Network for New Math & Science Teachers

Meeting 1, Year 3September 22, 2011

Brought to you in part by KDEDelivered by P12 Math Science Outreach division of

PIMSER

P-12 Mathematics and Science Outreach of PIMSER

Your facilitators

• Terry Parkey – Regional Teacher Partnertparkey@windstream.net

• Susan Mayo – Regional Teacher Partnersusan.mayo@pikeville.kyschools.us

P-12 Mathematics and Science Outreach of PIMSER

3

Group Norms - RESPECT

• Rejoin whole group when signaled• Everyone participates• Side conversations to a minimum • Prepared for meeting• Expect to be here and present in the work• Cell phone and other electronics etiquette• Two feet rule

P-12 Mathematics and Science Outreach of PIMSER

• What is it?• How will it be used?• You’re invited

– You have to accept!

Roadmap for the day…

Review: Two years of NNMST

Book Study: Drive

Classroom Curriculum Design

Learning window

P-12 Mathematics and Science Outreach of PIMSER

Let’s review year 1 & 2

Quiz Quiz Trade - A Kagan Strategy 1. Stand Up - Hand Up - Pair Up 2. Introduce yourselves 3. Partner A quizzes 4. Partner B responds 5. Partner A coaches or praises 6. Switch roles 7. Trade cards, then repeat #1-6

Categories of Instructional StrategiesThat Affect Student Achievement

• Identifying similarities and differences• Summarizing and note taking• Reinforcing effort and providing recognition• Homework and practice• Nonlinguistic representations• Cooperative learning• Setting objectives and providing feedback• Generating and testing hypotheses• Cues, questions, and advance organizers

P-12 Mathematics and Science Outreach of PIMSER

Drive: A book study for NNMST

• From Daniel H. Pink, comes a paradigm-shattering look at what truly motivates us and how we can use that knowledge to work smarter and live better.

• Video clip• Next meeting prep:

– Read Introduction & Chapter 1– Complete reading guide

P-12 Mathematics and Science Outreach of PIMSER

NMSTM Year 3Goal for this year

• Design a strategic unit that will improve instruction and engage students in meaningful learning.

P-12 Mathematics and Science Outreach of PIMSER

Key Question

How is an Instructional Designer Like an Architect?

P-12 Mathematics and Science Outreach of PIMSER

What is in the box?

• First, think about your experiences as a teacher. What makes for an effective unit?

• Second, think back to your experience as a student--to a time when you were highly engaged in the learning. What makes for an engaging unit?

• Third, put your experiences together. What makes for an effective & engaging unit?

• “Unless and until there is a focus on how to develop the teaching skills required to help all students meet more rigorous standards and master the curriculum (and all teachers use assessments to improve instruction), student achievement is unlikely to improve more than marginally.”– Tony Wagner and Robert Kegan, Change Leadership

In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, Robert Marzano (2007) identified a set of critical questions that teachers must address in their classrooms. Six are especially relevant to the issue of instructional design. Here they are:

• What will I do to establish and communicate learning goals, track student progress, and celebrate success?

• What will I do to help students effectively interact with new knowledge?

• What will I do to help students practice and deepen their understanding of new knowledge?

• What will I do to help students generate and test hypotheses about new knowledge?

• What will I do to engage students?

• What will I do to communicate high expectations for all students?

If we are building, then we need a blueprint…

KITCHENWhere students cook up

a product that demonstrates the full scope of their learning.

LIBRARYWhere we provide

Information & ideas thruLecture, readings, or

Viewings.

FOYERWhere we activate students’

knowledge & arouse student interest to help them

anticipate the learning to come

PORCHWhere students lean

back, reflect, generalize,& question what they

have learned.

WORKSHOPWhere students

rehearse, practice, &evaluate the progress of

their learning

Silver Strong & Associates, Thoughtful Education Press 2010

P-12 Mathematics and Science Outreach of PIMSER

Related Versions of the Learning Cycle

Three-Phase Structure of a Lesson

P-12 Mathematics and Science Outreach of PIMSER

Learning Targets

Assessment

InstructionalPlan

Deconstruction of Standards

Underst

andin

g

by Des

ign

Putting It All Together• Examine Marzano’s questions, Silver’s

Blueprint, and the versions of the Learning Cycle.

• Use the Comparing Models organizer to help you compare.

• What common thread(s) is found in all?

KITCHENWhere students cook up

a product that demonstrates the full scope of their learning.

LIBRARYWhere we provide

Information & ideas thruLecture, readings, or

Viewings.

FOYERWhere we activate students’

knowledge & arouse student interest to help them

anticipate the learning to come

PORCHWhere students lean

back, reflect, generalize,& question what they

have learned.

WORKSHOPWhere students

rehearse, practice, &evaluate the progress of

their learning

Silver Strong & Associates, Thoughtful Education Press 2010

Classroom Curriculum Design model

P-12 Mathematics and Science Outreach of PIMSER

“We would argue that the things you do well were taught to you through a series of intentional actions. You probably did not develop high levels of skills from simply being told how to complete tasks. Instead, youlikely had models, feedback, peer support, and lots of practice.”

Fisher and Frey from Better Learningthrough Structured Teaching (2008)

Examining Your Own

• Think about units you teach• Compare your units to the Classroom

Curriculum Design model….– What are similarities with your unit?– Where are there some gaps in your unit? In other

words, are any of the ‘rooms’ empty?

