1 Training for the New Georgia Performance Standards Day 1: Standards Based Education and the New...

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Training for the New Georgia Performance Standards

Day 1: Standards Based Education and the New GPS

2Georgia will lead the nation in improving student achievement.

Module Overview: Day One

Prework (already completed) Introduction (0:30) Overview of the Standards (2) Standards-Based Teaching and Learning (1:50) Putting It All Together (1:40) Summary and Field Assignments (0:30)

Curriculum Mapping

Teamwork

Assessment

InstructionEnrichment &

Extension

Understanding

New Standards


Goal (for 8 day series)

Demonstrate a deep understanding of the new Georgia Performance Standards and the Standards Based Education approach, through thoughtful curriculum planning, development of formative and summative assessments, and the design of instruction matched to the standards and research-based best practices. This shall be measured by student performance on progress monitoring and standardized criterion-referenced tests.


Group Norms and Housekeeping

Group Norms: Participate and share Listen with an open

mind Ask questions Work toward solutions Honor confidentiality Meet commitments or

let others know if you are struggling to do so

Housekeeping: Phone calls Rest rooms Breaks Lunch


What We Know/What We Want to Know1. Label each flipchart with a title:

– What We Know– What We Want to Know

2. On scratch paper, list as many items as you can under each category.

3. Combine items that might go together under “What We Know” and put the most relevant ones on the flipchart.

4. Prioritize items under “What We Want to Know” and write the top priorities on the flipchart.


Essential Question 1

What are the Georgia Performance Standards all about?


Phase-in Plan


Roll of Thunder, Hear My Cry:Implementation OR The Rollout

ENGLISH LANGUAGE ARTS 2004-2005:

– Awareness Training– Professional Learning– Unpacking the GPS

2005-2006: Begin Utilization of GPS


Brave New World: Benefits of the GPS Ladder vs. spiral Depth Consistency Assessment


Brave New World:Benefits of GPS Over QCCQCC for 10th Grade: Critical Thinking (1) Reading/Literature (7) Speaking/Listening (8) Writing/Usage/Grammar

(12)

Total Standards (28)

GPS for 10th Grade: Reading/Literature (5) Reading Across the

Curriculum (4) Writing (4) Conventions (2) Listening/Speaking/Viewing

(2)

Total Standards (17)


Brave New World:Benefits of GPS Over QCC10th Grade QCC Standard:

28 Reading/Literature Analyzes literature according to characterization, mood, tone, plot, and point of view.

AS COMPARED TO A

10th Grade GPS ...


Brave New World:Benefits of GPS Over QCC ELA10RL1 The student demonstrates comprehension by identifying

evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Ten reading list.

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:– Identifies and analyzes types of dramatic literature (e.g., classical

tragedy, history play, modern drama).– Analyzes the characters, structures, & themes of dramatic

literature.– Identifies and analyzes dramatic elements (e.g., unity of time,

place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

– Identifies and analyzes how dramatic elements support and enhance the interpretation of literature.


Sense and Sensibility:Standard Definitions Four Parts of a Standard:

– Standard and Elements– Tasks– Student Work– Teacher Commentary


Sense and Sensibility:Standard DefinitionsStandard and Elements

Standard: A content standard states the purpose and direction the content is to take and includes performance elements; content standards define what students are expected to know, understand, and be able to do.

Elements: Elements are those parts of a content standard that should be learned by all students.


Sense and Sensibility:Standard Definitions: Tasks Tasks are keyed to standards and provide a

sample performance that demonstrates to teachers what students should know and be able to do during or by the end of the course.

Some tasks can serve as activities that will help students achieve the learning goals of the standard, while others can be used to assess student learning; many serve both purposes.

Although the GPS include tasks, these are samples. Teachers may develop their own tasks for each standard.


Sense and Sensibility:Standard DefinitionsStudent Work: Examples of successful student work will be

included with the standards to specify the performance necessary to meet the standard and to enable both teachers and students to see what meeting the standard “looks Like.”


Sense and Sensibility:Standard DefinitionsTeacher Commentary: Teacher commentary is meant to open the

pathways of communication between students and the classroom teacher as well as among faculty in order to ensure consistency within assessment and expectations.

Commentary shows students why they did or did not meet a standard and enables them to take ownership of their own learning.


Sense and Sensibility:Standard Definitions ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g.,

diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Nine reading list.

ELA10RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the Grade Ten reading list.

ELAALRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American Literature reading list.

ELABLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events), main ideas, and characteristics in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the British and Commonwealth literature reading list.


Sense and Sensibility:Standard DefinitionsELA9RL1 Elements1. Identifies and analyzes types of dramatic literature (e.g., Shakespearean

tragedy and comedy).2. Analyzes the characters, structures, and themes of dramatic literature.3. Identifies and analyzes dramatic elements, (e.g., exposition, rising action,

climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony).

4. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature.

ELA10RL1 Elements1. Identifies and analyzes types of dramatic literature (e.g., classical tragedy,

history play, modern drama).2. Analyzes the characters, structures, and themes of dramatic literature.3. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and

action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

4. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.


