Standards-Based PlanningStandards-Based Planning

Essential Question: Essential Question:

What is good teaching?What is good teaching?

Rigor, Consistency and Rigor, Consistency and Cohesiveness in Unit PlanningCohesiveness in Unit Planning

Standards-based Curriculum-mappingStandards-based Curriculum-mapping The unit has a clear focus on The unit has a clear focus on THE BIG THE BIG

IDEAS/IDEAS/CONCEPTSCONCEPTS

– Begin with the Begin with the Content and ELAContent and ELA standardsstandards and sub-standards being addressedand sub-standards being addressed

– Analyze Content standards to make the Analyze Content standards to make the implied big ideas clear, using Bloom’s implied big ideas clear, using Bloom’s TaxonomyTaxonomy

– Organize content around key conceptsOrganize content around key concepts– Show how the big ideas offer a purpose Show how the big ideas offer a purpose

and rationale for the studentand rationale for the student

What is the level of rigor required by each standard???

Bloom’s Taxonomy ChartBloom’s Taxonomy Chart

A A cognitive toolcognitive tool to reach consensus to reach consensus on the relationship between:on the relationship between:– What the standard asks students to What the standard asks students to

KNOWKNOW and and – What the standard asks them to be What the standard asks them to be

able to able to DODO..

Bloom’s Taxonomy ChartBloom’s Taxonomy Chart

1. Remember (Retrieve relevant knowledge from long-term memory) • Recognize • Identify • Recall • Retrieve • Label • Tell • List • Define • Recite • Memorize • Repeat • Find • Fil l in

2. Under stand( Construct

meaning from instructional message , sgraphic

)communications • Interpret • Exemplify • Classify • Summarize • Compare • Explain • Clarify • Illustrate • Paraphrase • Categorize • Abstract • Conclude • Contrast • Generalize • Predict • Describe • Discuss • Review • Outline

3. Apply ( Use a procedure, spec ific

format orsolve a

problem in asystemati c

)way • Execute • Implement • Carry out • Use • Demonstrate • Diagram • Revise • Illustrate • Dramatize • Practice • Organize • Research • Calculate • Sequence • Display

4. Analyze (Break materials into

its constituent parts and

determine how the partsrelat e

to one another and to an

overa llstructu re or

)purpose • Differentiate • Organize • Attribute • Discriminate • Deconstruct • Find Coherence • Distinguish • Integrate • Structure • Outline • Parse • Compare • Contrast • Deduce • Examine • Question

5. Eva luate(Make judgments

based on criteri a and

)standards • Check • Critique • Jud ge • Coordinate • Detect • Monitor • Test • Determine • Select • Decide • Choose • Estimate • Predict

6. Create ( Put elem ents

together to form a

coherent or functional

;whole reorganiz eelements into a

new pattern or )structure

• Generate • Hypothesize • Plan • Design • Produce • Construct • Synthesize

ConceptualProcedural

LD7’s Bloom’s Levels of Cognitive Domains

Remember Understand Apply Analyze Evaluate Create

           

           

           

           

Think-Pair-Share:Think-Pair-Share:

Think about your own HS experience - Plot where you think the majority of your HS

tasks fell in Bloom’s Taxonomy

ConceptualProcedural

LD7’s Bloom’s Levels of Cognitive Domains

Remember Understand Apply Analyze Evaluate Create

           

           

           

           

Pair-Share:Pair-Share:

What Bloom’s Levels do you think students need to be

proficient at in order to successfully handle college

work??

TYPES OF KNOWLEDGE

FactualFactual MetacognitiveMetacognitive

Basic elements for understanding a discipline: terminology, details, vocab, dates, people

How subject matter is organized, parts & information connected and how they function together

Knowledge of different “processes,” subject specific skills, methods & algorithms; WHEN to use them

Knowledge about one’s own thinking: strategies, cognitive tasks, self-knowledge of strengths & weaknesses

ConceptualConceptual ProceduralProcedural

ConceptualProceduralTypes of

Knowledge

LD7’s Bloom’s Levels of Cognitive Domains

Remember Understand Apply Analyze Evaluate Create

Factual           

           

           

Metacognitive

           

Conceptual

Procedural

Pair Share:Pair Share:

What is the connection between the Types of

Knowledge and Blooms Levels?

ConceptualProceduralTypes of

Knowledge

LD7’s Bloom’s Levels of Cognitive Domains

Remember Understand Apply Analyze Evaluate Create

Factual           

           

           

Metacognitive

           

Conceptual

Procedural

Deepening the work

Biology-an ExampleBiology-an Example

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

1.1. What are the What are the Content, I & E and ELAContent, I & E and ELA standardsstandards and sub-standards being and sub-standards being addressed?addressed?

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

2.2. What is the What is the Level of RigorLevel of Rigor (knowledge (knowledge level & cognitive domain) being asked level & cognitive domain) being asked for?for?

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

3.3. Identify the Identify the Essential QuestionEssential Question or or Student Learning Goal for this task.Student Learning Goal for this task.

Evolution:Evolution: Why are there so many different forms of life on earth?Why are there so many different forms of life on earth? How can we explain the physical similarities between How can we explain the physical similarities between

species living in similar habitats on different species living in similar habitats on different continents?continents?

