A Process to Identify the Enduring Skills, Processes, &
Concepts for your Content Area
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Guide teachers to collaboratively identify the enduring skills in their content area
Support a meaningful student growth goal-setting process for development of quality student growth goals
Goals of this process
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guide you through a process for identifying enduring skills in your content area.
This activity will
One Teacher’s Story
As you read, think about . . . • How did Mark progress his focus from what
was not enduring to something he considered meaningful (and enduring)?
• How did Mark assess the enduring skill?• How did he engage his students?
Be ready to talk with a partner.
Take a moment to reflect. What matters most for your content area?
Start with
the “big
rocks”
Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?
What Standards, Structural Documents and Resources accompany the standards in each content area?
• Anchor Standards - ELA Reading/Writing/Speaking & Listening
• Anchor Standards - Literacy in Science, Social Studies, Technical Subjects
• C3 Framework -Social Studies
• CCSS/KCAS- Critical Areas combined with math practices
• KY World Language Standards
• National Standards-Visual Arts, PE, etc.
• NGSS/KCAS- Practices/Concepts-Science
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Searching
for the
“big rocks”
Select where in your standards to begin. Can you identify the “big rocks” – the big ideas – in your standards?
Highlight them in your standards document.
Before we move on, let’s define enduring.
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying
learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of instruction.• Requires critical thinking (analyzing, creating and
evaluating)
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ENDURING LEARNINGWriting Example
EXAMPLES NON-EXAMPLESWrite arguments to support claims with clear reasons and relevant evidence.
-Establish the significance of claims- Create logical organization of claims, reasons and evidence-Use words, phrases and clauses to create cohesionSub Skills
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ENDURING LEARNINGReading Example
EXAMPLES NON-EXAMPLESSummarize key supporting details and ideas
-Identify main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skim and scan a text.
Sub Skills
Strategy
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ENDURING LEARNINGScience Example
EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.
Create a model of an erupting volcano using vinegar and baking soda.
Activity
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ENDURING LEARNINGSocial Studies ExampleEXAMPLES NON-EXAMPLES
Produce an argument to support claims with appropriate use of relevant historical evidence.
Describe point of view for primary and secondary sources.
Use Chicago Style correctly when citing evidence.
Improve student perception of history.
Sub Skill
Strategy
Disposition
ENDURING LEARNINGMusic Example
EXAMPLES NON-EXAMPLESRead & notate music -Identify musical symbols
-Play notes on an instrument
Sub Skills
ENDURING LEARNINGHealth Example
EXAMPLES NON-EXAMPLESAnalyze the influence of family, peers, culture, media, technology, and other factors on health behavior
--Identify factors that influence health -Read and discuss articles about factors that influence health
Sub Skills
Strategy
Write & CHART enduring skill statements.Hint: Start with the verb and write a statement.
Consider: • What can you combine or refine? • Do you notice anything you would consider subskills?• Does your statement meet the definition of enduring?
POST your chart.
From “big rocks” to enduring
Gallery walk • Evaluate the ES statements for the
criteria assigned your table.• Place a dot if it meets the criteria. • Choose one good example to share
explaining why it is a good example of that criteria.• Decide who will share.
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying
learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of instruction.• Requires critical thinking (analyzing, creating and
evaluating)
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Enduring Learning
What it is What it isn’t
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ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T
Worthy of extended focus Fundamental to learning in
other disciplines Aptitude that has value and
utility beyond one narrow context
Foundational for the application of content
Applicable beyond school Can be measured over time
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ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T
A sub skill Explicit content
knowledge An activity A skill with limited
application A strategy for learning
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Return to your Chart
Do you still consider what you charted enduring? Refine as needed.
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Continue to work collaboratively through your standards document.
Record digitally (Enduring Skills Initial List) to share.
Use the tools: *Enduring definition*Your What It Is/What It Isn’t chart
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Guide you through a process for identifying enduring skills in your content area.
This activity will
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Guide teachers to collaboratively identify the enduring skills in their content area
Support a meaningful student growth goal-setting process for development of quality student growth goals
Goals of this process
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Establish BaselineTarget students’
priority need
Identify the sources of evidence that will need to be in place to measure student’s level of
proficiency in the Enduring Skills
Identify what proficiency looks like for the Enduring Skills
Identify the Enduring Skills in the content area standards
Know the expectation of content area standards
Teac
her K
nowled
ge
During first
weeks of school
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Who is our audience?
How should we share?
What is our role?
What’s Next?