Three: Your Turn (10 minutes)
Draft a DAILY LESSON ASSESSMENT for Mr. Rolle’s Objective!
• Don’t strive for perfection – just get something down on paper
• Use Mr. Rolle’s exemplar key points as a reference
• Use these questions as a guide:
MODELS: What materials should I mimic?
BIG-PICTURE: Am I assessing mastery of the objective as a whole?
BUILDING BLOCKS: Am I assessing mastery of the building block steps
that lead to objective mastery (i.e., the key points)?
CONTEXT: What’s the best way to assess this content on the lesson
level?
CRITERIA: Does what I have on paper meet the bar for each criterion?
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Step Three: Mr. Rolle’s Exemplar Daily Lesson Assessment
How would you say the following numbers in different ways?
1) 83 = ____________________ = ____________________ = ____________________
100
(spell it out)
(decimal)
(percent)
2) 3 = ____________________ = ____________________ = ____________________
100
(spell it out)
(decimal)
(percent)
Change the following numbers.
3) .24 =__________________
5) 38%=________________
(percent)
(decimal)
4) .90 =____________________
6) 7% =________________
(percent)
(decimal)
Solve the following problems.
7) Orange sodas cost $1.00 and Kristen only has $0.75. What percent of a dollar does
she have?
a. 75%
c.
75%
b. .075%
d.
.75%
8) Tanisha completed 84% of her math homework, and proudly told her mother she can
write this as the decimal 8.4 Identify and correct Tanisha’s mistake.
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Step Three: How Did Mr. Rolle Develop His Daily Lesson Assessment?
Where do we see evidence that Mr. Rolle thought about the following
when drafting his daily lesson assessment:
- Using models?
- Big-picture items?
- Building-block items?
- Context?
* Timing
* Students
* Content
- The criteria for effective assessments?
Reflection
• Where were we on the right track with our lesson assessment?
• What would we do differently if we were to start again?
• What “A-ha! Moment” did we have when discussing Mr. Rolle’s
exemplar lesson assessment?
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
• Why is this step necessary?
• How do we take this step?
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Step Four: Alignment Check
WHY do we need to take this step?
 The two parts of the lesson vision must also be
aligned to each other
 Students who have mastered every key
point should be able to succeed on the entire
lesson assessment
 If it’s on the assessment, it probably should
be a key point
 The lesson assessment should tell us
whether students have mastered the key
points
 If it’s important enough to be a key point, it
probably important enough to be assessed
HOW do we take this step?
 Match every key point with an assessment item (or
vice versa)
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Mr. Rolle’s Assessment- Handout 2
•
How do the key points and assessment of Mr. Rolle’s vision match up?
•
How would you say the following numbers in different ways?
1)
83 = ____________________ = ____________________ = ____________________
100
(spell it out)
(decimal)
(percent)
2)
3 = ____________________ = ____________________ = ____________________
•
100
•
Decimals and percents are two other ways of representing fractions. Any number can be expressed
equivalently as a fraction, decimal, and percent.
•
(spell it out)
25/100 = .25 = 25%
(decimal)
(percent)
6/100 = .06 = 6%
•
Decimal: a way to represent a part that’s less than a whole
•
If I answered 62 out of 100 questions correctly on a test, I got 0.62 of them correct.
•
If I needed $1.00 but had only collected 72 pennies, I have 0.72 of the total.
•
Decimals to the hundredths place should be read as “_____ hundredths”
•
.25 = twenty-five hundredths = 25/100
.09 = nine hundredths = 9/100
•
Percent: a way to represent a number if it’s out of 100
•
If I answered 93 out of 100 questions correctly in a test, I got 93% of them correct.
•
If I made 57 out of 100 practice free throws, I am shooting 57%.
•
The word percent means “_____ out of 100” and also means “hundredths”
•
35% = thirty-five percent = thirty-five hundredths = 35/100
•
60% = sixty percent = sixty hundredths = 60/100
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Step Four: Your Turn (3 minutes)
Show how each of Mr. Rolle’s assessment items matches up with a key
point (or vice versa)!
• Questions 1 & 2:
Correspond to first 3 key points about the overarching
concept of equivalent numbers
• Questions 3-7:
Correspond to the final key point about the process of
how to make conversions
• Question 8:
Corresponds to all key points – students need to understand
both the concept and the process to correct and explain the error
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Step Four: Your Turn Continued (3 minutes)
Why would an alignment check indicate to Mr. Rolle that
he might not want to include the following item on his
assessment?
•`Ms. Masterman’s class needs 100 points to earn a pizza party. So
far they have earned 53 points. What percentage of 100 do they still
need to earn?
There are two primary ways in which this question is not aligned to the
objective or the key points.
1.In order to solve it, students need to do a subtraction operation before
they can make a percent.
2.The problem doesn’t actually ask students to convert a decimal to a
percent– it tests an entirely different skill
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Align It!
Check for
Key points
Lesson assessment
alignment drive to success measures key points
Everything is aligned
To the objective
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
• Why is this step necessary?
• How do we take this step?
35
Step Five: Write Exemplar Student Response
WHY do we need to take this step?
• Helps answer the following questions:
- Does this represent the type of work my students need to do to:
- Demonstrate mastery of the daily objective at the level
indicated by rigorous exemplar assessments?
- Build a deeper understanding of the big ideas of my content
area?
- If yes to the above, will my key points drive students to this kind
of work?
HOW do we take this step?
• Complete the lesson assessment as if we were a
student who has fully mastered the objective –
answers should represent the highest level of rigor
we want to see in our students’ responses
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Step Four: Your Turn (3 minutes)
•
Take Mr. Rolle’s assessment to generate an exemplar student response!
•
What does completing this exemplar student response tell you about Mr. Rolle’s
vision?
1. It is driving towards mastery of the objective.
2. It is driving towards mastery of the big ideas of his content
3. It is rigorous
•
1.
2.
3.
4.
How does the completed exemplar student response help you picture the types of
methods Mr. Rolle might use to teach his key points?
Will need to teach the first three key points by walking students through
multiple examples of the equivalency process in the same order as the
assessment.
Will need to show students how what they did in talking through the first three
key points (thinking aloud) leads them to be able to make these conversions
Will need to provide students with plenty of practice opportunities couched in
word problems.
Will need to check for understanding during the lesson by asking students to
do similar error correction.
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Session Agenda
Area of Focus
Do Now & Opening
Overview: Five Steps of Vision-Setting Process
Step One: Understand Your Objective
Step Two: Draft Key Points
Step Three: Draft Lesson Assessment
Step Four: Check Key Points and Lesson Assessment for Alignment
Step Five: Write Exemplar Student Response
Closing
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Summary: The “HOW?”
Handout 1: The “HOW?” of Daily Vision-Setting
1.
2.
3.
What steps do we take?
Why is each step necessary?
How do we take each step?
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Self-Evaluation
The “GOT IT!” question:
– What do I completely understand from this session?
The “HMMM?” question:
– What do I need to give more thought to after this session
The “I’M STICKING WITH IT!” question:
– Why am I really excited about this whole daily vision-setting process?
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Moving on to CMA 3
Putting it all into practice
with our own ISAT
objectives!
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