Sense and Sensibility:Standard DefinitionsELAALRL1 Elements Identifies and analyzes types of [American] dramatic literature (e.g., political

drama, modern drama, theatre of the absurd). Analyzes the characters, structures, and themes of [American] dramatic

literature. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth

wall, expressionism, minimalism, dramatic irony). Identifies and analyzes how dramatic elements support and enhance the

interpretation of [American] dramatic literature.

ELABLRL1 Elements Identifies and analyzes types of British and Commonwealth dramatic

literature (e.g., tragedy, comedy, melodrama, farce, memory play, verse play).

Analyzes the characters, structures, and themes of British and Commonwealth dramatic literature.

Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

Identifies and analyzes how dramatic elements support and enhance the interpretation of British and Commonwealth dramatic literature.


Sense and Sensibility:Standard Definitions Evidence Analyze Interpretation Understanding Contextual Vocabulary Content Vocabulary


Sense and Sensibility:Standard Definitions Conventions Research 25 books Best Practices Textbooks Lessons and Activities

23

The Heart of the Matter:Working With the ELA Standards

Small Group Activity



What are the Georgia Performance Standards all about?

What squares with my

thinking?

What’s still rolling around in my mind? What do

I need to

change?



What is the basic idea behind Standards Based Education?


Standards Based EducationDefinition: “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

Examples: Big Ideas for Concept Attainment1. Identify desired results first.2.Determine acceptable evidence.3.Plan learning experiences.Enduring understandingsEssential questionsEnabling knowledge objectivesConstructing meaningUnpacking standards

What It Is:Standards Based Education synthesizes research-based best practices in curriculum, assessment, and instruction.SBE provides educators with the means to describe and analyze the best ways to promote student understanding rather than just knowledge and recall and with the performance criteria for assessing that understanding.

What It Isn’t:A programOne more thing to doThe flavor of the month“Covering” a list of topicsTeaching little packets of informationAn isolated unitKnowing and doing without understandingA different way of teaching and assessingPortfolios


Standards Based Education

Focus on student learning Expectations are the same for all students Standards are expressed through essential

questions and supporting skills and knowledge Assessments are used to guide and modify

instruction The effectiveness of instruction is judged by

whether students meet the standard


Standards Based Education, cont. Curriculum maps are aligned to the standards Instructional strategies provide opportunities

for students to learn expectations outlined in the standards

Student interests, previous achievements, and developmental levels are considered in planning instructional methods

Teachers work on building enduring understandings


Standards Based Education Model

G

PS

Stage 1:Design Desired Results

Stage 2:Design

Balanced Assessments

Stage 3:Make

Instructional Decisions

Standard

Element

All Above

TasksStudent WorkTeacher Commentary

All Above


The Accidental Tourist:Unpacking a Standard ELA10RL1 The student demonstrates comprehension by identifying


The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:a. Identifies and analyzes types of dramatic literature (e.g., classical

tragedy, history play, modern drama).b. Analyzes the characters, structures, and themes of dramatic

literature.c. Identifies and analyzes dramatic elements (e.g., unity of time, place

and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

d. Identifies and analyzes how dramatic elements support and enhance the interpretation of literature.


The Accidental Tourist:Unpacking a StandardBig Ideas that Lead to Enduring

Understandings

Identifying evidence students understand that the content, form, and structure of different genres contribute to meaning

Interpreting students understand that evidence is used to make meaning out of a text: to support literal reading, underlying meaning, and universal application/theme

Demonstrating comprehension students understand that a warranted/valid interpretation can be conveyed clearly and meaningfully


The Accidental Tourist:Unpacking a Standard

Essential Questions for ELA10RL1:1. How do we as readers uncover and use textual

evidence to support a) our literal reading of a text; b) our reading/ understanding of underlying meaning; and c) our reading/ understanding of theme or universal statement(s) about life or society embodied in the text?

2. How does an author employ figurative and rhetorical devices to create meaning in a text?

3. How do the forms and the structures of different literary genres contribute to our understanding or interpretation of specific texts?

4. How can I show that my interpretation is warranted or valid?


The Accidental Tourist:Unpacking a Standard ELA10RL1 The student demonstrates comprehension by identifying


The student identifies, analyzes, and applies knowledge of the themes, structures, And elements of dramatic literature and provides evidence from the text to support understanding; the student:a. Identifies and analyzes types of dramatic literature (e.g.,

classical tragedy, history play, modern drama).b. Analyzes the characters, structures, and themes of dramatic

literature.c. Identifies and analyzes dramatic elements (e.g., unity of time,

place and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

d. Identifies and analyzes how dramatic elements support and enhance the interpretation of literature.

Critic

al

com

ponent

Standar

d

Elem

ents


The Accidental Tourist:Unpacking a StandardCritical Component

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:

Elementa. Identifies and analyzes types of dramatic

literature (e.g., classical tragedy, history play, modern drama).

Possible primary resources: Oedipus Rex, Antigone, Medea, etc.—any play that falls under the heading of classical tragedy.


The Accidental Tourist:Unpacking a StandardELA10RL1 Knowledge and Skills

Element: Identifies and analyzes types of dramatic

literature (e.g., classical tragedy, history play, modern drama).

What the Student Should Know and Be Able to Do: The student identifies and explains the

characteristics of classical tragedy.



Element: Analyzes the characters, structures, and themes of

dramatic literature.

What the Student Should Know and Be Able to Do : The student analyzes the structure of Oedipus Rex (e.g.,

problem, complication, recognition, unraveling, reversal of situation, etc.).

The student analyzes the character of Oedipus. The student connects the ideas and themes in Oedipus

Rex to other literary works and to life.



Element: Identifies and analyzes dramatic elements, (e.g., unity of

time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony?

What the Student Should Know and Be Able to Do : The student explains the three unities, the function of the

chorus, and dramatic irony using examples from Oedipus Rex.

The student compares and contrasts Oedipus as a tragic hero and an archetypal hero.

The student compares and contrasts Oedipus’s life to the archetypal journey of initiation.



Element: Identifies and analyzes how dramatic elements support

and enhance the interpretation of dramatic literature.

What the Student Should Know and Be Able to Do : The student identifies evidence from the text—diction,

imagery, character development, irony, paradox—and uses this evidence to reach a warranted/valid interpretation of Oedipus Rex.

The student applies the knowledge and skills acquired from analyzing the dramatic elements in Oedipus Rex to a modern play or film.


The Accidental Tourist:Unpacking a Standard

Sample Task: 10th Reading and Literature task: Identify a universal

theme or archetypal meaning in a literary work and prepare a project board or multimedia presentation to illustrate the connection of the theme or meaning to1. literary works from the same genre and time

period;2. literary works from different genres and/or time

periods;3. literary works from other cultures;4. life experiences;5. and/or popular films and TV shows


The Accidental Tourist:Unpacking a Standard Identify a universal theme

or archetypal meaning in a literary work and prepare a project board or multimedia presentation to illustrate the connection of the theme or meaning to

1. literary works from the same genre and time period;

2. literary works from different genres and/or time periods;

3. literary works from other cultures

4. life experiences;5. and/or popular films and

TV shows

Select a film or TV movie that employs archetypal symbols, patterns/themes, and/or heroes and create a movie poster that demonstrates understanding of these archetypal elements as they appear in the film or TV movie.

Adapting Sample Task to

ELA10RL1


Measure for Measure:Determining Acceptable Evidence

Assessments are designed to determine to what extent students know and are able to do.

Assessments occur at every stage of the teaching and learning process.

A balanced range of assessments allows teachers to adapt instruction to the learning needs of the student.

Assessments are determined PRIOR to planning activities and instruction.


Measure for Measure:Types of Assessment Informal Checks for Understanding Observation/Discussion/Dialogue Quizzes/Tests Writing Prompts Performance Tasks/Projects


Measure for Measure:Informal Checks for Understanding Use graphic organizers to guide students’

reading of Oedipus Rex Use oral questioning techniques to check that

students achieve literal understanding of who, what, when, why, and how

Use personal journals to assess each student’s interpretative process

Note: Informal checks are ongoing throughout the unit.


Measure for Measure:Observation/Discussion/Dialogue

Observe students as they work in small groups to monitor thinking processes and understanding

Use reciprocal teaching to monitor critical thinking and deep understanding

Use Socratic dialogue and/or Socratic seminars to assess students’ warranted interpretations and deep understanding


Measure for Measure:Quizzes/Tests Use brief reading check quizzes to assess

literal understanding of Oedipus Rex Use tests to assess grasp of factual

information, concepts, and discrete skills (e.g. content vocabulary, literary terminology)

Note: By themselves, quizzes and tests do not assess understanding. They must be part of a number of different types of assessment methods.


Measure for Measure:Writing Prompt Use a writing prompt to initiate a timed, in-

class, expository writing that assesses the student’s ability to think critically:

Example: – Analyze the diction and imagery in the

attached passage from Oedipus Rex and show, using textual evidence and explanation, how that diction and imagery contribute either to the unity of the play OR to a warranted theme or universal statement about life and or society.


Measure for Measure:Performance Tasks/Projects Ask students to select a character and role

play for character analysis Ask students to create a movie poster to

demonstrate understanding of archetypal symbols, patterns, and heroes**

Have students form reading circles and apply acquired understanding and skills to a contemporary play such as Fences or J. B.

– **see 10th Reading & Literature sample tasks


Great Expectations:Interrelated Nature of the ELA GPSNo ELA Standard can be addressed in isolation. Assessing, for example, a reading and literature standard inherently involves discussion (listening and speaking strand), journaling, quizzes/tests, writing prompts (writing strand), and performing tasks and/or presenting projects (listening, speaking and viewing strand). Hence, given that conventions interface with all the other strands, multiple standards are addressed along with the reading and literature standard.



What is the basic idea behind Standards Based Education?

What squares with my

thinking?

What’s still rolling around in my mind? What do

I need to

change?


8 Days of Training

Implementation Year One – Day One: Get familiar with the standards – Days Two - Five: Work on best practices in

assessment, instruction, and curriculum mapping

Implementation Year Two – Three additional days of training to work on

extension and enrichment

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