Why can’t we kill all the predators and pests? Why can’t we kill all the predators and pests?

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

4.4. Design an Design an Assessment / performance Assessment / performance tasktask Should be grounded in real-world Should be grounded in real-world

applicationsapplications Provide useful feedback to the learner, be Provide useful feedback to the learner, be

transparent, and minimize secrecytransparent, and minimize secrecy Be valid, reliably aligned with Be valid, reliably aligned with

the content standardsthe content standards

CONCEPT(S) PROCESS SKILLS

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

4.4. Design a Design a culminating taskculminating task that that assesses both the concepts and assesses both the concepts and process skills process skills (I & E)(I & E) called for in the called for in the standards.standards.

4. Design an Assessment/performance task4. Design an Assessment/performance task

G

R

A

P

S

S

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

5.5. Collaboratively develop a Collaboratively develop a rubricrubric that that will be used for the taskwill be used for the task

What What otherother evidence will be collected to build evidence will be collected to build the case for understanding, knowledge, and the case for understanding, knowledge, and skill?skill?

5 -Advanced 4 – Proficient 3 - Basic 2 – Below Basic 1 – Far Below

Basic Able to achieve mastery at the highest cognitive level. Performance tasks are accurate, sequential, and demonstrate understanding, application, and analysis. Format is exceptional.

Highest cognitive dimension not quite mastered. Analysis is not complete. Final product exhibiting satisfactory grammar, content, format and concepts.

Analysis lacking application of key concepts in evolution. Final product exhibiting errors in grammar, and some content. Format is correct.

Limited analysis. Some Errors in application tasks. Final product exhibiting some errors in grammar, content and concepts. Format is incomplete.

Lacking analysis. Many errors in application tasks. Final product exhibiting numerous errors in grammar, format, content and concepts.

6.6. Scaffolding: Scaffolding: A focus on engaging and effective learningA focus on engaging and effective learning

WhatWhat learning experiences and instruction learning experiences and instruction will promote the desired will promote the desired understanding, understanding, knowledge, skillsknowledge, skills and and conceptsconcepts of the of the clustered standards?clustered standards?

HowHow will the scaffolded lessons ensure that will the scaffolded lessons ensure that all students are all students are fully engagedfully engaged and and effectivelyeffectively meetingmeeting the goals?the goals?

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

6.6. Using Using Bloom’s LevelsBloom’s Levels and the 5E and the 5E model, what is the model, what is the scaffolded lesson scaffolded lesson sequencesequence necessary to develop necessary to develop student understanding?student understanding?

Activity 2(Understand)

EngageExploreExplainExtendEvaluate

Activity 3(Apply)

EngageExploreExplainExtendEvaluate

Activity 4(Evaluate)

EngageExploreExplainExtendEvaluate

Culminating task

Activity 1(Recall)EngageExploreExplainExtendEvaluate

Lesson DesignLesson Design

7.7. What What teaching strategiesteaching strategies will support will support student-centered learning?student-centered learning?

Lesson DesignLesson Design

8.8. What What literacy strategiesliteracy strategies will increase will increase student achievement?student achievement?

Standards-based Curriculum-mappingStandards-based Curriculum-mapping

10.10. What What materials and resourcesmaterials and resources are are needed to teach each part of the needed to teach each part of the unit?unit?

Standards-Based PlanningStandards-Based Planning

In groups, use a In groups, use a Double-bubble MapDouble-bubble Map or a or a Venn diagramVenn diagram to to

Compare and contrastCompare and contrast Traditional vs Standards-basedTraditional vs Standards-based

Instructional PracticeInstructional Practice

d

Process of Instructional PlanningProcess of Instructional Planning

Traditional Practice Standards-based Practice

• Select a topic from the curriculum

• Design instructional activities

• Design and give an assessment

• Give grade or feedback

• Move onto new topic

• Select and group key standards

• Design an assessment/task for students

to demonstrate they have mastered the

standard(s)

• Decide what key activities/learning that

students need to show proficiency

• Plan scaffolded instruction to assure

that each student has adequate

opportunities to learn

• Use data from assessment to give

feedback, re-teach or move to next level

Think of your obligations via Think of your obligations via W. H. E. R. E. T. O.W. H. E. R. E. T. O.

““WhereWhere are we headed?” are we headed?” (the (the student’sstudent’s Q!) Q!) How will the student be ‘How will the student be ‘hookedhooked’?’?What opportunities will there be to be What opportunities will there be to be

equippedequipped, and to , and to experienceexperience and and explore explore key ideas?key ideas?

What will provide opportunities to What will provide opportunities to rethink, rethink, rehearse, refine and reviserehearse, refine and revise??

How will students How will students evaluateevaluate their work? their work?How will the work be How will the work be tailoredtailored to individual to individual

needs, interests, styles?needs, interests, styles?How will the work be How will the work be organizedorganized for for

maximal engagement and effectiveness?maximal engagement and effectiveness?

E

E

R

T

O

H

W

Standards-based Bulletin BoardStandards-based Bulletin Board

Make the Make the scaffoldingscaffolding VISIBLEVISIBLE to the to the students - they need to know where students - they need to know where their going…their going…

Developed by Fremont and UCLA

Content and Literacy Coaches