Transcript Performance Standards - Teaching with Purpose

Curriculum Design
from
Performance Standards
Standards-Based Education
and the Georgia Performance Standards (GPS)
Unpacking Standards Using the
Understanding by Design Framework
Adapted for use in EDUC621 by
Sherah B. Carr, Ph.D.
Mercer University
1
Brain Storm
Enduring Understandings
ALONE…
Put one word or phrase on each post-it note
that explains something about an “enduring
understanding”
GROUP…
Share words – group like words
Determine category labels
Add to your group board
Enduring
Understandings
2
Comprehensive Unit Design
How is the “big picture” unit design process used in
standards-based teaching and learning?
3
Lesson Planning #1



Open teacher’s edition.
Teach lesson.
Check off GCPs covered.
4
Lesson Planning #2





Go to Media Center.
Check out latest issue of “The Mailbox”
magazine.
Select activity.
Teach/do activity.
Check off GPS’s covered.
5
Big picture or “backwards design”
planning




What do I want my students to know and be
able to do?
How will I know if my students know it
and/or can do it?
What will need to be done to help my
students learn the required knowledge?
What will I do when I have a student who
doesn’t know it or can’t do it?
6
Why this process?




Clear expectations
Targets of performance
Focus on evidence of learning
Student achievement relative to the
standards
7
Step #1. What do I want my students to know and
be able to do?


Standards and elements
“Unpack” the standard




Identify “big ideas”
Enduring Understandings/Essential Questions
Prioritize EUs and EQs
Knowledge and Skills
8
“Unpacking” a Standard

Identify “big ideas”




Significant words and phrases
Transfer to other contexts
Serve as organizers for planning instruction
Are conceptual; abstract
9
“Unpacking” a Standard

Enduring
Understandings



Statements
Declarations of what we
want students to
understand
“Students will understand
that _________ .”

Essential Questions



Open ended
“How” questions
Revisitable
10
“Unpacking” a Standard

EUs and EQs




Broad focus
No “right” answer
Designed to provoke and sustain student inquiry,
while focusing learning and final performances
Raise other important questions
11
Considerations

Knowledge and Skills


What you want students to know, be able to do
and understand by the end of this unit
Integrated – incorporates literacy into math,
science or social studies
12

Where to next?
Let’s look at some sample GPS and how we would
use them for unit planning.
13
http://www.georgiastandards.org
Standards
Training
Materials
Frequently
Asked
Questions
14
New GPS Standards
Content
Mapping
Understanding
Assessment
New
Standards
Teamwork
Instruction
Enrichment &
Extension
15
GPS Phase-in Plan
Grade
Year I
ELA
Year II
ELA
Year I
Math
Year II
Math
Year I
Science
Year II
Science
Year I
Soc.
Studies
Year II
Soc.
Studies
K
1
2
3
4
5
6
7
8
9
10
11
12
04-05
04-05
04-05
04-05
04-05
04-05
04-05
04-05
04-05
04-05
04-05
04-05
04-05
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
05-06
06-07
06-07
06-07
04-05
05-06
06-07
07-08
07-08
07-08
07-08
06-07
06-07
06-07
07-08
07-08
07-08
05-06
06-07
07-08
08-09
08-09
08-09
08-09
06-07
06-07
06-07
05-06
05-06
05-06
04-05
04-05
06-07
04-05
04-05
04-05
04-05
07-08
07-08
07-08
06-07
06-07
06-07
05-06
05-06
07-08
05-06
05-06
05-06
05-06
07-08
07-08
07-08
07-08
07-08
07-08
06-07
07-08
06-07
06-07
06-07
06-07
06-07
08-09
08-09
08-09
08-09
08-09
08-09
07-08
08-09
07-08
07-08
07-08
07-08
07-08
16
Test Alignment

Criterion-Referenced Competency Tests
(CRCT) Test alignment is completed during
Year II implementation for each content area
and grade level.
17
Example:
3-5 Science Assessment Timeline
2005-2006 School year: All grades 3-5
science CRCT will assess the QCC.
 2006-2007 School year: Grades 3-5
science CRCT will assess the GPS.

18
QCC versus GPS Comparisons
QCC
GPS
12 Topic: Energy and Its Transformation: Sound
S4P2. Students will demonstrate
Standard: Describes sources of sounds and how
how sound is produced by
sounds move through different kinds of matter.
vibrating objects and how
Compares how different sounds move through air,
sound can be varied by
water, rock and similar materials.
changing the rate of vibration.
13 Defines sound and identifies its properties.
a. Investigate how sound is
Observes that sound is produced by
produced.
vibrations.
14 Discovers that sound varies in pitch, intensity and
b. Recognize the conditions that
quality. Produces sounds that vary as to: high, low
cause pitch to vary.
or loud, soft, and produces sounds that differ in
tone.
15 Investigates the relationship between attributes of
waves and qualities of sound. Connects attributes
of waves (wavelength and frequency) to attributes
of sound (pitch, intensity).
16 Describes how we hear sounds. Describes how the
outer, middle and inner ear transmit vibrations to
the brain.
17 Recognizes technological devices that produce
sound (loudspeakers, bullhorns) or help humans
hear better (hearing aid, stethoscope).
19
K – 5 Science at a Glance
Kindergarten
(My World and Me)
First Grade
(Patterns)
Second Grade
(Change)
Third Grade
(Form and Function)
Fourth Grade
(Models)
Fifth Grade
(Evidence)
8/31/2005
Earth Science
Physical Science
Life Science
Day and Night Sky
Sorts Rocks and Soils
Physical Attributes (5 senses)
Composition of Material
Motion
Living and Nonliving
Parents and Offspring
Weather Patterns
Seasons
Sound
Shadows ( Light)
Magnets
Characteristics of Living Things
Basic needs of Living Things
Motion/Patterns of celestial
bodies
Changes in the earth’s surface
Changing attributes of materials
Life Cycles
Rocks and Minerals of Ga
Soils
Fossils
Weathering
Heat Energy
Magnets
Habitats
Features of Organisms of Ga
Pollution and Conservation
Stars and Star Patterns
Solar System
Weather data and forecasting
Light
Sound
Force, Mass, Motion & Simple
Machines
Effects of Gravity
Ecosystems
Food Chain/Web
Adaptation-Survival/Extinction
Landforms in Georgia
Constructive/Destructive forces
Role of Technology in control
Intro to Cons. Of Matter
Physical/Chemical Changes
Electricity and Magnetism
Classification of Organisms
Inherited Traits and Learned Behaviors
Cells and microorganisms
States of Matter
Energy keeps things going
Pushes and Pulls
How to Read a Language Arts Standard
Number

ELA3W2





ELA = English Language Arts
3 = Grade 3
W = Writing strand
2 = Standard number 2
3rd Grade English Language Arts

2nd Writing Standard
21
How to Read a Science Standard

Characteristics of Science Standards
S3CS2
Science Grade 3 Characteristics of Science Standard #2

Content Standards
S3P1

Science Grade 3 Physical Science Standard #1
S4E2

Science Grade 4 Earth Science Standard #2
S5L2

Science Grade 5 Life Science Standard #2
22
Essential Question 2

How is the unit design process used in
standards-based teaching and learning?
23
Standards Based Education Model
see handout
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
All above
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
24
Unit Design


Design with the goal in mind
Initial Process of Unit Design





Big Ideas
Enduring Understanding
Essential Questions
Content Map
Key Vocabulary
25
Big Ideas



What are the big ideas and core processes at
the heart of this standard?
What do I want to concentrate on and
emphasize in this unit?
Refer to UbD book pages 73-74
Tips for finding big ideas
26
Enduring Understandings
Bad to Best

NO: “Students will understand rocks.

NO: “Students will know how to classify rocks

YES: “Students will understand that rocks are
classified according to properties that you
can observe and/or test.
27
S3E1. Students will investigate the physical attributes of rocks and soils.
a. Recognize the physical attributes of rocks and minerals using observation (shape,
color, texture), measurement, and simple tests (hardness).
Big Idea: Rocks and Minerals
Enduring Understanding: Students will
understand that rocks are classified
according to properties that you can observe
and/or test.
Tips about identifying and framing
understandings -See UbD pages 135-137
28
Enduring Understandings
Bad to Best
“Students will understand weather.”

Bad. It does not tell us what they should understand about
weather.
“Students will understand weather instruments.”

Better. It narrows the focus, but it still does not state what
insights we want students to leave with.
“Students will understand that weather instruments
give us data to use in forecasting the weather.

Best. This summarizes intended insight, helps students and
teachers realize what types of learning activities are needed to
support the understanding.
29
Developing Essential Questions
Essential Questions

Are big, open-ended or topic-related
Examine how (process) and why (cause and effect)
Consider various levels in Bloom’s taxonomy
Use language appropriate to students
Sequence so they lead naturally from one to another
Can be used as organizers for the unit, making the “content”
answer the questions
Can be shared with other teachers

Tips for generating essential questions







UbD pages 118-121
30
YOUR TURN TO THINK!



Let’s try it
Look at elementary level GPS
Look for:


Big ideas
Write “enduring understandings”
31
Four Groups – Write EU’s
1.
2.
3.
4.
First Grade Science – Students will observe,
measure and communicate weather data to see
patterns in weather and climate.
First Grade Science – Students will
demonstrate effects of magnets and other
objects.
Second Grade Math – Students will create
simple tables and graphs and interpret their
meaning.
Second Grade Math – Students will understand
and compare fractions.
32
Three Facts and a Fib


Pair Work
Review your notes and the handouts on
enduring understandings (EU’s)
With your partner
 Create 3 true statements about EU’s
 Create 1 false statement about EU’s
 Randomly determine where the false
statement will be
33