Where is your focus?

• As you break, think back to your personal unit development…– What part of the house got most of your

attention? Place a RED dot in that particular room on the chart.

– What part of the house received the least amount of your attention? Place an ORANGE dot in that particular room on the chart

P-12 Mathematics and Science Outreach of PIMSER

Classroom Curriculum Design Folder

Learning target:• I can describe what

strategic unit design looks like.

• I can describe the research behind effective lessons and units.

P-12 Mathematics and Science Outreach of PIMSER

Classroom Curriculum Design How is the folder organized?

• Introduction to Unit Design• Design process - IDEAS

• Identify your purpose• Design your essential questions• Establish your assessment design• Arrange your learning activities on a unit blueprint• Stop to review and refine your unit

P-12 Mathematics and Science Outreach of PIMSER

Standards-based Units

Plan

ImplementReflect

P-12 Mathematics and Science Outreach of PIMSER

Review the example units

• Jackie - science• Susan - math

• Sabrina - math• Jamie-Marie - math

1.Highlight where learning targets are used in the unit.

2.Discuss strong, weak aspects of the unit with a partner.

P-12 Mathematics and Science Outreach of PIMSER

What’s the main point?

• Discuss the following at your table:– the impact a unit like

this would have on student achievement

– why spend all this time thinking about and planning a unit like this?

Putting it All Together, or What is is a Unit Blueprint?

Four lessons about unit design…

1. Teachers know best.

2. Make it simple and deep.

3. Boredom has an opposite.

4. The future belongs to knowledge workers.

Section 1: Identify Your Purpose

In this section you will…Define the core concept of your unit.Learn how to turn standards into “friends”

rather than enemies to good teaching.Learn how to “unpack” your standards by

creating a Learning Window.

Beginning with the End in Mind

If you don’t know where you are going, you might end up some place else.”

Yogi Berra

Beginning With the End in Mind

Creating a Learning Window requires looking closely at your standards and converting them into clear learning goals by answering four simple questions:

• What do students need to know? (knowledge targets)• What do students need to understand? (reasoning targets)• What skills do students need to develop?• What habits or attitudes (e.g. mathematical practices, Behavioral goals/Habits of Mind)) do you want to foster in students?

Learning WindowStep One

Step One: Identify the Title and Core Concept

  : A Study in  (unit topic)   (core

concept)

Learning WindowStep Two

Identify Standards to Be Addressed:•Common Core for Mathematics•Science Literacy - KCAS•Ky. Program of Studies•Ky. Core Content for Assessment

The whole process of unpacking your standards and turning them into learning goals can be done with relative ease and with maximum efficiency by answering four questions about your unit:

What do you want students to know? (Knowledge goals)

What habits or attitudes do you want

students to develop? (Habits of Mind/behavioral goals)

What do you want students to understand? (Understanding goals and

Reasoning)

What skills do you want

students to develop? (Skill-acquisition goals)

A goal is different from an activity.

An activity is a specific task or assignment that students will complete during a lesson or unit.

A goal is broader in scope, stating what students will learn by the completion of the unit.

Learning WindowStep Three

Step Three: Develop Your Learning Window

Knowledge Goals

Behavioral Goals/Habits of Mind

Understanding Goals and Reasoning

Skill-Acquisition Goals

Product Goals

Key Academic Vocabulary

: A Study in

(topic) (core concept)

Standards

Knowledge(Facts, sequences, procedures,

vocabulary terms-list terms in box on bottom)

Attitudes(Habits and attitudes that will foster

success in the unit)

Understandings(Big ideas, generalizations,

principles)

Skills(Targeted skills and/or Hidden Skills

of Academic Literacy)

Key Academic Vocabulary

Sample

Learning

Window

The REFLECTION: Looking at Your Work

Here are a few questions to think about to help you analyze and refine your Learning Window:

•Does your title/core concept reflect a big idea—a unifying concept that is bigger than the content of the unit?

•Does your Learning Window reflect what’s in your standards?

•Are the knowledge and understanding panes connected to one another? (Will the knowledge lead to the understanding?)

•Have two to three focus skills been identified?

•Are the habits/attitudes appropriate for the unit?

•Are there any improvements you can make?

P-12 Mathematics and Science Outreach of PIMSER

Before you leave today…

• On an index card, write your name and the topic of the unit you plan to develop and teach in March 2012– The facilitators need this information in order to

prepare a Curriculum Topic Study (CTS) for the next meeting.

P-12 Mathematics and Science Outreach of PIMSER

Work time…begin the learning window

• Identify and deconstruct the standards for a unit you will teach in March 2012

• Title the unit• Complete the learning window

Roadmap for the day…

Review: Two years of NNMST

Book Study: Drive

Classroom Curriculum Design

Learning window

P-12 Mathematics and Science Outreach of PIMSER

Next Meeting Prep October 19, 2011

Homework• Finish deconstructing

standards for unit• Finish learning window• Section 2 of Folder

(essential questions)• Drive - Intro & chapter 1

– Complete reading guide

• CASL book• Green folder-Curriculum

Design Folder• Drive• Testing resources for unit• Lap top• Making Sense of Secondary

Science• Van de Walle book

Bring to next meeting: